Program Title:
Coding with Scratch 2.0 for Homeschoolers!
Program Description:
Homeschool students will learn to code their own interactive puzzles, games, animations, and stories using Scratch 2.0. Each session will build on coding concepts learned in previous sessions, so students should plan to attend all sessions. No previous programming experience is necessary!
Target audience:
Session Information:
Outline of Program:
Week 1: Introduction to Scratch 2.0
Week 2: Create a Cartoon Project
Week 3: Create an Etch-a-Sketch or Maze Game Project
Week 4: Create a Collection Game Project
Week 5: Create a Geometric Shapes/Patterns Project
Week 6: Create Math Flashcards or Adding Dice Game Project
Week 7: Create a Mad Libs Project
Week 8: Student Presentations
Format:
Supplies:
Estimated Cost:
The estimated cost for this program would include staff hours for one staff member and the use of paper and pens for diagrams and handouts (if needed).
Publicity:
This program will publicized through the information organization’s normal marketing distribution channels. Program information will also be sent to all community homeschool email lists, Facebook groups, co-ops, etc.
Organization's Interests and Goals:
This program would be ideal for information organizations interested in creating or expanding Science, Technology, Engineering and Math (STEM) programming for homeschool students, especially in communities with a large population of homeschooling families.
Coding with Scratch 2.0 for Homeschoolers!
Program Description:
Homeschool students will learn to code their own interactive puzzles, games, animations, and stories using Scratch 2.0. Each session will build on coding concepts learned in previous sessions, so students should plan to attend all sessions. No previous programming experience is necessary!
Target audience:
- Homeschool students
- Ages 8-16
- Open to parents
Session Information:
- 8 afternoon weekly sessions
- 1.5 - 2 hours in length
- Session size: 8 students
Outline of Program:
Week 1: Introduction to Scratch 2.0
- View Scratch Video (https://vimeo.com/65583694)
- Introduction to Scratch website (https://scratch.mit.edu/)
- Remixing and copying projects
- Create Scratch profile and username
- Join class studio
- Explore Scratch website
- Play games
- Overview of project page, sprites, backdrops, scripts, and sounds
- Overview of next session’s project
Week 2: Create a Cartoon Project
- Review of previous session with time for questions
- Overview of the session’s project
- Examples of Cartoon projects
- Explanation of required elements
- 10 - 30 seconds in length
- Two sprites
- Text and/or audio dialogue
- Purpose comments on every line of code
- Brief demonstration outlining the creation of a Cartoon to include the Control, Events, Looks, Motion, and Sound Coding Concepts.
- Locate Cartoon projects in Scratch for ideas and “See Inside” to examine the codes.
- Plan out your Cartoon with pencil and paper before starting in Scratch.
- With the help of program instructor and online resources, begin creating or remixing a Cartoon project.
- Session wrap up with time for questions. Students will be expected to complete their Cartoon projects before the next session.
Week 3: Create an Etch-a-Sketch or Maze Game Project
- Review of previous session with time for questions and project presentation
- Overview of the session’s project
- Examples of Etch-a-Sketch and Maze Game projects
- Explanation of required elements
- Clear stage at the start of the game
- A sprite that uses the pen script to create a line that changes color and/or size.
- A sprite moves in 4 directions
- Sound files
- Purpose comments on every line of code
- Brief demonstration outlining the creation of an Etch-a-Sketch or Maze Game project to include the Control (Conditional Statements), Events, Looks, Motion, Pen, Sensing, Sound Coding Concepts.
- Locate an Etch-a-Sketch or Maze Game in Scratch for ideas and “See Inside” to examine the codes.
- Plan out your an Etch-a-Sketch or Maze Game with pencil and paper before starting in Scratch.
- With the help of program instructor and online resources, begin creating or remixing an Etch-a-Sketch or Maze Game project.
- Session wrap up with time for questions. Students will be expected to complete their Etch-a-Sketch or Maze Game projects before the next session.
Week 4: Create a Collection Game Project
- Review of previous session with time for questions and project presentation
- Overview of the session’s project
- Examples of Collection Game projects
- Explanation of required elements
- A collection sprite
- A counting variable
- Three or more collectable sprites
- Sound files
- A game-state backdrop that changes to a win-state backdrop when all collectable sprites are collected by the collection sprite
- Purpose comments on every line of code
- Brief demonstration outlining the creation of a Collection Game to include the Control, Data, Events, Looks, Motion, Operators, Sensing, and Sound Coding Concepts
- Locate Collection Game projects in Scratch for ideas and “See Inside” to examine the codes.
- Plan out Collection Game with pencil and paper before starting in Scratch.
- With the help of program instructor and online resources, begin creating or remixing a Collection Game project.
- Session wrap up with time for questions. Students will be expected to complete their Collection Game projects before the next session.
Week 5: Create a Geometric Shapes/Patterns Project
- Review of previous session with time for questions and project presentation
- Overview of the session’s project
- Examples of Geometric Shapes/Patterns projects
- Explanation of required elements
- At least one shape
- Looping scripts to create patterns out of shapes
- Coloring changing patterns
- An option to clear the stage and restart the project
- Background music
- Purpose comments on every line of code
- Brief demonstration outlining the creation of a Geometric Shapes/Patterns to include the Control, Data, Events, Motion, Pen, Sound Coding Concepts
- Locate Geometric Shapes/Patterns projects in Scratch for ideas and “See Inside” to examine the codes.
- Plan out Geometric Shapes/Patterns with pencil and paper before starting in Scratch.
- With the help of program instructor and online resources, begin creating or remixing a Geometric Shapes/Patterns project.
- Session wrap up with time for questions. Students will be expected to complete their Geometric Shapes/Patterns projects before the next session.
Week 6: Create Math Flashcards or Adding Dice Game Project
- Review of previous session with time for questions and project presentation
- Overview of the session’s project
- Examples of Math Flashcards or Adding Dice Game projects
- Explanation of required elements
- At least one type of operators
- Math questions answered by player
- A script to indicate when math questions are answered correctly
- A script that gives the option to try again when an incorrect answer is given
- Sound files
- Purpose comments on every line of code
- Brief demonstration outlining the creation of a Math Flashcards or Adding Dice Game to include the Control (Conditional Statements), Data, Events, Looks, Motion, Operators, Sensing, and Sound Coding Concepts
- Locate Math Flashcards or Adding Dice Game projects in Scratch for ideas and “See Inside” to examine the codes.
- Plan out Math Flashcards or Adding Dice Game with pencil and paper before starting in Scratch.
- With the help of program instructor and online resources, begin creating or remixing a Math Flashcards or Adding Dice Game project.
- Session wrap up with time for questions. Students will be expected to complete their Math Flashcards or Adding Dice Game projects before the next session.
Week 7: Create a Mad Libs Project
- Review of previous session with time for questions
- Overview of the session’s project
- Examples of Mad Libs projects
- Explanation of required elements
- 3 or more sentences that require player input of words
- A win-state backdrop that shows the narrative and player’s words
- Sound files
- Purpose comments on every line of code
- Brief demonstration outlining the creation of a Mad Libs project to include the Control, Data, Events, Looks, Sensing, and Sound Coding Concepts
- Locate Mad Libs projects in Scratch for ideas and “See Inside” to examine the codes.
- Plan out a Mad Libs project with pencil and paper before starting in Scratch.
- With the help of program instructor and online resources, begin creating or remixing a Mad Libs project.
- Session wrap up with time for questions. Students will be expected to complete their Mad Libs projects before the next session.
Week 8: Student Presentations
- Student Project Presentations
- Students will share a their six Scratch projects with friends and family.
Format:
- Each session, excluding the first and last sessions, will begin with a review of the previous session’s project with time for questions.
- An overview of the session’s project will be presented to students.
- A brief demonstration outlining the creation of the session's project to include important coding concepts.
- Students will be given time to locate projects in Scratch for ideas and “See Inside” to examine the codes.
- Students will be given time to plan and begin creating or remixing projects.
- Each session, excluding the first and last sessions, will end with a wrap up with time for questions.
Supplies:
- Laptops or Chromebooks will be supplied by students.
- Handouts (if needed)
Estimated Cost:
The estimated cost for this program would include staff hours for one staff member and the use of paper and pens for diagrams and handouts (if needed).
Publicity:
This program will publicized through the information organization’s normal marketing distribution channels. Program information will also be sent to all community homeschool email lists, Facebook groups, co-ops, etc.
Organization's Interests and Goals:
This program would be ideal for information organizations interested in creating or expanding Science, Technology, Engineering and Math (STEM) programming for homeschool students, especially in communities with a large population of homeschooling families.