ScratchCreate something fun!

By Yukyong Chung

Given the terms of computational concepts, the students will be able to state examples matching the Scratch blocks.

The students will be able to conduct the main steps of cre-ating a Scratch project correctly which include Create a project, Choose a sprite, Drag and Snap Scratch blocks, Save, and Share, using Scratch.

The students will create a working "About Me"  Scratch project expressing themselves using Scratch by them-selves.

Objectives

What is Scratch? What is helpful? Computational concepts Scratch Interface Exploring and Practicing Break-out Creating "About me" projects Sharing Closing

Outline

Programming language : graphical programming language to easily

create your own interactive stories, animations, and games.

What is Scratch?

Programming language : graphical programming language to easily

create your own interactive stories, animations, and games.

Online community : share your creations and ideas with others all

over the world

What is Scratch?

Think creatively.

Reason systematically.

Develop collaboration skills.

Practice computational skills.

What is helpful?

Sequences : identifying a series of steps for a task.

Computational concepts

Loops : running the same sequence multiple times.

Computational concepts

Events : one thing causing another thing to happen.

Computational concepts

Parallelism : making things happen at the same time.

Computational concepts

Conditionals : making decisions based on conditions.

Computational concepts

Operators : support for mathematical and logical expres-

sion.

Computational concepts

Data: storing, retrieving, and updating values.

Computational concepts

Basic Elements of Scratch A project is a creation made in the Scratch

program. Scratch projects are made up of objects

called Sprites. To make a sprite do something, you snap

together graphic Blocks into stacks, called Scripts.

Scratch Interface

Exploring and Practicing Explore Scratch interface. Practice Scratch blocks using the printout. Find another examples of Scratch blocks match-

ing the computational concepts.

Take a break 10 minutes of break time.

Create your own “About Me” project expressing yourselves.

Add your projects to the Studio, “In-structional Tech Workshop”.

Creating “About Me”

Present your projects in front of class.

Write comments on peer projects on the Scratch web site.

Sharing your projects

Please share your ideas about Scratch, pros and cons, utilization, improve-ment, and so on.

Reflections

Brennan, K. & Resnick, M. (2012) New frameworks for studying and assessing the de-velopment of computational Thinking

(http://web.media.mit.edu/~kbrennan/files/Brennan_Resnick_AERA2012_CT.pdf). Brennan, K., Chung, M., & Hawson, J. (2011), Creative computing (http://scratched.gse.harvard.edu/sites/default/files/CurriculumGuide-v20110923.pdf) MIT Media Lab(n.d.), Scratch Reference Guide (

http://scratch.mit.edu/files/ScratchReferenceGuide.pdf). MIT Media Lab (2013) Getting Started With Scratch(http://cdn.scratch.mit.edu/scratchr2/static/

__457b5935d6133646ecfc08b4d6113044__//pdfs/help/Getting-Started-Guide-Scratch2.p.

df). MIT Media Lab(n.d.), Learning with Scratch(http://scratched.gse.harvard.edu/sites/default/files/Learning%20with%20Scratch.pdf). MIT Media Lab(n.d.), Creating with Scratch(

http://www.comp.nus.edu.sg/~leonghw/uit2201/Scratch/Demo-HowTo/Creating-with-Scratch.pdf).

Graphic image source: Google images

References