1. SCRATCH

2. Course Outline Session 1 – 8.45am to 10.30 am  Introduction  Basics of Scratch programming - Control / Movement / Looks and Sound  Example Projects  Getting Started with Scratch - Telling a joke  Follow the mouse games – Busy Bee Break – 10.30am to 11.00pm Session 2 – 11.00am to 1.00pm  Patterns and Relationships – geometric shapes and logo style commands  Introducing Variables  More Games – Chomping Fish!  Create your own game Plenary– 1.00pm to 1.15pm  Skills covered  Opportunities in school  Next steps – Wrexham units of work / Resources

3. What is SCRATCH? Scratch web Site: http://scratch.mit.edu/http://scratch.mit.edu/ Scratch is a new programming language that makes it easy to create your own interactive stories, animations, games, music, and art -- and share your creations on the web. Scratch is designed to help young people (ages 8 and up) develop 21st century learning skills. As they create and share Scratch projects, young people learn important mathematical and computational ideas, while also learning to think creatively, reason systematically, and work collaboratively.

4. Share projects and download examples

5. SCRATCH INTERFACE

6. Example Projects Animation  Fun With Animation / Aquarium / Day Dream Games  Busy Bee / Pac Man / Pong / Fish Chomp Simulation  Simple Circuit / Pastor / Log Ride Shape, Space and Geometry  Polygons / Flower / Hexagons

7. Getting Started with Scratch

8. Task 1 – Telling a Joke Create a short project involving at least two characters where one is telling the other a joke. Your project should contain:  At least two characters  Some movement or animation  A background  Speech bubbles  Sound

9. Task 2 – Follow the Mouse – Busy Bee Create a game that has a sprite following the mouse pointer through a maze. Key commands to use are:  Touching Colour  Point Towards  Go to  Forever  IF Extension  Change the control of your sprite so it responds to the arrow keys instead of the mouse. Hint use this command:

10. BREAK

11. Task 3 – Playing with Geometry Follow the “Maths Exploration Guide” notes and have a go at tasks 1 to 4 Extension  Lots of potential here for pupils to explore patterns and relationships and to experiment with changing values, variables and testing hypothesis

12. Task 4 – Creating a Game Open and play the “Fish Chomp” game. How could this game be improved? Your tasks:  Change the program so that the fish reappear in a random position anywhere on the stage  Add a scoring system that adds one for every fish that is eaten Extension  How would you add a double points fish?  Can you alter the rules of the game so that it ends after a score of ten fish has been reached?  Could you introduce a control to alter the speed of the game?

13. Assessment Opportunities L2  Explore the effects of making changes in models or simulations L3  Understand how changing one variable affects another in models or simulations L4  Make simple predictions about how changing one variable affects another in models or simulations  Use ICT to explore patterns and relationships  Broadly plan own tasks and combine a variety of information and media when creating and developing own ideas, with a sense of purpose and audience L5  Create own models or simulations, and investigate the effect of changing data  Plan own tasks for purpose and audience L6  Use models or simulations of increasing complexity, vary the rules within them, and test hypotheses  Plan own tasks in detail for specific purposes and audiences L7  Design computer models and procedures, with variables, to meet specific needs

14. Scratch Resources http://erlas.wrexham14to19.net Got to >> ICT Team >> Scratch Programming Enrolment key is: “scratch” Resources on the web:  http://scratch.mit.edu/ http://scratch.mit.edu/  http://learnscratch.org/index.php http://learnscratch.org/index.php  https://mywebspace.wisc.edu/dhawk/scratch/ https://mywebspace.wisc.edu/dhawk/scratch/  http://www.redware.com/scratch/index.html http://www.redware.com/scratch/index.html