Sample Lesson Plan 2

Lesson 4.
1. Title of Lesson: Scratch Game Design: Learn to Play, Play to Learn
2. Standards being addressed:
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop a
sample computer game using simple visual programming language.
c. Use Scratch game samples to explore programming concepts and
techniques.
2. Communication and collaboration
Students use Scratch online community to support individual learning and
contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others in the
Scratch online community.
b. Communicate information and ideas effectively to multiple audiences
through the Scratch online community.
4. Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage
projects, solve problems, and make informed decisions using appropriate
shared Scratch resources.
b. Plan and manage activities to develop a Scratch-based computer game.
5. Digital citizenship
Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and
technology
6. Technology operations and concepts
Students demonstrate a sound understanding of concepts and operations in
Scratch programming.
a. Understand and use Scratch scripts.
b. Select and use game elements and techniques effectively and
productively.
c. Troubleshoot technical glitches in the design of a Scratch-based game.
3. Learning outcomes
a. Skills (Procedural knowledge)
At the end of the lesson, the students will be able to:
1. design a sample computer game using Scratch programming
2. build and test a Scratch script for a sample computer game
b. Knowledge (Declarative knowledge)
At the end of the lesson, the student will be able to:
1. identify and locate sprite, stage, blocks and script on the Scratch
interface
2. identify command blocks based on their functions
3. predict actions based on the script
c. Understandings:

At the end of the lesson, the student will be able to understand how a
building-block type of programming language such as Scratch allows a
variety of digital creations to be programmed through visual problem solving.
4. Instructional strategies:
a. Demonstration
Scratch programming will be introduced using demonstrations of building a
script for
a simple computer game. Students learn the fundamentals of assembling
command
blocks for intended functionality.
b. Project/problem-based learning
Concepts and skills in this lesson are best shown through hands-on product
Construction. Students apply the skills in designing a computer game using
visual
problem solving.
5. Academic language: Vocabulary
a. sprite
b. stage
c. script
d. remix
e. command block
f. program
g. variable
h. conditional statement
6. Materials and time frame
a. Materials
Scratch program: http://scratch.mit.edu
Papers, markers, coloring pens, scissors, glue
b. Time frame
This lesson is intended for 2 one-hour class sessions.
7. Procedure
a. Entry point of engagement
As an introductory activity, students will be playing and evaluating Scratch
games created by previous 7th students. Using their own evaluation criteria,
they identify qualities that they think make a good learning game.
This lesson builds upon the students experiences with their favorite
computer games. Students use their own experiences to look at common
elements and features found in electronic learning games.
b. Teaching activity
1. Engage
Ask students to name their favorite computer-based educational or
learning games.
List their favorite games on the board.
From the examples students have given, ask them to identify qualities
that make good computer learning games.
From the game design qualities students have given, conduct a class
poll to choose the top 5 qualities.

1. The sprites, backdrop images and sounds used relate

to the
theme of the game.
2. The script/program is functional.
3. The game interface is visually appealing.
4. A scoring system is used.
5. Overall, the game is fun and engaging.
5. Learning Activity
In this lesson, students will:
Identify qualities, features and elements that make good computer-based
games.
Evaluate student-created Scratch games

Mostly/Fully met

Moderately met

Minimally met

Not met

2. Explore
On the Scratch website, pair up students and instruct them to choose 3
Scratch-based learning games previously created by other students.
Let each pair play their chosen games and evaluate them afterwards
using the top 5 game design qualities that the class has voted on
earlier.
Let the student partners in each pair compare their own evaluation of
the games played.
3. Explain
Discuss the basic elements of the Scratch interface and the common
terms and labels used in Scratch programming.
Demonstrate how sprites, stage, images, sound and other elements
are manipulated in creating the Scratch interface.
Demonstrate how command blocks are used to build functional scripts.
Distribute handouts of procedure on how to create a simple Scratch
game called Shark Attack.
4. Extend (Day 2)
Instruct each student to follow the procedure to create a chase game
similar to the Shark attack sample.
Tell the students that they can remix the game on the Scratch website
but they should be able to modify the sprites, backgrounds and scoring
system used.
5. Evaluate
After all students have completed their own chase games, tell them to
pair up and play each others games.
Ask students to evaluate each others games using the performance
criteria below:

Modify and customize an existing game using Scratch programming.

Evaluate each others game creations based on a set of performance criteria.
Homework: On a sheet of paper, students will sketch the interface of their
individually-designed Scratch game for the next lesson. The game must also
be controlled by the pressing the keyboard arrows.

6. Closure:
On a small piece of paper, tell students to write one review question about
any of the concepts and techniques in Scratch programming. Gather all these
questions in a box.
Ask each student to pick one question from the box to answer.

1. The sprites, backdrop images and sounds used relate

to the
theme of the game.
2. The script/program is functional.
3. The game interface is visually appealing.
4. A scoring system is used.
5. Overall, the game is fun and engaging.

Mostly/Fully met

Moderately met

Minimally met

Not met

7. Assessment or Performance of Understanding

Performance assessment with criteria for success (i.e. artistic representation,
display, role play, etc.) will be used. Each students sample Scratch game will
be evaluated by another student and the teacher using the following criteria: