Class 1 Exam > Class 1 Notes > Coding for Kids > Textbook: Module - 2
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Page 1 22/05/2019 Scratch Participant Manual 2019 - Google Docs https://docs.google.com/document/d/1dOeBlsrqYl-0H5m5oj3NZLYyW5xfDEKOFZXrz2685hM/edit 19/70 Module 2 Suggested Duration of Module 4 Hours Objectives: Content of Module 2: Exploring numeracy in Scratch Communicating in Scratch Gaming in Scratch Images and video Discussion Time In Module 2, we will consider Scratch in the context of the primary mathematics curriculum. We will further enhance Scratch capabilities of participants, with particular emphasis on concepts related to numeracy. Page 2 22/05/2019 Scratch Participant Manual 2019 - Google Docs https://docs.google.com/document/d/1dOeBlsrqYl-0H5m5oj3NZLYyW5xfDEKOFZXrz2685hM/edit 19/70 Module 2 Suggested Duration of Module 4 Hours Objectives: Content of Module 2: Exploring numeracy in Scratch Communicating in Scratch Gaming in Scratch Images and video Discussion Time In Module 2, we will consider Scratch in the context of the primary mathematics curriculum. We will further enhance Scratch capabilities of participants, with particular emphasis on concepts related to numeracy. 22/05/2019 Scratch Participant Manual 2019 - Google Docs https://docs.google.com/document/d/1dOeBlsrqYl-0H5m5oj3NZLYyW5xfDEKOFZXrz2685hM/edit 20/70 Exploring Numeracy in Scratch The mathematics curriculum for primary comprises five strands: Number Algebra Shape and Space Measures Data Note that Scratch can be used in lots of different subjects while still incorporating these numeracy skills. Skill Examples of its use in Scratch Applying and problem-solving ? Breaking down a problem into individual tasks ? Creating solutions to solve problems Communicating and expressing ? Pair work or Group work ? Class discussion at end of Scratch lesson - ask children what went well, what didn’t work, ask children to solve Scratch errors for each other Integrating and connecting ? Connect informally acquired mathematical ideas with formal mathematical concepts ? Carry out mathematical activities which involve other areas of the curriculum Reasoning ? Sequential and logical thinking ? Reading through pieces of code Implementing ? Use appropriate Scratch tools to complete tasks Understanding and recalling ? Recalling the function of each block ? Understanding which blocks will be most helpful in a specific project or a specific piece of code Page 3 22/05/2019 Scratch Participant Manual 2019 - Google Docs https://docs.google.com/document/d/1dOeBlsrqYl-0H5m5oj3NZLYyW5xfDEKOFZXrz2685hM/edit 19/70 Module 2 Suggested Duration of Module 4 Hours Objectives: Content of Module 2: Exploring numeracy in Scratch Communicating in Scratch Gaming in Scratch Images and video Discussion Time In Module 2, we will consider Scratch in the context of the primary mathematics curriculum. We will further enhance Scratch capabilities of participants, with particular emphasis on concepts related to numeracy. 22/05/2019 Scratch Participant Manual 2019 - Google Docs https://docs.google.com/document/d/1dOeBlsrqYl-0H5m5oj3NZLYyW5xfDEKOFZXrz2685hM/edit 20/70 Exploring Numeracy in Scratch The mathematics curriculum for primary comprises five strands: Number Algebra Shape and Space Measures Data Note that Scratch can be used in lots of different subjects while still incorporating these numeracy skills. Skill Examples of its use in Scratch Applying and problem-solving ? Breaking down a problem into individual tasks ? Creating solutions to solve problems Communicating and expressing ? Pair work or Group work ? Class discussion at end of Scratch lesson - ask children what went well, what didn’t work, ask children to solve Scratch errors for each other Integrating and connecting ? Connect informally acquired mathematical ideas with formal mathematical concepts ? Carry out mathematical activities which involve other areas of the curriculum Reasoning ? Sequential and logical thinking ? Reading through pieces of code Implementing ? Use appropriate Scratch tools to complete tasks Understanding and recalling ? Recalling the function of each block ? Understanding which blocks will be most helpful in a specific project or a specific piece of code 22/05/2019 Scratch Participant Manual 2019 - Google Docs https://docs.google.com/document/d/1dOeBlsrqYl-0H5m5oj3NZLYyW5xfDEKOFZXrz2685hM/edit 21/70 For more details on this see: http://www.curriculumonline.ie/getmedia/9df5f3c5-257b-471e-8d0f-f2cf059af 941/PSEC02_Mathematics_Curriculum.pdf Communicating in Scratch In Scratch we use broadcasts to communicate between sprites and between different parts of the programme. Broadcasting is a very useful tool to control the flow of a programme. We will cover this important concept now. A broadcast is used to send a message from one sprite to another or from one part of the programme to another. A broadcast is like a radio signal. It is sent out from one sprite or background. It is received by all the sprites and the stage or background Once a sprite receives a broadcast it can be programmed to react in a particular way. Participant Activity 1. Select two sprites from the folders or draw two sprites. 2. We are going to code a conversation between these sprites so have them face each other. a. If a Sprite is turned the wrong way, click on the costumes tab. This brings you into the Paint Editor. Click “Flip horizontal”. Page 4 22/05/2019 Scratch Participant Manual 2019 - Google Docs https://docs.google.com/document/d/1dOeBlsrqYl-0H5m5oj3NZLYyW5xfDEKOFZXrz2685hM/edit 19/70 Module 2 Suggested Duration of Module 4 Hours Objectives: Content of Module 2: Exploring numeracy in Scratch Communicating in Scratch Gaming in Scratch Images and video Discussion Time In Module 2, we will consider Scratch in the context of the primary mathematics curriculum. We will further enhance Scratch capabilities of participants, with particular emphasis on concepts related to numeracy. 22/05/2019 Scratch Participant Manual 2019 - Google Docs https://docs.google.com/document/d/1dOeBlsrqYl-0H5m5oj3NZLYyW5xfDEKOFZXrz2685hM/edit 20/70 Exploring Numeracy in Scratch The mathematics curriculum for primary comprises five strands: Number Algebra Shape and Space Measures Data Note that Scratch can be used in lots of different subjects while still incorporating these numeracy skills. Skill Examples of its use in Scratch Applying and problem-solving ? Breaking down a problem into individual tasks ? Creating solutions to solve problems Communicating and expressing ? Pair work or Group work ? Class discussion at end of Scratch lesson - ask children what went well, what didn’t work, ask children to solve Scratch errors for each other Integrating and connecting ? Connect informally acquired mathematical ideas with formal mathematical concepts ? Carry out mathematical activities which involve other areas of the curriculum Reasoning ? Sequential and logical thinking ? Reading through pieces of code Implementing ? Use appropriate Scratch tools to complete tasks Understanding and recalling ? Recalling the function of each block ? Understanding which blocks will be most helpful in a specific project or a specific piece of code 22/05/2019 Scratch Participant Manual 2019 - Google Docs https://docs.google.com/document/d/1dOeBlsrqYl-0H5m5oj3NZLYyW5xfDEKOFZXrz2685hM/edit 21/70 For more details on this see: http://www.curriculumonline.ie/getmedia/9df5f3c5-257b-471e-8d0f-f2cf059af 941/PSEC02_Mathematics_Curriculum.pdf Communicating in Scratch In Scratch we use broadcasts to communicate between sprites and between different parts of the programme. Broadcasting is a very useful tool to control the flow of a programme. We will cover this important concept now. A broadcast is used to send a message from one sprite to another or from one part of the programme to another. A broadcast is like a radio signal. It is sent out from one sprite or background. It is received by all the sprites and the stage or background Once a sprite receives a broadcast it can be programmed to react in a particular way. Participant Activity 1. Select two sprites from the folders or draw two sprites. 2. We are going to code a conversation between these sprites so have them face each other. a. If a Sprite is turned the wrong way, click on the costumes tab. This brings you into the Paint Editor. Click “Flip horizontal”. 22/05/2019 Scratch Participant Manual 2019 - Google Docs https://docs.google.com/document/d/1dOeBlsrqYl-0H5m5oj3NZLYyW5xfDEKOFZXrz2685hM/edit 22/70 3. Give your Sprites meaningful names e.g. Clever Cat 4. We will code the first Sprite’s first words. Ensure the Sprite is highlighted in blue in the Sprite List. Click on the Code tab. 5. Use the purple Looks Palette. Pull out “Say Hello for 2 secs”. Click on Hello to edit the speech. Add an event block. Page 5 22/05/2019 Scratch Participant Manual 2019 - Google Docs https://docs.google.com/document/d/1dOeBlsrqYl-0H5m5oj3NZLYyW5xfDEKOFZXrz2685hM/edit 19/70 Module 2 Suggested Duration of Module 4 Hours Objectives: Content of Module 2: Exploring numeracy in Scratch Communicating in Scratch Gaming in Scratch Images and video Discussion Time In Module 2, we will consider Scratch in the context of the primary mathematics curriculum. We will further enhance Scratch capabilities of participants, with particular emphasis on concepts related to numeracy. 22/05/2019 Scratch Participant Manual 2019 - Google Docs https://docs.google.com/document/d/1dOeBlsrqYl-0H5m5oj3NZLYyW5xfDEKOFZXrz2685hM/edit 20/70 Exploring Numeracy in Scratch The mathematics curriculum for primary comprises five strands: Number Algebra Shape and Space Measures Data Note that Scratch can be used in lots of different subjects while still incorporating these numeracy skills. Skill Examples of its use in Scratch Applying and problem-solving ? Breaking down a problem into individual tasks ? Creating solutions to solve problems Communicating and expressing ? Pair work or Group work ? Class discussion at end of Scratch lesson - ask children what went well, what didn’t work, ask children to solve Scratch errors for each other Integrating and connecting ? Connect informally acquired mathematical ideas with formal mathematical concepts ? Carry out mathematical activities which involve other areas of the curriculum Reasoning ? Sequential and logical thinking ? Reading through pieces of code Implementing ? Use appropriate Scratch tools to complete tasks Understanding and recalling ? Recalling the function of each block ? Understanding which blocks will be most helpful in a specific project or a specific piece of code 22/05/2019 Scratch Participant Manual 2019 - Google Docs https://docs.google.com/document/d/1dOeBlsrqYl-0H5m5oj3NZLYyW5xfDEKOFZXrz2685hM/edit 21/70 For more details on this see: http://www.curriculumonline.ie/getmedia/9df5f3c5-257b-471e-8d0f-f2cf059af 941/PSEC02_Mathematics_Curriculum.pdf Communicating in Scratch In Scratch we use broadcasts to communicate between sprites and between different parts of the programme. Broadcasting is a very useful tool to control the flow of a programme. We will cover this important concept now. A broadcast is used to send a message from one sprite to another or from one part of the programme to another. A broadcast is like a radio signal. It is sent out from one sprite or background. It is received by all the sprites and the stage or background Once a sprite receives a broadcast it can be programmed to react in a particular way. Participant Activity 1. Select two sprites from the folders or draw two sprites. 2. We are going to code a conversation between these sprites so have them face each other. a. If a Sprite is turned the wrong way, click on the costumes tab. This brings you into the Paint Editor. Click “Flip horizontal”. 22/05/2019 Scratch Participant Manual 2019 - Google Docs https://docs.google.com/document/d/1dOeBlsrqYl-0H5m5oj3NZLYyW5xfDEKOFZXrz2685hM/edit 22/70 3. Give your Sprites meaningful names e.g. Clever Cat 4. We will code the first Sprite’s first words. Ensure the Sprite is highlighted in blue in the Sprite List. Click on the Code tab. 5. Use the purple Looks Palette. Pull out “Say Hello for 2 secs”. Click on Hello to edit the speech. Add an event block. 22/05/2019 Scratch Participant Manual 2019 - Google Docs https://docs.google.com/document/d/1dOeBlsrqYl-0H5m5oj3NZLYyW5xfDEKOFZXrz2685hM/edit 25/70 3. We want a reaction when The Chaser catches The Runner. This requires the “if” loop and the Sensing palette. 4. Create or import two backdrops for your game. One will show while the game is running. One will show when the sprites are touching and the game ends.Read More
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