LS5233 Coding Activity

Name : Autumn Field

You will create work products from two separate coding programs and then write a rationale reflecting
on the process. Complete the following template. For additional information, please watch the Module
8 Lecture and/or read the Module 8 Lecture Transcript.

Coding Practice

Scratch Points
Earned /
Possible
Recreate the sample product Include link here: /5
using the tutorial. https://scratch.mit.edu/projects/209696565/

Create an original product. Include link here: /5

https://scratch.mit.edu/projects/209787449/
Include the following
components:
• 2 sprites
• 4 motions
• 2 sounds
• 1 repeat
• 2 events
• 1 costume change
• 1 control
• 1 say or think

Thimble

HTML Burger Include link here: /5

https://thimbleprojects.org/afield1/437275
Remix the project.
• Replace all white text.
• Rearrange at least 3
ingredients.
• Change the color of at
least 2 ingredients.
 Homework Excuse Generator Include link here: /5
https://thimbleprojects.org/afield1/437291
Remix the project with a new
theme.
• Change the title.
• Modify words in each of
the three areas to align
with new theme. A
minimum of five words
is needed for each area.

My Six Word Summer Include link here: /5

https://thimbleprojects.org/afield1/437295
Remix the project.
• Change the title.
• Change the story.
• Change the background
image.
• Give credit to image
creator.

Rationale

Question Type your response here (below). Points

Earned /
Possible

What are your impressions of
Scratch?
What are your impressions of
Thimble?
It was difficult to get multiple sprites moving at the /3
same time. When planning the controls for each sprite,
I struggled with the sprites stopping when I needed
them to stop and starting other sprites at the same
time. The movements were confusing because it
focused on coordinates of the board. That was hard for
me to grasp when writing my movements. When
planning my controls, I was not able to figure out the
controls that stated if, then, and else. Due to this
confusion, I was not able to use those controls.
When conducting the remix activities, I found watching /3
Dr. Moore’s presentation was more useful than the

Which components of Scratch
were relatively easy to use and
why?
Which components of Scratch
were relatively frustrating to
use and why? If you did not
experience any frustrations,
what contributed to your
positive experience?
Which components of Thimble
were relatively easy to use and
why?
Which components of Thimble
were relatively frustrating to
use and why? If you did not
experience any frustrations,
what contributed to your
positive experience?
What are possible frustrations
your students might
experience? If you do not
foresee any, explain why your
students will not experience
frustrations.
websites tutorial. It was difficult to understand where
to start and stop when changing the information on
the different lines. After watching Dr. Moore’s
presentation, I felt more comfortable with copying and
pasting links for my images and knowing how to
change the excuses on the Homework Excuses activity.
When using the Scratch program, I enjoyed the option /3
of being able to move the components from the menu
to the command box. The components were put into
logical order in which it would be played. This made
the program very user-friendly. The scripts were the
easiest for me to figure out because the menu of
commands was organized and were straight forward in
what the commands did.
When completing my original product, there were a /3
few parts that became frustrating to me. At the
beginning, I got frustrated with having multiple sprites
in the window and being able to give them different
motions and events to begin at the same time.
Another section that I was confused on was why the
sprites did not return to their original location when
done watching the project. Finally, the control center
was not clear on how to use each control button.
There were a few controls that stated multiple steps
and I was unable to figure out how to use them.
When working on the My-Six Word Summer project, /3
the easiest part was changing the white font of the
remix. It was easy to find and understand what needed
to be fixed. The Build a Burger project was relatively
easy when it came to changing the ingredients in the
menu and editing the color of the ingredients.
When working on the Homework Excuse Generator, it /3
was difficult to understand how to change the excuses
and have the words in order to generate a complete
thought. Inserting an image into the remix was also
frustrating because the tutorial was not clear on the
instructions. Dr. Moore’s presentation was very helpful
in figuring out how to search for free images and
inserting the links into the remix.
When working on Scratch, I can see my students /3
struggling with having multiple sprites in the box and
being able to move each sprite at the same time.
Students may also struggle with the controls and
motions for each sprite. When remixing on Thimble,
students in an elementary school setting will need a
more hands-on approach because of the advanced
text. Students may struggle with inserting and erasing

Explain which CT concepts you
applied and how. If you did not
apply components of CT,
explain how the CT concepts
could be applied to one or both
of these programs. Cite at least
one CT-related reading.
Final Grade
Total Points
text in-between the apostrophe. Thimble is more
particular and precise when changing information.
When working on the Homework Excuse Generator, it /4
used multiple CT concepts, like decomposition, pattern
recognition, and algorithm design. My remix focused
on a “Cleaning the Apartment Excuse Generator”. The
decomposition of my remix was not wanting to clean
my apartment. I then found different patterns in why
people do not want to clean their apartments and
listed them in the excuse section. Finally, Thimble took
my excuses and made an algorithm design to generate
different excuses for not wanting to clean my
apartment. When working in the Scratch program, I
had to generate a step of instructions by listing
different commands for the sprites to perform within
the product. The sprites also had to follow a set of
rules to perform the commands.
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