CLASS OBJECTIVE
Finish the interactive animation you started last class.
ACTIVITY
Once again, gather together as a team to develope the selected project.
CLASS OBJECTIVE
Create the interactive animation to help with the selected problem's resolution.
ACTIVITY
Gather together as a team to develope the selected project. All of you must think how to use Scratch to create a pedagogical tool to solve this schoolar situation.
Define the final project and its required components for the summative evaluation by analyzing daily school needs, in order to create an interactive animation that provides solutions to those problems.
This period, you'll be working on a team project: creating an interactive animation. The idea is to combine your creativity, programming skills, and teamwork to create something meaningful and useful.
Today’s session is all about exploring the project objectives, analyzing examples, and thinking about real problems we see at school.
The goal of this project is for you and your team to create an interactive story in Scratch that helps solve a problem in your school environment. The problem can be anything that affects students or the school community—like learning math, using the keyboard properly, sorting trash correctly (plastic, organic, etc.), or any other issue you observe and think is important.
The project will be developed over three weeks, each one focused on a different stage.
Today is Stage 1, where we will:
This session will have a specific task (or deliverable) that must be completed.
For today, your team will:
Your teacher will provide a template that your team must use to collect and organize all the evidence and work from each stage of the project.
Here are a few examples of Scratch games that aim to solve real-life problems:
You can explore these and other gamesor animations on the Scratch website.
Remember: you can look at how these games are programmed, and if you find any game mechanics that could help in your own project, feel free to use or adapt them!
Discuss school problems you’ve noticed—things that make learning or daily life at school harder.
Choose one problem your team wants to work on.
Use the template provided by your teacher to write:
CLASS OBJECTIVE
Introduce block-based programming by creating a Scratch account and exploring its key features, such as sprites, stages, events, controls, motion, sounds, appearances, and more.
INTRODUCTION
BLOCK-BASED PROGRAMMING
In this course you learned to program using different programming styles, like flowcharts (Raptor) and a didactic programming language (PseInt). Now you'll be introduced to block-based programming.
Block-based programming uses visual blocks instead of writing code with text. These blocks fit together like puzzle pieces, making it easier to understand programming logic without needing to memorize syntax. It is very common in educational environments, such as Scratch, Blockly, or App Inventor, because it helps beginners (especially children and young people) learn the basic concepts of programming.
Each block represents an instruction or control structure, and by dragging and connecting them, the program is built.
Events
In block-based programming, an event is an action or situation that triggers or activates a block of code. In other words, the program starts executing certain instructions when that event occurs.
Movement, Sounds, and Looks
These are essentially the actions that objects will perform when the conditions are met, or when the user decides.
Stage and Objects
Programming in Scratch is often compared to animation, whether pre-programmed or interactive with a user. To achieve this, it is necessary to have a background (stage) and objects (sprite) that perform movements, change appearance, or play sounds.
Control
These are the blocks that manage the flow of the program. They can easily be compared to traditional programming structures such as decision-making and loops, among others.
Variables
As in any programming environment, the need to store data requires the use of variables, which are memory spaces labeled to store information related to the execution of a program.
Operators
Like variables, mathematical, text, and comparison operators are necessary for the execution of programs. With them, we can analyze and compare numerical information required for the execution of a program, even in a graphical environment.
SCRATCH ACCOUNT
Before you can star using Scratch, you have create an account in the next Web Address.
Once in, follow the next steps:
CLASS NOTES
As usual, write down the class title, the class objective, and answer the following questions:
CLASS OBJECTIVE
Reinforce the use of REPETIR and SI_ENTONCES commands by creating a new algorithm in PSeInt, but this time using a flowchart as a visual support. This new algorithm's purpose is to analyze a number to determine whether is a prime number or not.
INTRODUCTION
Today you're going to create a new algorithm to determine prime numbers. You already know the commands and the programming structures, except for the MOD operator, but you'll find it's a very simple mathematic operator related with division.
MOD OPERATOR
You're going to use a new operator, its name is MOD and the symbol that represent it is %.
In this case, it doesn't mean "percentage", in this case means REMAINDER of a division.
For our practical purpouses, you must know that every time you get zero as a remainder it means you found an exact divisor.
Try the next algorithm in PSeInt:
If you try 42 as dividend and 8 as divisor the remainder will be 2.
If you try 21 as dividend and 7 as divisor the remainder will be 0. It is an exact divisor.
This two numbers might have many exact divisors but, what about prime numbers like 23?
Prime numbers just have two divisors: one and itself.
CLASS ACTIVITY
CLASS NOTES
Write down in your notebook the title of the class, the objective and follow the instruction.
Show your answers to your teacher.
CLASS OBJECTIVE
Reinforce the use of the SI ENTONCES and the REPETIR commands by creating algorithms by yourself, just knowing the final result of the program.
INTRODUCTION
Last class you learned the use of SI ENTONCES to create multiple paths in an algorithm. By the analysis of variables content the procedure can change and produce different outcomes.
Today you'll create by your self a program to analyze a word's length, obviously using SI ENTONCES, and after this you'll adapt the program to be repeated until the user chooses to exit.
Remember, you won't get any help from your teacher.
Remember, the activity's purpose is that you create the algorithm all by yourself so, you'll receive a just a couple of guidelines.
ACTIVITY 2
Now you have to add a loop to your first algorithm to repeat over and over until the user decides to finish it.
Look at the examples:
If you need one last resource to finish your algorithm, look at the next flowchart:
CLASS NOTES
Write down in your notebook the title of the class, the objective and follow the instruction.
Show your answers to your teacher.
CLASS OBJECTIVE
Relate PseInt Loops and Selections, from the last class, into some new proyects where we can combine the use of both resources
ACTIVITY 1
Last class we created two algorithms, the fist using "Selections" and the second using a "Loop". Today we'll start with a combined algorithm.
Open PseInt and type the next algorithm. Save the file using the same algorithm's name, into the "Documentos" folder.
ACTIVITY 2
Now, this is your turn to create an algorith completely by yourself, in this case, a simple game. Use the paramethers listed below.
Upload the file to the same Week 24 post in Classroom.
CLASS NOTES
As always, start writting the class title and objective
CLASS OBJECTIVE
Create in PSeInt an algorithm that uses selections and loops (programming structures) by analyzing a flow chart that describes every step of process.
INTRODUCTION
CLASS NOTES
Write down in your notebook the title of this class and the objective. Using Raptor symbols, draw the next flow charts.
Show your answers to your teacher.
CLASS OBJECTIVE
To know for the first time the programming learning tool named PSeInt and its working environment by creating two algorithms using different data types: characters and floating point numbers.
INTRODUCTION
As you learned last class, before you start programming you have to know some basic rules of the programming languages: declare different variables types, the using of delimiters, the recongnition of sentences or code lines.
Today we'll start using PSeInt which is a very helpful tool to start learning programming languages. By the way, it works in spanish.
This is the PSeInt main window.
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Variables
When using PSeInt, before you use variables you'll have to declare them. This means you have to reserve and name a memory space before you use it. How to do it? You´ll use the word "Definir", type the name and select data type.
ACTIVITY 1
Start naming the algorithm, its name will be Contador_de_caracteres. As you can see, you can´t use spaces.
Now try to type the next algorithm, I'm sure you'll have to correct some mistakes, it always happen the first time. For example, if you miss the semi-colon delimiter or the quotation marks PSeInt will inform you.
ACTIVITY 2
For the second activity, you'll try to create the next by your self.
The only different thing you'll need is a small arrow in the assignment formula.
To get it, type <- (less than and dash)
CLASS NOTES
Write down in your notebook the title of the class, the objective and answer the next questions.
Show your answers to your teacher.
HOMEWORK
CLASS OBJECTIVE
Create and execute a program using pseudocode (algorithm written in your own words) to perform a specific task inside the classroom, so we can write our first program using words and statements.
To reinforce the concepts from our last class, today we'll begin creating our first programs. Before you start, there are a few key points and guidelines to understand.
ACTIVITY
PHASE 1. PROGRAMMER
PHASE 2. INTERPRETER
To grade the pseudocodes, some students will take on the role of an Interpreter. This means they will follow the program’s instructions to evaluate its design.
CLASS NOTES
As usual, write down the class title, the class objective, and answer the following questions:
CLASS OBJECTIVE
RESEARCH ACTIVITY
CLASS OBJECTIVE
Learn to use the DRAW_BOX() call and practice the loop programming structure, using the graph window in Raptor, by creating given images, using boxes.
INTRODUCTION
Today, you'll learn how to use the draw_box() function and create two different products, the first with some assistance and the second completely alone.
draw_box(x1,y1,x2,y2,color,filled/unfilled)
x1,y1 are the coordinates for the first corner of the box. (left lower corner)
x2,y2 are the coordinates for the opposite corner of the box. (right upper corner)
For example, in a 500x500 graph windows we can use the draw_box Call like this:
draw_box(150,150,350,350,blue,1)
and the result should look like:
So far, we’ve been referring to the colors using their names, but you can also refer to them using numbers between 0 and 15. Click here to see the complete list of colors.
CLASS ACTIVITIES
First activity
Now, you'll have to create a program, using boxes and loops, to draw an image like the one below.
Second activity
Now you'll use boxes and loops once again to create the next product, in the graph window, by your self.
Consider that the graphic window is not a square this time so its dimensions are 400 x 200.
CLASS NOTES
Write down in your notebook the title of the class, the objective and follow the instructions.
Draw the second and third draw_box() instructions from the Loops program in your notebook.
Using your own words, explain in detail the six parameters of the draw_box() functions: location, size, color, and the filled selector.
CLASS OBJECTIVE
Remember the main topics from the Second Period content, in order to be prepared for the forthcoming assessment
SESSION 1
By this time, you should be very capable to create simple graphic algorithms in Raptor. You´ve learned to open graphic windows in different sizes, draw lines, draw circles and fill closed spaces with colors, plus seize the Loop structures to create patterns.
In this first session you'll work in your notebook and in the second you're going to create an algorithm in Raptor.
Activity 1
As always, take out your notebook and write down the class title and objective. Then, write the questions and answer them. Please do not copy from another classmate; instead, make a genuine effort to understand and complete the work yourself.
Questionnaire
Activity 2
Now, the next level challenge. Open Raptor and create the next image using Raptor. As usual, you´ll upload the final algorithm file to the Classroom post, but you'll also have to draw the image and the Raptor flowchart in your notebook.
Ask your second session teacher to check and sign this notes.
Good luck!