As suggested in the previous post, the simple Move the Bee activity can be extended by asking the students to do some simple things, such as changing the appearance of the bee or getting it to say something.
A more challenging extension to this could be to get them to add a second sprite. This, I believe, involves moving the students further in their computational thinking.
A more challenging extension to this could be to get them to add a second sprite. This, I believe, involves moving the students further in their computational thinking.
By adding a second sprite and, importantly, getting it to interact in some way with the first sprite they now have to sequence each object and also synchronise them. Some things should happen at the same time. For example, if they introduce another bee, both bees could collect nectar at the same time. But at other times the bees will need to take turns. This happens when the bees have a conversation. Perhaps before they go off and collect the nectar, they have a quick chat.This requires the children to use the wait command to make sure that the bees don't talk over each other. A conversation is an ideal way to get this concept over to the children.
The lesson can begin without computers by getting two children to role play a conversation. Which is better: when they wait for each other to finish or when they talk each other? They soon get the idea. This idea of relating computational concepts to real life can be a very powerful learning tool when working with children. I find that it helps them grasp new concepts quickly.
Children's creativity can be thrown into the mix here. They might not want to add another bee. That's boring! Perhaps they will add a bird. Or a spaceship! Whatever they add though, it will challenge them to sequence the actions of the two sprites, whether it is the bird chasing the bee or the bee returning to it's spaceship.
Of course, after a while it gets difficult to co-ordinate all the waits. Lots of adding up or counting is needed once the project gets to a certain length. If I notice that a student's project is getting long, then I will introduce them to the broadcast block. A very powerful and useful block. And another important programming concept, again related to synchronising and coordinating events.At this point it is good to show the class how a broadcast can be used to change backgrounds at exactly the right moment. Usually I find that some of them have already begun changing backgrounds by using wait, so the benefits of a broadcast are relevant to them.
Progress
By now, the students have made a good deal of progress and have had plenty of practice using Scratch. They are felling pretty confident!
They have also learnt that it is possible to have two things happening at the same time. and have some experience of coordinating these things.
It's time to introduce a new concept in the next lesson. I like to tell them what's coming up next, maybe even give them a sneak preview. Telling them what comes next keeps their interest high and means that they are looking forward to the next lesson.So they usually get pretty excited when I say they are going to animating characters.
And, of course, they will be learning another important concept of computer programming: iteration (looping).
By now, the students have made a good deal of progress and have had plenty of practice using Scratch. They are felling pretty confident!
They have also learnt that it is possible to have two things happening at the same time. and have some experience of coordinating these things.
It's time to introduce a new concept in the next lesson. I like to tell them what's coming up next, maybe even give them a sneak preview. Telling them what comes next keeps their interest high and means that they are looking forward to the next lesson.So they usually get pretty excited when I say they are going to animating characters.
And, of course, they will be learning another important concept of computer programming: iteration (looping).