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I choose the code for show. When this code was removed, Spite22 was removed completely from the stage and I was not able to run the program.

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I think this makes for an interesting way to approach teaching Coding to kids.

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Loved the idea of grabbing interest by asking students to "wonder" then discover "why". What a great way to introduce Scratch.

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I like the idea of introducing Scratch to kids this way.

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I was curious about the movement of the GOBO. I took out the code for hide, and noticed that it just kept moving randomly, but never disappeared. When I pout it back, it was hidden again. All new to me.... pretty cool stuff here

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Nadine Hoepfl IU 24 Family Consumer Science Teacher, ESL-NEW to CS... licensed many years.  Awesome!!  Applying "basic skills with mouse"...Cause & Effect "relationship finding"... laid out for "experiencing code... for creative minds"... "looping-building curiosity"... Gaming the Game...Guess that Is What it Is All About! Awesome!!!

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Nadine Hoepfl IU 24 Family Consumer Science Teacher, ESL-NEW to CS... licensed many years.  Awesome!!  Applying "basic skills with mouse"...Cause & Effect "relationship finding"... laid out for "experiencing code... for creative minds"... "looping-building curiosity"... Gaming the Game...Guess that Is What it Is All About! Awesome!!!

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I really enjoyed breaking the code down in terms of questions that we had. It really fosters curiosity and problem solving which is very important for CS.

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I am thrilled to get more knowledge with Scratch. I paid for my own children to have instruction, and enjoyed their programs. Visual drag and drop coding is a fun interactive way to build background kowledge. My children uploaded their own pictures and created stories in primary grades. I am glad for the opportunity this week. I moved the block that added points.

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My previous exposures to coding have always been to build first and learn that way. I really think starting by "deconstructing" pre-written code really encourages discovery and exploration in a way that teaches a lot more of what is possible with coding from the get-go.

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This was a great introduction, it builds curiosity around each individual element of the code.

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Not sure of the purpose of the "Whack-a-Gobo" game, other than to show an infinite loop (I stopped at 31 whacks). I'm familiar with Scratch. I'm looking forward to more activities.

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This was a great introduction to the scratch program. As a teacher I think of two great abilities to utilize this within the classroom. As a middle school teacher I see this as a wonderful opportunity to really focus on the coding element to show how coding directly affects the program. As a former elementary teacher I see how this would be a great program to allow the students to practice mouse skills by simply practicing finding the object with the mouse and clicking to score points.

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I really liked how it walked you through how just removing one block can make the program completely different. For example, I removed the one minute block, so the Gobo flashed from one spot to the next quickly since there was no one minute pause.

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This was a great introduction to Scratch. It was direct and simple enough for even my younger students to understand. I like the idea of the game being laid out in a grid. This would be an interesting way to incorporate coordinate grid lessons by coding sprites to go to certain locations.

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This was my first time ever experiencing code/Scratch. What stuck with me was that the computer will do only what you tell it to do. It seems very methodical and would appeal to that side of your brain that loves to create. i loved the fact that I was in control. I can see the appeal for young and no so young, learners!

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The code explained my frustration with the code...FOREVER and loop.  I was looking for the game to come to an end and it never did.  This would drive my kids crazy because we like to have a winner in middle school.

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I found the simplified version of the code to be visually appealing and incredibly digestible for our grade levels.

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I liked the explanation of how the blocks move. I have worked on a different program with my students and I allow them to discover that every block below the one clicked will move with it, but I liked the simple explanation that was offered.

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I have used Scratch before with my elementary gifted students, but I have never given them an existing program to play with and explore. Rather, I have guided them through creating their own program from scratch (pun intended, lol). I think this might be a good way to introduce students to this program in the future so they can be involved in an inquiry-based lesson to explore how it works before beginning to create their own code.

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I enjoy mathematics and logic development. However, I found this to be complex to listen along while attempting to navigate the code instructions in a separate screen to explore as a new learner with this avenue of coding techniques. My attempt kept blinking Sprite in the upper left corner or middle of the page.

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Such a neat program! I have used blocked coding before, but not on this platform! I looked at the time frame of the game. It seemed that there was no end goal.  The block that was responsible for this was the control "forever." I changed that control to "repeat 10 times."

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I enjoyed dissecting the game!  I've never done anything like that before so it was fun to see what happened when part of the code was removed!  I was interested to see the position of Gobo, he rarely seemed to be in the center of the page.

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I was excited to have a simple easy to follow explanation for Scratch. I chose to observe the time and was wondering about location of the sprite. It seems as if I missed the area clicked, I would definitely not score the points. As well as if I clicked too late. I found the xy coordinates and time blocks responsible. Students will like the fact that they can drag, drop and then test. That immediate feedback is something that they will find helpful.

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We enjoyed exploring the 3D values of the X and Y coordinate pairs for the Scratch Sprite to be visible on the screen.

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I think that dissecting the game is very beneficial to students so that they can see the result of removing and replacing lines of code. Being able to visualize the coordinate pairs is helpful to students to be able to understand their meaning.

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My team played around with the x and y coordinate pairs. We were testing how far off the screen the Sprite would appear/disappear.

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I explored the minimum and maximum values for x & y to see when the sprite was visible on the screen an when it went off-screen. I thought this would be helpful to know when working with students.

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Scratch seems fairly easy to use. It didn't take long to catch onto how to run it. It was neat to be able to manipulate the code to see what would happen.

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One of my observations was that the game didn't have an end. Through the dissection of the code, I could see that there was a forever loop used instead of repeating loop. To extend the game, code could be added to end the game when a particular score is earned.

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I enjoyed dissecting the game, have used this before just never really thought about it.

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My observations was the randomness of the location of the sprite when it reappears. The block of codes were the green random blocks that had both positive and negative values. When removing both random block the sprite shows in the same spot every time. if you remove either X or Y then it will only move about on one axis.

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Holly Collins - HIS Kids Christian (Private)

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Holly Collins - HIS Kids Christian (Private)

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I chose to explore my observation of "At first I didn't understand how to stop playing." The block of code I felt was responsible for this was the forever block. It turns out I was right and confirmed this hypothesis when I read Robyn from BSSD's Padlet response. I now understand that it could be changed to a "repeating loop" and the game could be shortened to how many points you assign to it. So, I took Robyn's advise and played around with it. I changed out the forever code to the "repeat 10" code and it worked! It stopped after 10 clicks :) I then changed it back to the original "forever" and put the "repeat 10" back in the controls area. Pretty cool :)

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I chose the orange control block to explore. I was thinking that you could make the game a bit harder by decreasing the amount of time Gobo appears on the screen. So, changing the time from 1 second to a half a second would make the game somewhat more fast paced.

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I have some experience with Scratch, as I teach this to my third graders every year.  I noticed that the sprite never stopped moving around, which was caused by the motion blocks being in a forever loop.  If you remove the forever loop and swap it out for a repeat loop, the game would only last as long as the number of repeats you assigned to that loop.

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I am new to coding and chose to explore the wait time for the Gobo to re-appear. I am a little confused as the time doesn't appear to change even when I change the 1 second to 10 seconds. I am probably doing something wrong.

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I am familiar with Scratch as I have taught it to my Middle Schoolers since 2007. I noticed that Gobo was showing and hiding at random positions on the screen. The blocks used to create that are show, hide and go to x y coordinates with a random assigned in each coordinate.

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I have some experience with Scratch as I have used it most recently while teaching virtually. I am however more experienced with RobotC and VEXCode programs as they are used in my classes to program our VEX IQ robots. I like the similarities between the two as both are "drag and drop" programming. Some of the things I altered while observing the Wack A Gobo game were changing the timing that the Gobo appeared. This made the user have to move more quickly to obtain the point. I also tinkered around with the timing aspects of the game.

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I thought the directions could have been clearer. This is new to me and I was a little confused.

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Scratch seems like it is a great program for beginners. I chose to explore how to make the gobo stay on the screen. I found it very easy to drag and drop the code.

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I am new to coding. I have played with Scratch a little before but am not fluent. The instructions were vague for both the activity and the game, so I was a bit confused as to what I was to be looking for. I did as instructed, reading instructions of the game but thought, there has to be more. However, that was the 1st element of the code, simplicity, thus my first observation. I'm not much of a gamer and quickly became bored of the activity, "whacking the blob". I thought when will this ever end. That was the 2nd observation; it won't unless you choose to. I couldn't believe that there were people posting that they hit it over 1,000 times! Too much time on their hands? My 3rd observation was that it gave me enough time to hit it as I moved the mouse/trackpad around. Looking at the code sequencing you could clearly see the path and timing pattern in which the coder intended, making it easy to follow, decode, and edit.

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Learning coding is a very new thing to me. My son currently uses Scratch in his first grade STEAM class, and he is obsessed with it! I like the simplicity of this format and knowing that this format is useful for younger students. Since I am knew to this system, I spent time just taking apart and trying to rearrange the different blocks to see what effect it had.

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Scratch seems like a good beginners program.  The drag and drop programming makes it easy for young students to understand.  I explored changing up the wait time blocks and adjusting the difficulty of the game.

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Scratch seems like a good beginners program.  The drag and drop programming makes it easy for young students to understand.  I explored changing up the wait time blocks and adjusting the difficulty of the game.

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Jen (NASD)

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I am new to coding.  Many years ago, I was a little familiar with HTML and I enjoyed it.  I'm looking forward to learning more about this so that I can pass on information to students.  I know that some students will love this.  

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I am new to coding.  Many years ago, I was a little familiar with HTML and I enjoyed it.  I'm looking forward to learning more about this so that I can pass on information to students.  I know that some students will love this.  

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I explored the "when clicked" button.  When I removed it, the sprite did not  I really liked how simple the game was to understand.  The code seemed very easy to follow.  My students just started exploring coding and have learned how to change the sprites and backgrounds.  

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I explored the "when clicked" button.  When I removed it, the sprite did not  I really liked how simple the game was to understand.  The code seemed very easy to follow.  My students just started exploring coding and have learned how to change the sprites and backgrounds.  

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I have used Scratch several times in the classroom. My students love it! I have never taught from the dissecting point of view and I think students would really "get it" in that format. Can't wait to try it!

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I am new to coding and have never used Scratch before. I like how simple the program was and think that younger students would be able to basic coding using this program.

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I am new to coding.  This was very easy to understand.  I move a lot of the code around and tried adding different time limits and  point values.  

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I am new to coding.  This was very easy to understand.  I move a lot of the code around and tried adding different time limits and  point values.  

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Elizabeth

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I kept waiting for the game to end.  When I looked at the code, I realized it said forever.  So I switched out the forever block to repeat 10  block.  I wasn't sure if it would go 10 flashes or 10 points. It went until I scored 10 points.

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I am totally new to coding and have never used Scratch before. I was a little confused at first, however the video was easy to follow. I think that elementary students would love exploring this site and learning to code!

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It goes on FOREVER...so I swapped out the FOREVER block with the STOP ALL and while the game stopped, I was able to continue clicking...I putzed around with it for a while and couldn't figure out how to stop it from accumulating more points after 5 minutes so I stopped, took a breath, and put it aside. LOL
I've used the code.org site to teach coding this past Nov/Dec to the K-2 students an it uses block-based code; the kids really enjoyed it.

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I am new to Scratch, however, found it quite easy to use and navigate. I made an observation regarding the random movements of the Gobo. I removed the block related to the randomized x and y location and Gobo stayed in the same spot x(0) y(0). The puzzle piece feature is familiar for my students and enjoy that it can be quite simplistic or more detailed.

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I have used Scratch before in my science classes. The one part about Scratch I really like for beginners is how the codes are like a puzzle piece. If a piece does not connect to another, the code is not possible. My students have used Scratch to create biome scenes. They changed the sprite to make it an animal from their biome and made the sprite talk.

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The part of the code I explored was the length of time Gobo appeared. I attempted to change the time of the code. I struggled at first but then I was able to increase the time to make it easier to play. I am anxious to try more things with Scratch.

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I used scratch with my daughter when she was little, but had not thought of using it for my class. I will definitely look for opportunities to use it in my 2nd grade classroom.

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I chose to explore the go to x(0) y(0). I don't have much experience with Scratch but it was fairly user friendly. As I continued to explore, it seemed some lines changed the program much more noticeably than others. I think my 2nd graders would love exploring with this!

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Scratch was new to me. I have never used it before for coding. The videos that this site posted were easy to learn how to move and change things. I played around with removing the hide from script and added more points to the click.  This was very easy to do. This showed me that there is no mistakes in coding when you remove a line or change the value or time. Its all in the creativity of the student coding and how they see what the sprite on Scratch to do. It was easy to pull and drag things once you watch the videos.

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I have never used Scratch before and so this was my first time exploring how it works and what it is. Going through this activity was interesting, however not doing something like this before it was a little confusing. The video however was easy to follow. I explored the time block. When removing it, the Gobo does not reappear. By making the time longer, it makes it easier to click on the Gobo. I still have a lot to learn with this before I use it in my classroom.

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I have used scratch and have taught using scratch jr so I am familiar with simple coding like the example. I explored the amount of time that the sprite is shown. By making the number of seconds longer, the game becomes easier. By shortening the time to 0.5 second, it is almost impossible to score points.

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I have some experience with Scratch, more specifically with VEXCode VR.  VEXCode VR is built of the Scratch infrastructure with commands and functions related to robot behaviors.  In this activity, I adjusted the random positions for the x and y values, the placement of the sprite every 0.5 seconds, and added another sprite to increase difficulty and playability.  I was thinking of creating a variable as well that would decrease the amount of time between random placement increasing the difficulty of the minigame during game play.

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I played around with removing various lines from the script. After I read other's responses, I went back and tried those as well, such as enlarging the size of Gobo and changing the number of points given for each click.

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I like how to use Scratch to introduce kids to coding.  I have used Code.org in the past but will try this now.  I like how it shows kids about the code moving when you try to take a line out. I took out the "forever" loop.  It stopped Gobo and you could just keep clicking it as it stayed in place.

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Becky McNulty-Mahanoy Area Elementarty School

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Becky McNulty-Mahanoy Area Elementarty School

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I have used Scratch quite a bit in the past with my students, but I like the way this activity introduces many of the concepts of coding.

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Suzanne Mayberry- Mahanoy Area Jr./Sr. High School

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Suzanne Mayberry- Mahanoy Area Jr./Sr. High School

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I do have some experience with Scratch. My observation included altering the time you had to click on the graphic before it disappeared. This basic code is a way good way to introduce students to coding concepts broken down a line at a time. In addition, it shows them a completed program can be altered fairly easily.

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Blue Mountain SD

I decide to increase Gobo's size ratio. I picked the block "set size to" and increased the ratio from 100% to 400% which I placed below the "set score" block. It worked...makes clicking easier.

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I am also new to coding. I was able to edit how long the sprite stayed on the screen. This is an activity that my students would definitely enjoy!

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I am new to coding, but my students have been talking about it and love it. This is a great first step for me .

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Scratch is a fairly new concept for me. I found the video to be informative and look forward to using it with my students when I feel more comfortable with it. I did experiment by changing values and moving some blocks around but would still feel apprehensive using it in my own classroom at this point.

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Upon execution of the program I click on the 'gobo' and found that I can manipulate my score by clicking many times during timed 'show.'
I'd like to see if I can edit the program so it is timed and counts down from a minute while keeping track of a highscore.

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Interesting introduction to coding.  I have not used Scratch, mostly Tynker and not that much.

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Melissa S. Elensky - Moshannon Valley Elementary 

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Melissa S. Elensky - Moshannon Valley Elementary 

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I have worked with Scratch before and completed a similar activity at the PA Smart training we went to in Harrisburg.  Like others, I changed the point value to increase how many points were given for each time the sprite was clicked.  I think that this activity would be useful for students to see multiple lines of block code and learn how to make adjustments without destroying the entire game.

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I have used Scratch with some of my elementary students, but I do not feel 100% confident in my ability to remix projects, yet. I wondered why the Sprite moved so quickly. I tweaked the wait time block from 1 second to 5 seconds. By doing this, I expanded the amount of time needed to click on the Sprite. I also noticed the coordinates for the first time on the stage [coding geography].

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I have used Scratch with elementary students in years past. It has been around for a number of years and has made many improvements. I enjoy Scratch, Jr. as well for more primary students. I think

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I love the creativity and versatility of SCRATCH. I've been using it with teachers and students for the past 3 years. I love this introductory idea as a way, early on, to ease students in exploring and controlling CS, becoming a producer of artifacts and games instead of just a comsumer. Great game selection with 2 event blocks to make things happen in the game. I already made notes regarding how to engage learners in taking that next step to improve this game experience by remixing the code and adding features.

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I've used scratch occasionally, but its still fairly new to me. When I first opened the code, I noticed the forever block which was something that I haven't previously used. When I took it off, I found that none of the code worked or did anything. I think this would be a good activity to do to introduce scratch, as my students are familiar with other code programs but haven't used scratch.

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I changed the points to give more than 1 point per click. Changes how quickly you can earn points.

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I looked at the time and adjusted it and looked at the point value to adjust.

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I've worked with this program a bit with some of my after school club kids and they se

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Rodney Zimmerman (Manheim Christian Day School)

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Rodney Zimmerman (Manheim Christian Day School)

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When I looked inside the program, I noticed some green blocks I had never used before. After looking at the program for a bit, I figured out that they must be setting some boundaries for where Gobo could appear, so I decided to make those boundaries smaller. I ended up making him appear only a straight up and down line. I think this method of teaching Scratch is great because its almost like a "hands-on" activity without actually being hands-on.

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Kellee Fries (St. Catharine of Siena School)

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Kellee Fries (St. Catharine of Siena School)

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I observed the amount of time the sprite stayed hidden. I adjusted this time to make it longer by inserting a control block of "Wait __ seconds". By increasing the number of seconds it was hidden, the player might feel a greater sense of anticipation in trying to predict the next location.

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First I chose to change the second wait from 1 to 5 seconds. As a result, it was easier to earn points because I could see the sprite longer and click more often, making sure I ound the exact center of the Sprite

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I noted that it would become frustrating for my students because it never ended. I experimented taking out the forever block because I thought that was the culprit. I think this would be a great program to use during Hour of Code next year. We used Candy Crush with 1st and Angry Birds with 4th this year.

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I used the score block. I changed it to a much higher number. So that I would get a much better score

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I chose to edit the second line of code with the initial score. Instead of starting at 0 points when the flag is clicked, the score was changed to 100 upon starting.

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I have been using Scratch for years, first when it was actually an application that came on a disc but eventually to now that it has its own site. My students love Scratch, especially when they can change the character, edit, add or remove sounds, etc. I liked messing around with the x, y block. It really gives the students a different perspective on graphing by working with the numbers in various ways.

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I have used the Scratch program with with students in the past. It is a great platform for students to learn the basics of coding. The pieces of code determine what the sprite will do when it is clicked on. You can change the scoring, movement, speed and so on by adjusting the blocks. You can also make it  more visually appealing by adding backgrounds and more sprites.

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I explored the Go to block with the random movements. If you change the numbers for the x and y coordinates in the pick random, the sprite's location changes. The pick random block provides surprise for where the sprite will appear.

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I choose to explore the scoring. I identified the "when this sprite clicked" and the "change score by 1" blocks as the ones being responsible for the score changing. I changed the score, first to 2 to make my score increase faster. Then I changed the score to a -2 to watch the score fall when I clicked.

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This was a great introduction to Scratch. I've used the program before so I was familiar with it. Every time I clicked on the character I received one point. After clicking on it, the character would move somewhere different on the screen.

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I chose to explore the movement of the sprite. I removed the green and blue go to (x,y) block which was what made the sprite move around. With that removed, the sprite stayed in one place, disappearing and reappearing in the same spot.

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I explored where the gobo moved to. I played with the amounts in the go to x or y blocks to see where it moved on the screen. By changing the coordinates it placed the gobo in a closer (or farther) spread range. I think by having it pop up closer (narrower range like y:-50 to 150) made it easier to click on.

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I changed the score amount to 5 and my points went up quickly.

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The observation that I chose to explore was the amount of time the sprite stayed on the screen. I was able to adjust the time in the orange box, "wait 1 second". I adjusted the time, having him stay on longer.

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I noticed the character appeared randomly around the screen. I removed the blue and green block. This made the game really easy. The character disappeared and repapered in the same exact spot.

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I explored the movement of the Gobo around the stage. I decided to remove the "go to x: y:" block and the Gobo continued to reappear in the same spot every time.

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I chose to explore the amount of points and the time. The blocks that were responsible for this were the "when sprite is clicked" and "change score". If you changed the amount of points per click you can easily change the total score. It also made me wonder how you could make it so that if the sprite wasn't clicked how could you lose points?

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I explored my observation that the gobo randomly moves.  The block of code responsible for this is "go to x:  pick random (-200 to 200) y (-150 to 150)."  Once this block was removed, the gobo remained in the same place instead of moving about the game space.

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I removed the block that said "show" and replaced the others attached to it. Gobo was no longer visible and did not appear again.

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I explored the block that said "show". By removing this button, Gobo was no longer visible.

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Hillary Long (OVSD - IU9)

The observation that I chose to explore was the score increasing each time the sprite was clicked.  This was achieved through the yellow event code (when sprite is clicked) combine with the orange variable code (change score by 1). I was able to increase the score by changing it to 2 and also eliminated the score by removing the code.