UNIT 1

EXPLORING

YOU ARE HERE WHAT’S INCLUDED

PROGRAMMED TO DANCE
STEP-BY-STEP
1 10 BLOCKS
0 2 3 4 5 6 MY STUDIO
DEBUG IT!
ABOUT ME
UNIT 1
OVERVIEW
THE “BIG IDEA”
Many of the educators that we have worked with over the
years wrestle with two questions when getting started with
creative computing: “What’s the best way of helping learners
get started?” and “What do I, as teacher, need to know?” The
As they
writings of Seymour Papert (a renowned mathematician, p
revelatio uzzled togeth
educator, and major influence on the development of Scratch n: “Do yo er the
u mean,” c
through the Logo programming language) serve as
don’t kn
ow how he said, hild had a
know ho to fix it? “ th at you re
inspiration for thinking about these questions. wt ” Th ally
him wa o say it, but wha e child did not
s that t had be yet
engaged he a en re
With respect to the first question, two extreme positions tend together nd the teache vealed to
incident in a re r had
to be taken up. Either learners need to be told what to do and is s been
child en poignant. It spea earch project.
tered int
should have highly structured experiences – or learners need
together o teache ks of all the tim The
to be left totally alone to explore under their own direction. ” rs’ ga es this
collabor all the while mes of “let’s do
Papert, a proponent of the notion that young learners should atio knowing that
setup; in n was a fiction. t h a t
vention
act as advocates for and explorers of their own thinking and cannot b Discovery canno the
learning, encouraged teachers to seek a balance between e schedu t be a
led.
teaching and learning. Throughout the guide, we vary the (Papert,
1980, p.
amount of structure in the activities in an effort to provide 115)
balance.

With respect to the second question, educators sometimes

worry that they don’t “know” enough about Scratch to be able
to help others. We encourage you to take a broad view of
what it means to “know” Scratch. You don’t need to know
everything about the Scratch interface or how to solve every KEY WORDS, CONCEPTS, & PRACTICES
problem that a learner encounters. But, as Papert noted,
educators can serve as cognitive guides, asking questions and + experimenting and + motion + tips window
helping break down problems into manageable pieces. iterating + looks + remix
+ testing and debugging + sound + interactive
+ sequence + costume collage
+ sprite + backdrop + pair-share
LEARNING OBJECTIVES
NOTES
Students will:
+ Make sure students already have a Scratch account for saving
+ build on initial explorations of the Scratch environment by
and sharing their projects online.
creating an interactive Scratch project + Think about how you plan to access your students’ work. For
+ be introduced to a wider range of Scratch blocks example, you can create class studios to collect projects, have
+ become familiar with the concept of sequence students email you project links, or start a class blog.
+ practice experimenting and iterating while creating projects
 CHOOSE YOUR OWN ADVENTURE

This unit includes a mix of structured and open-ended

activities that engage students in exploration of the key
concept of sequence – identifying and specifying an
ordered series of instructions. This is often a powerful
moment for students: they’re telling the computer what to
do, by translating their ideas into blocks of computer code.

From a step-by-step tutorial, to playing with a constrained

number of blocks, to a debugging challenge, each activity
helps learners build the skills needed to create an About
Me project. In the culminating project, learners will
explore and experiment with sprites, costumes, looks,
backdrops, and sounds to create a personalized, interactive
collage in Scratch.

Take advantage of all the activities or pick a few that cater

to your students’ specific needs and interests; the choice is
up to you. If you’re not sure where to start, a possible order
for the activities is suggested below.

POSSIBLE PATH

SESSION 1 SESSION 2 SESSION 3 SESSION 4 & SESSION 5

PROGRAMMED STEP-BY-STEP 10 BLOCKS MY STUDIO DEBUG IT! ABOUT ME

TO DANCE

How can you New to Scratch? What can you What can be Help! How can you
express a sequence Create your first create with only created with Can you debug combine images and
of dance moves Scratch project! 10 Scratch Scratch? these five Scratch sounds to make an
using simple verbal blocks? programs? interactive collage
instructions? about yourself?
UNIT 1 ACTIVITY
PROGRAMMED TO OBJECTIVES
By completing this activity, students will:

DANCE SUGGESTED TIME

+ learn to express a complex activity using a
sequence of simple instructions
45–60 MINUTES

ACTIVITY DESCRIPTION RESOURCES

❑ Ask for 8 volunteers – four people who don’t mind ❑ projector (optional)
being the director and four people who don’t mind ❑ Programmed to Dance videos
being directed. Create four director/follower pairs. http://vimeo.com/28612347
Optionally, have a projector ready to present the http://vimeo.com/28612585
Programmed to Dance videos. http://vimeo.com/28612800
http://vimeo.com/28612970
❑ For each pair:
1. Have the following partner facing away from the
display and the directing partner (and the rest of the REFLECTION PROMPTS
group) facing the display.
2. Show the video to the director and the group, but
+ What was easy/difficult about being the director?
NOT to the follower.
+ What was easy/difficult about being the follower?
3. Ask the director to describe to their partner (using
+ What was easy/difficult about watching?
only words!) how to perform the sequence of dance
+ How does this activity relate to what we’re doing with
moves shown in the video.
Scratch?
❑ Use this activity to start a discussion about the
importance of sequence in specifying a set of
instructions. You can let students reflect individually in
REVIEWING STUDENT WORK
their design journals or facilitate a group discussion by
inviting different pairs to share their thoughts. + Can students explain what is important about
sequence when specifying instructions?

NOTES NOTES TO SELF

+ This is one of several activities in this guide that are ❑ _______________________

computer-free. Stepping back from the computer can
support fresh perspectives on and new understandings ❑ _______________________
of computational concepts, practices, and perspectives.
+ Have students write down step-by-step instructions for ❑ _______________________
one of the dances. In programming, this is called ❑ _______________________
“pseudocode”.
 UNIT 1 REFLECTION
NAME:
PROGRAMMED
TO DANCE RESPOND TO THE FOLLOWING REFLECTION PROMPTS
USING THE SPACE PROVIDED BELOW OR IN YOUR
REFLECTIONS DESIGN JOURNAL.

+ What was easy/difficult about being the director?

+ What was easy/difficult about being the follower?

+ What was easy/difficult about watching?

+ How does this activity relate to what we’re doing with Scratch?
UNIT 1 ACTIVITY OBJECTIVES

STEP-BY-STEP
By completing this activity, students will:
+ create a dancing cat in Scratch by following a
step-by-step tutorial
+ experience building up a program by experimenting
and iterating
SUGGESTED TIME
15–30 MINUTES STANDARDS
CSTA Standards: 1A-AP-08, 1B-AP-08
K12CS Concepts: Computing Systems, Algorithms and
Programming
K12CS Practice 5: Creating Computational Artifacts

ACTIVITY DESCRIPTION RESOURCES

❑ Help students sign in to their Scratch accounts and ❑ Step-by-Step handout

click on the Create button at the top of the Scratch ❑ Step-by-Step studio
website to open the project editor. Optionally, have the http://scratch.mit.edu/studios/475476
Step-by-Step handout and Scratch Cards available to ❑ Scratch Cards
guide students during the activity. https://scratch.mit.edu/info/cards/
❑ Have students open the Tips window and follow the
Getting Started with Scratch tutorial to create an REFLECTION PROMPTS
animated program. Encourage students to add other
blocks and experiment with motion, sprites, looks, + What was surprising about the activity?
costumes, sound, or backdrops to make the project + How did it feel to be led step-by-step through
their own. the activity?
❑ Let students share their first Scratch creations with + When do you feel most creative?
one another! Optionally, help students share and add
their projects to the Step-by-Step studio or a class REVIEWING STUDENT WORK
studio.
❑ Ask students to think back on the design process by + Were students able to open Scratch and find the Tips
responding to the reflection prompts in their design Window?
journals or as a group discussion. + Were students able to create a dancing cat?
+ Were students able to save and share projects?

NOTES NOTES TO SELF

+ If they don’t have one already, help learners create a ❑ _______________________

Scratch account using the Unit 0 Scratch Account
activity, so that students can save and share their first ❑ _______________________
Scratch project with friends and family.
+ Remind students how to add a project to a studio with ❑ _______________________
the Unit 0 Scratch Studio activity or handout. ❑ _______________________
STEP-BY-STEP
NEW TO SCRATCH? CREATE YOUR
FIRST SCRATCH PROJECT!

In this activity, you will follow the

“Getting Started” tutorial to create a
project in Scratch. Once you have
completed the steps, experiment by
adding other Scratch blocks to make the
project your own.

START HERE
❑ Click on “Tutorials.”
❑ Choose “Getting Started.”
❑ Add more blocks.
❑ Experiment to make it your own!

What blocks do you want to experiment with?

THINGS TO TRY FINISHED?

❑ Try recording your own sounds. + Add your project to the Step-by-Step Studio:
❑ Create different backdrops. http://scratch.mit.edu/studios/475476
❑ Turn your project into a dance party by + Challenge yourself to do more! Play with adding new blocks,
adding more dancing sprites! sound, or motion.
❑ Try designing a new costume for your + Help a neighbor!
sprite. + Choose a few new blocks to experiment with. Try them out!
 UNIT 1 REFLECTION
NAME:

STEP-BY-STEP
REFLECTIONS RESPOND TO THE FOLLOWING REFLECTION PROMPTS
USING THE SPACE PROVIDED BELOW OR IN YOUR
DESIGN JOURNAL.

+ What was surprising about the activity?

+ How did it feel to be led step-by-step through the activity?

+ When do you feel most creative?

UNIT 1 ACTIVITY
10 BLOCKS OBJECTIVES
By completing this activity, students will:
SUGGESTED TIME
+ create a project with the constraint of only being
15–30 MINUTES able to use 10 blocks

ACTIVITY DESCRIPTION RESOURCES

❑ Help students sign in to their Scratch accounts and ❑ 10 Blocks handout

click on the Create button at the top of the Scratch ❑ 10 Blocks studio
website to start a new project. Optionally, have the 10 http://scratch.mit.edu/studios/475480
Blocks handout available to guide students during the
activity. REFLECTION PROMPTS
❑ Give students time to create a project with only these
10 Scratch blocks: go to, glide, say, show, hide, set size + What was difficult about being able to use only 10
to, play sound until done, when this sprite clicked, wait, blocks?
and repeat. Remind students to use each block at least + What was easy about being able to use only 10
once in their project and encourage them to blocks?
experiment with different sprites, costumes, or + How did it make you think of things differently?
backdrops.
❑ Invite students to share their projects in their critique
groups (see the Unit 0 Critique Group activity). REVIEWING STUDENT WORK
Optionally, have students add their projects to the 10
Blocks studio or a class studio. + Do projects include all 10 blocks?
❑ Ask students to think back on the design process by + How do different students react to the idea of
responding to the reflection prompts in their design creating with constraints? What might this tell you
journals or in a group discussion. about how this student learns?

NOTES NOTES TO SELF

+ It’s surprising how much one can do with just 10 ❑ _______________________

blocks! Take this opportunity to encourage different
ideas and celebrate creativity by inviting a few ❑ _______________________
students to present their projects in front of the class
or by exploring other projects online in the 10 Blocks ❑ _______________________
studio. ❑ _______________________
10 BLOCKS
WHAT CAN YOU CREATE WITH ONLY
10 SCRATCH BLOCKS?

Create a project using only these 10

blocks. Use them once, twice, or
multiple times, but use each block at
least once.

START HERE
❑ Test ideas by experimenting with each block.
❑ Mix and match blocks in various ways.
❑ Repeat!

E E L I NG
F
T U C K ?
S E THIN
GS…
THES
THAT’S O KAY! TRY FINISHED?

❑ Test ideas by trying out different block combinations. + Add your project to the 10 Blocks Studio:
Mix and match blocks until you find something that http://scratch.mit.edu/studios/475480
interests you! + Play with different sprites, costumes, or backdrops.
❑ Try brainstorming ideas with a neighbor! + Challenge yourself to do more! See how many different
❑ Explore other projects to see what others are doing in projects you can create with these 10 blocks.
Scratch. This can be a great way to find inspiration! + Swap projects with a partner and remix each others’
creations.
 UNIT 1 REFLECTION
NAME:

10 BLOCKS
REFLECTIONS RESPOND TO THE FOLLOWING REFLECTION PROMPTS
USING THE SPACE PROVIDED BELOW OR IN YOUR
DESIGN JOURNAL.

+ What was difficult about being able to use only 10 blocks?

+ What was easy about being able to use only 10 blocks?

+ How did it make you think of things differently?

UNIT 1 ACTIVITY
MY STUDIO OBJECTIVES
By completing this activity, students will:
+ investigate the range of creative possibilities with
Scratch by exploring some of the millions of
SUGGESTED TIME
15–30 MINUTES projects on the Scratch website
+ curate a collection of 3 or more Scratch projects in
a Scratch studio

RESOURCES
ACTIVITY DESCRIPTION
❑ My Studio handout
❑ Optionally, demonstrate how to create a new studio or ❑ example studios
have the My Studio handout available to guide http://scratch.mit.edu/studios/211580
students. http://scratch.mit.edu/studios/138296
❑ Optionally, show example inspiration studios using the http://scratch.mit.edu/studios/138297
links provided. Give students 10 minutes to browse http://scratch.mit.edu/studios/138298
existing Scratch projects on the Scratch homepage and
search for interesting programs using the Explore REFLECTION PROMPTS
page.
+ What search strategies did you use to find interesting
❑ Ask students to identify three or more Scratch projects
projects?
that can be used to inform and inspire a project of
+ How might each example project help with future
their own. Help students create a new studio from
work?
their My Stuff page and add the inspirational projects
+ It’s important to give credit to sources of inspiration.
to the studio.
How can you give credit for inspiration from these
❑ Invite students to share their approaches for finding projects?
inspirational programs. We suggest pair-share: have
students share studios and discuss search strategies in
pairs. REVIEWING STUDENT WORK
❑ Ask students to think back on the process of discovery + Are there three or more projects in the studio?
by responding to the reflection prompts in their design + What do these projects tell you about your students’
journals or in a group discussion. design interests?

NOTES NOTES TO SELF

+ If students don’t have individual Scratch accounts, ❑ _______________________

create a class studio that students can curate.
+ A variety of studios can be created - students could ❑ _______________________
collect Scratch projects that are similar in theme or
topic to what they want to create or gather programs ❑ _______________________
that include techniques or assets to incorporate in a ❑ _______________________
future creation.
MY STUDIO
WHAT CAN BE CREATED WITH
SCRATCH?

In this activity, you will investigate the

range of creative possibility with Scratch
by exploring some of the millions of
projects on the Scratch website -- and
start a collection of favorites in a Scratch
studio!

START HERE
❑ Browse projects on the Scratch homepage OR
click on “Explore” to search for specific types of
projects.
❑ Create a new studio from your My Stuff page.
❑ Add three (or more!) inspiring projects to your
studio.

THINGS TO TRY FINISHED?

❑ Use the search bar to find projects that + Challenge yourself to do more! The more Scratch projects you explore,
relate to your interests. the more you learn about what can be accomplished in Scratch!
❑ Explore each of the Animations, Art, + Find studios created by other Scratchers that you find interesting!
Games, Music, & Stories categories on + Ask a neighbor what strategies they used to find interesting projects.
the Explore page. + Share your newly created studio with a neighbor!
❑ Look through the Featured Studios on
the homepage for ideas.
 UNIT 1 REFLECTION
NAME:

MY STUDIO
REFLECTIONS
RESPOND TO THE FOLLOWING REFLECTION PROMPTS
USING THE SPACE PROVIDED BELOW OR IN YOUR
DESIGN JOURNAL.

+ What search strategies did you use to find interesting projects?

+ How might each example project help with future work?

+ It’s important to give credit to sources of inspiration.

How can you give credit for inspiration from these projects?
UNIT 1 ACTIVITY
DEBUG IT! OBJECTIVES
By completing this activity, students will:
+ investigate the problem and find a solution to five
ACTIVITY

debugging challenges
+ explore a range of concepts (including sequence)
UNIT 1

through the practices of testing and debugging

SUGGESTED TIME
15–30 MINUTES + develop a list of strategies for debugging projects

ACTIVITY DESCRIPTION RESOURCES

❑ Optionally, have the Unit 1 Debug It! handout ❑ Unit 1 Debug It! handout
available to guide students during the activity. ❑ Unit 1 Debug It! studio
http://scratch.mit.edu/studios/475483
❑ Help students open the Debug It! programs from the
Unit 1 Debug It! studio or by following the project
links listed on the Unit 1 Debug It! handout. Encourage REFLECTION PROMPTS
students to click on the “Look Inside” button to
investigate the buggy program, tinker with problematic
+ What was the problem?
code, and test possible solutions.
+ How did you identify the problem?
❑ Give students time to test and debug each Debug It! + How did you fix the problem?
challenge. Optionally, have students use the remix + Did others have alternative approaches to fixing the
function in Scratch to fix the bugs and save corrected problem?
programs.
❑ Ask students to reflect back on their testing and REVIEWING STUDENT WORK
debugging experiences by responding to the reflection
prompts in their design journals or in a group + Were students able to solve all five bugs? If not, how
discussion. might you clarify the concepts expressed in the
❑ Create a class list of debugging strategies by collecting unsolved programs?
students’ problem finding and problem solving + What different testing and debugging strategies did
approaches. students employ?

NOTES NOTES TO SELF

+ This activity works well in groups! Get students ❑ _______________________

working in teams of 2-4 people to collectively problem
solve and share debugging strategies. ❑ _______________________
+ Testing and debugging is probably the most common
activity of programmers. Things rarely work as planned, ❑ _______________________
so developing a set of testing and debugging ❑ _______________________
strategies will be beneficial to any computational
creator.
 DEBUG IT! ❑ DEBUG IT! 1.1 http://scratch.mit.edu/projects/10437040
When the green flag is clicked, both Gobo and Scratch Cat
should start dancing. But only Scratch Cat starts Dancing!
How do we fix the program?
HELP! CAN YOU DEBUG THESE FIVE
SCRATCH PROGRAMS?
❑ DEBUG IT! 1.2 http://scratch.mit.edu/projects/10437249
In this project, when the green flag is clicked, the Scratch Cat
In this activity, you will investigate what should start on the left side of the stage, say something
is going awry and find a solution for each about being on the left side, glide to the right side of the
of the five Debug It! challenges. stage, and say something about being on the right side. It
works the first time the green flag is clicked, but not again.
How do we fix the program?

❑ DEBUG IT! 1.3 http://scratch.mit.edu/projects/10437366

START HERE
The Scratch Cat should do a flip when the space key is
❑ Go to the Unit 1 Debug It! studio: pressed. But when the space key is pressed, nothing happens!
http://scratch.mit.edu/studios/475483 How do we fix the program?
❑ Test and debug each of the five debugging
challenges in the studio. ❑ DEBUG IT! 1.4 http://scratch.mit.edu/projects/10437439
❑ Write down your solution or remix the buggy
In this project, the Scratch Cat should pace back and forth
program with your solution. across the stage, when it is clicked. But the Scratch Cat is
flipping out – and is walking upside down! How do we fix the
program?

❑ DEBUG IT! 1.5 http://scratch.mit.edu/projects/10437476

G
In this project, when the green flag is clicked, the Scratch Cat

F E E L I N should saw ‘Meow, meow, meow!’ in a speech bubble and as a

sound. But the speech bubble happens before the sound –

T U C K ? and the Scratch Cat only makes one ‘Meow’ sound! How do

S E THIN
GS…
we fix the program?

THES
THAT ’S O KAY! TRY FINISHED?

+ Discuss your testing and debugging practices with a

❑ Make a list of possible bugs in the program. partner. Make note of the similarities and differences in
❑ Keep track of your work! This can be a useful reminder your strategies.
of what you have already tried and point you toward + Add code commentary by right clicking on blocks in your
what to try next. scripts. This can help others understand different parts
❑ Share and compare your problem finding and problem of your program!
solving approaches with a neighbor until you find + Help a neighbor!
something that works for you!
 UNIT 1 REFLECTION
NAME:

DEBUG IT!
REFLECTIONS RESPOND TO THE FOLLOWING REFLECTION PROMPTS
USING THE SPACE PROVIDED BELOW OR IN YOUR
DESIGN JOURNAL.

+ What was the problem?

+ How did you identify the problem?

+ How did you fix the problem?

+ Did others have alternative approaches to fixing the problem?

UNIT 1 ACTIVITY
ABOUT ME OBJECTIVES
By completing this activity, students will:
+ become familiar with a wider range of Scratch
blocks
SUGGESTED TIME + be able to create an open-ended Scratch project
45–60 MINUTES that is an interactive digital representation of
their personal interests

ACTIVITY DESCRIPTION RESOURCES

❑ Introduce students to the concept of the interactive ❑ About Me handout

collage, a Scratch project that represents aspects of ❑ About Me studio
themselves through clickable sprites. Optionally, show http://scratch.mit.edu/studios/475470
interactive project examples from the About Me studio. ❑ Scratch Cards
http://scratch.mit.edu/help/cards
❑ Have students sign in to their Scratch accounts and
open a new project. Optionally, have the About Me
handout and Scratch Cards available to provide REFLECTION PROMPTS
guidance. Give students time to create an About Me
interactive collage Scratch project, encouraging them + What are you most proud of? Why?
to build up their programs by experimenting and + What did you get stuck on? How did you get
iterating. unstuck?
❑ Allow students to share their works-in-progress with + What might you want to do next?
others. We suggest pair-share: have students share and + What did you discover from looking at others’ About
discuss their projects in pairs. Optionally, invite Me projects?
students to add their projects to the About Me studio REVIEWING STUDENT WORK
or a class studio.
❑ Ask students to think back on the design process by + Do projects make creative use of sprites, costumes,
responding to the reflection prompts in their design looks, backdrops, or sound?
journals or in a group discussion. + Are projects interactive? Can users interact with
various elements within the project?

NOTES NOTES TO SELF

+ Example projects can simultaneously inspire and ❑ _______________________

intimidate, open the creative space and constrain it.
Encourage a wide range of creations; diversity is great! ❑ _______________________
+ Students can further personalize projects by using a
camera or webcam to bring images into the project. ❑ _______________________
❑ _______________________
 ABOUT ME
HOW CAN YOU COMBINE INTERESTING IMAGES
AND SOUNDS TO MAKE AN INTERACTIVE
COLLAGE ABOUT YOURSELF?

Experiment with sprites, costumes, backdrops,

looks, and sounds to create an interactive
Scratch project -- a project that helps other
people learn more about YOU and the ideas,
activities, and people that you care about.

START HERE
❑ Create a sprite. Make your sprite interactive by adding scripts that
have the sprite respond to clicks, key presses, and
❑ Make it interactive. more!
❑ Repeat!

THINGS TO TRY

❑ Use costumes to change how your sprite

looks.
❑ Create different backdrops.
❑ Try adding sound to your project.
❑ Try adding movement into your collage.

TIPS & TRICKS

BLOCKS TO PLAY WITH FINISHED?
+ Add your project to the About
Me Studio:
http://scratch.mit.edu/studios
/475470
+ Challenge yourself to do
more! Play with adding new
blocks, sound, or motion!
+ Help a neighbor!
 UNIT 1 REFLECTION
NAME:

ABOUT ME RESPOND TO THE FOLLOWING REFLECTION PROMPTS

REFLECTIONS USING THE SPACE PROVIDED BELOW OR IN YOUR

DESIGN JOURNAL.

+ What are you most proud of? Why?

+ What did you get stuck on? How did you get unstuck?

+ What might you want to do next?

+ What did you discover from looking at others’ About Me projects?