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Scratch Beginner's Guide | Scratch Basics (Ep1)

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Beginners Guide To Scratch (VERY Simple)

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Learn computer science. Change the world.

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Every student in every school deserves the opportunity to study computer science.

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Coding in Reading, Math, Science Any Subject

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Coding in Reading, Math, Science Any Subject

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Tell the students that they are going to play a game that they are probably all so familiar with that they may have stopped playing it altogether because it's not a challenge anymore. It's Tic-Tac-Toe!

Form some AI rules

1. Have the students pair with a classmate and play a few rounds of tic-tac-toe. They usually enjoy this since for most of them it has been a while since they've played.

2. Ask the students how much they thought about the decisions they were making while they played. Did they think when making decisions about where to place their mark next and how their decisions may change depending on the other player's moves? For most students, since they are so familiar with the game, they feel like they aren't thinking too much about their moves.

3. Have them play a few more rounds of tic-tac-toe, but this time they should try to be aware of their thinking. Why are they making the moves that they are, and how do their opponent's moves affect their moves?

4. Ask them to share some of the thinking that went into deciding where to place their next mark after they play a few more rounds.

5. Challenge them to come up with a list of rules/strategies that anyone could follow to win at tic-tac-toe. Tell them they can use if-else structures to describe their rules. What they're writing is pseudocode... a mix of English and code.

6. To get them going with their list of rules, as a class, have them suggest a rule for the very first move. Most will say, if the center spot is open, place your mark in the center spot.

7. Ask them to think about their next move, and then the one after that... continuing their list of rules/strategies until they think their rules would help anyone win every time.

8. This is usually where the students realize just how much thinking actually goes into their decision making. This activity really challenges most students, even those that thought at first it would be easy!

9. Have each student swap their finished list of rules with their classmate and play a few more rounds of tic-tac-toe against each other. The important difference in these rounds is that each student must use only the set of rules written by their classmate to determine their next move. They may not use their own rules or strategies. They enjoy this activity and they begin to realize more about the game and what it takes to write rules that result in a win every time.

10. Ask them to imagine what it takes to program a computer to play checkers or chess!

Optional challenge: Write a list of rules/strategies to play connect four. Try it out with a classmate.

Sample AI rules for Tic-Tac-Toe

Here are some Sample AI rules for Tic-Tac-Toe:
Move 0:

Place your mark in the center.
Move 1:

If opponent places their mark adjacent to center, then place your next mark in a corner.

Else place your mark adjacent to center.

Move 2:

If there are two of your marks in a row, column, or diagonal and the third space in that row, column, or diagonal is an empty space, place your mark there for the win.

Else, place your mark in the other corner.

Move 3 and beyond:

If there are two of your marks in a row, column, or diagonal and the third space in that row, column, or diagonal is an empty space, place your mark there for the win.

Else, if your opponent has two of their marks in a row, column, or diagonal and the third space in that row, column, or diagonal is an empty space, place your mark there for the block.

Else, go in any empty space.

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Tell the students that they are going to play a game that they are probably all so familiar with that they may have stopped playing it altogether because it's not a challenge anymore. It's Tic-Tac-Toe!

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Coding in the Elementary Grades - Bruce Ellis

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CS Unplugged is a collection of free teaching material that teaches Computer Science through engaging games and puzzles that use cards, string, crayons and lots of running around.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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We've compiled a list of all of our unplugged lessons for you to use in your classroom. Now you can teach the fundamentals of computer science, whether you have computers in your classroom or not!

We refer to lessons in which students are not working on a computer as "unplugged." Students will often work with pencil and paper or physical manipulatives. These are intentionally placed kinesthetic opportunities that help students digest complicated concepts in ways that relate to their own lives.

Unplugged lessons are particularly useful for building and maintaining a collaborative classroom environment, and they are useful touchstone experiences you can refer to when introducing more abstract concepts. Each of these activities can either be used alone or with other computer science lessons on related concepts.

Ages 4+, English only

Course

Lesson Plan

Concept

Video

Loops

Impacts of Computing

Course C

Sequencing

Loops

C.15 - Binary Bracelets
*Supplies: Markers. Optional - 18 black/18 white beads, 1 pipe cleaner per student
Binary is extremely important in the world of computers. The majority of computers today store all sorts of information in binary form. This lesson helps demonstrate how it is possible to take something from real life and translate it into a series of ons and offs.

Binary

Impacts of Computing

Digital Citizenship

Course F

Variables

For Loops

The following lessons are organized by concept and can be found in earlier versions of our CS Fundamentals courses. Additional resources you may want to consult as you plan to use these lessons include:

Digital Citizenship
Crowdsourcing

*Common Sense Education has a full Digital Citizenship Curriculum that includes many unplugged activities.

Functions

Functional Suncatchers
In this lesson, students will make a suncatcher out of string, beads, and a special charm. The students will follow a series of repetitive steps, then be asked to identify certain sets of "skills" that are duplicated several times. Once those skills are defined, they will be called from a main program and the whole beautiful process of creation will be recorded on a single sheet of paper. The final program will be geared toward the entire class, whatever their type of string, beads, and charms. To effectively allow for this, students will need to "abstract out" the details of their specific materials and create vague terms for an individual's supplies. This use of generic placeholders is a wonderful introduction to variables.

Lesson Video
See Lesson in Action
Activity Answer Key Assessment Answer Key

Algorithms

Dice Race
In this lesson, students will relate the concept of algorithms back to real-life activities by playing the Dice Race game. The goal here is to start building the skills to translate real-world situations to online scenarios and vice versa.

Computational Thinking

Computational Thinking with Monsters
With nothing but paper and markers, students will learn the four steps of computational thinking. After a brief introduction, students should be split into groups where they will have to create directions for other students to draw a specific monster (from a catalog of pre-selected monsters). The entire task must be decomposed, then teams will analyze all monsters in the catalog for patterns, abstract similar details from the monsters, then use that information to create an algorithm (directions) for another team to draw a certain monster. Teams will then switch algorithms with another group and draw the monster based on what that algorithm indicates. Is the drawing what the original team intended?

Persistence

Building a Foundation
New and unsolved problems are often pretty hard. If we want to have any chance of making something creative, useful, and clever, then we need to be willing to attack hard problems even if it means failing a few times before we succeed. In this lesson, students will be building a structure with common materials. The structure will be tested on its ability to hold a textbook for more than ten seconds. Most students will not get this right the first time, but it's important they push through and keep trying.

Abstraction

Mad Glibs
Abstraction is one of the most important skills for a computer scientist to understand. It simplifies problems and prevents unnecessary repetition. A good coder uses abstraction just about every time she creates a program. This activity will have your students analyze stories for differences so that they can abstract them away. Those abstracted stories become templates for fun and crazy new ones.

Variables ​

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We've compiled a list of all of our unplugged lessons for you to use in your classroom. Now you can teach the fundamentals of computer science, whether you have computers in your classroom or not! We refer to lessons in which students are not working on a computer as "unplugged."

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When would you need to complete a list of steps in order?

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When would you need to complete a list of steps in order?

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Honda's Asimo: the penalty-taking, bar-tending robot

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How do you think that the robot knew what to do?

Does a robot really “understand” what you say?

Is it worried about getting in trouble if it doesn't do what it's told?

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Algorithm - A list of steps to finish a task.

Bug - Part of a program that does not work correctly.

Debugging - Finding and fixing problems in an algorithm or program.

Program - An algorithm that has been coded into something that can be run by a machine

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Up means that the cup automatically goes up as high as it needs to.

Down means that it automatically goes down until it lands on something.

The hand automatically returns to cup stack after setting down a cup.

Forward means the robot moves one step (1/2 cup width) forward.

Backward means the robot moves one step (1/2 cup width) backward.

Note: Students may not use backward at this age unless they want to build the cup stacks in reverse (which is also okay).

Programmers are not allowed to talk when the robot is working. This includes blurting out answers or pointing out when the robot has done something wrong.

Programmers should raise their hand if they see a bug.

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Simplify: Does this all feel a little complicated for your students?

Don't forget to model this in front of the class until students understand all of the rules. If it's still confusing, try running this whole activity together as a classroom using volunteers as robots, instead of breaking up into groups!

Intensify: Are your students more advanced? Do you want this lesson to relate more closely to the online puzzles? Here are some modifications that you can make:

One arrow corresponds to one movement:

When a cup is removed from the stack, it returns to table-level before moving.

Students need to use multiple "up" arrows to lift the cup multiple levels.

Students need to use multiple "down" arrows to lower the cups multiple levels.

Students need to use the "back" arrows to get back to the cup stack.

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Now it’s time to be a robot! Trade algorithms with the other partners in your group.

Be on the lookout for bugs. If you see one, have the robot finish the instructions as best as it can.

Discuss the bug with your partners and come up with a solution.

Keep testing the algorithm until it works!

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Reflect: Draw your own stack of cups that you would like to see a robot build. Can you create a program for that cup stack?

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Reflect: Draw your own stack of cups that you would like to see a robot build. Can you create a program for that cup stack?

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What you need

Something to write with (pencil, pen, crayon, whiteboard marker...)

Something to write on (paper, whiteboard, window...)

A few household items with 12 or 13 digit product codes on them

Examples:

Canned food from your kitchen

Item of stationery (e.g. notebook)

A book with a 13-digit ISBN number on it

Skills needed

Able to add numbers up to around 150 (using a calculator is fine)

Able to multiply by 3

Key question

When a product gets scanned at a checkout, how does it scan the barcode accurately?

Activity steps

Note that you can make this calculation a bit easier by keeping only the ones digits after each calculation (this is called modulo 10 arithmetic). For example, 8 + 4 = 12, but you just keep the 2; or 9 x 3 = 27, and you can just keep the 7. It will give the same result if you discard the 10s digit, and with practice, you may even be able to do the calculation in your head!

Also, both the 12- and 13-digit calculations are basically the same - the only difference is which line is multiplied by three. A way to remember the difference is that the total you multiply by 3 is for the line that you last wrote a digit on.

Inside the computer

The digit you calculated is called a checksum, and it is used to make sure that the other digits have been read correctly when the product is scanned or the numbers are typed into a computer. The people who create the barcodes follow this algorithm every time they create a new barcode, and a supermarket checkout computer does the calculation every time it scans in a barcode. The real magic when you scan a product is that if any of the digits are read incorrectly, the check digit will come out wrong, and the computer knows to warn you that the barcode didn't read in correctly - perhaps the packet is damaged or has some ice covering the barcode. Without the check digit, it would just get the wrong code, and charge you for the wrong product.

This is called an error detection code. This one is very visible, and can be calculated by hand. Almost all data that is stored on computers or sent over the internet has extra digits added to make sure we can be confident that it didn't get changed accidentally.

Arnold's challenges

Click here to view Arnold's challenges:

Arnold's Challenges

More information

There's a poster that shows how to do these calculations here.

There are more details about how check digits (and related methods) are used here.

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Something to write with (pencil, pen, crayon, whiteboard marker...) Something to write on (paper, whiteboard, window...) A few household items with 12 or 13 digit product codes on them Examples: Canned food from your kitchen Item of stationery (e.g.

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We've got new apps! Learn more about each app in this blog post. To celebrate the launch of our new Craft + Code Booster Kit and Get Up + Go Booster Kit, we have also launched new apps that will let you have a full plug-and-play Makey Makey experience!

Legacy and Community Apps

Bongos: Play some bongo drums with the space bar and left arrow. Turn anything into a drum!

Piano
A piano designed for Makey Makey. Play a melody with the arrow keys and space bar (and click, too).

MK-1
A sampling synth made by Eric Rosenbaum for Makey Makey. Record your own sound, use preset scales, and set the keys to play just the notes you want.
Makey Makey Music Sampler
We know that kids (and adults!) love our piano and bongo app. So we wanted to make a sampler to get more kids interested in sound engineering and using digital audio workstations like Garageband and Ableton.

Scratch Piano
This is a piano you can play with the arrow keys. It was created using Scratch, an easy-to-use graphical programming language, so you can remix it and make your own version.

Patatap
Patatap is a portable animation and sound kit. This app works with all the letter keys, so you'll have to use the back of your Makey Makey or remap the arrow keys to use with this app. Warning: contains flashing images.

Makey Makey Midi Player

Thisawesomemidi app was created by Makey Makey Ambassador Liam Baum (aka MrBombMusic.) He built this app with p5.js & Soundfont-Player. Plug in your Makey Makey, and choose an instrument from the dropdown and begin playing a full scale with the instrument of your choice! (Note: you will need to remap a few pins on the back of the board for keys h and j.)

Virtual Musical Makey Makey
This app was created by Johnny Tal as a way to easily upload any sound you want for any input, or choose an instrument from the list and easily monitor what's being triggered on the virtual Makey Makey.

Dot Piano
Dot Piano is a visual musical instrument that lives on the web. Use your computer keys or MIDI keyboard to record a song, then share it simply by sending a link. To use with Makey Makey, use WASDFG on the back of your board or reprogram your arrow keys to letter key presses.
Piano Genie
Another great piano app! Click the Settings wheel to change the piano keys to Makey Makey keypresses and start playing!

Sound Effects
This page turns your keyboard into a sound effects machine. By connecting to the letters on the back of your Makey Makey, you can create your own way to trigger sounds. (Flash Player is no longer supported)

Chamber Music Piano
You can play 10 different notes on this piano (using w, a, s, d, f, left, up, right, down and space). Play along with the video for a piano duet!

Soundplant

This downloadable app is great if you just want to drag and drop sounds onto keys on a keyboard, then press the keys to play them. Try it with the example keymap we made with drum and marimba sounds for macor windows.
Makey Makey OneClick Drum

1 Button Piano Makey Makey Harp

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Wanna plug Makey Makey in and start playing and connecting everyday stuff with no coding involved? Check out these apps that use key presses. When you are ready to start making your own apps and games, head on over to Scratch to code your own projects!

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Teachers, librarians, and their students are inventing, coding, and creating with Makey Makey without any previous experience.
While working on Scratch with the Lifelong Kindergarten group at MIT Media Lab, Jay Silver and Eric Rosenbaum launched Makey Makey on Kickstarter.

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Makey Makey: An Invention Kit for Everyone. Ever played Mario on Play-Doh or Piano on Bananas? Alligator clip to start inventing the future.

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This activity allows you to combine Makey Makey and Scratch to create an interactive poster. While designing your own interactive poster, you will investigate how circuits work. Plus, you’ll begin to think about user interface design and how it is important when designing physical computing projects.

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Design a physical board with a path for Pete the Cat. Use a large piece of cardboard or poster board for the base.

Draw a winding path on the board using markers or colored tapes. Include spaces for collecting treasures, facing challenges, and reaching the end goal.

Add illustrations or images of Pete the Cat at the starting point and the goal.

Design the Board

Decide on the size and layout of the board. It could be a square or rectangular grid with a starting point and an endpoint. The path should connect the starting and ending points.

Use a grid-based approach to create the path. Each cell on the grid represents a space that Pete can move through. You can draw the path using a pen and paper or use design software to create the board digitally.

Consider the complexity of the path and the number of spaces Pete will have to move through to reach the end. You can make the path winding or straight, depending on the desired level of challenge.

Add Obstacles:

Place obstacles along the path to create challenges for Pete. Obstacles can be represented by symbols or images on specific spaces. For example, you can draw or add images of "Muddy Puddles" on some spaces.

When Pete lands on a space with an obstacle, you can program the Scratch game to display a message indicating that Pete has encountered an obstacle and must face a consequence (e.g., lose a turn or go back a few spaces).

When adding text to the challenge tokens in the "Pete's Tinkerland Adventure" board game, you should use short and descriptive phrases that convey the nature of the challenge or obstacle that Pete the Cat will encounter. The text should be engaging and align with the game's theme. Here are some examples of challenge text that you can add to the tokens:

"Muddy Puddle": Pete encounters a muddy puddle and must find a way to cross it without getting messy.

"Bridge Out": The bridge is broken, and Pete needs to find an alternative route to continue his adventure.

"Lost in the Maze": Pete gets lost in a maze and must navigate through it to find the right path.

"Riddle Time": Pete encounters a wise owl that challenges him to solve a riddle to proceed.

"Roll the Dice": Pete must roll the dice to determine the number of steps he can take.

"Wild River": Pete comes across a swift river and needs to find a way to cross it safely.

"Stormy Weather": There's a storm brewing, and Pete needs to seek shelter until it passes.

"Swarm of Bees": Pete encounters a swarm of bees and must be careful not to get stung.

Remember that the challenges should be suitable for the target age group and the difficulty level you want to achieve in the game. Keep the text concise to fit on the challenge tokens while leaving enough space for any accompanying illustrations or symbols. Including visuals that represent the challenge can also enhance the players' understanding and engagement with the game.

Include Collectible Items:

Design "Fishy Friends" as collectible items for Pete to find along the path. You can draw or add images of "Fishy Friends" on certain spaces.

When Pete lands on a space with a "Fishy Friend," you can program the Scratch game to add points to the player's score or display a message congratulating them on finding a friend.

Introduce Bonus Spaces:

Create "Groovy Glasses" as bonus spaces that offer rewards or special abilities. For instance, if Pete lands on a "Groovy Glasses" space, he may earn extra points or receive a power-up to move ahead a few spaces.

Program the Scratch game to recognize when Pete lands on a bonus space and trigger the corresponding action or reward.

Print the Board:

Once the board design is complete, you can print it out on a suitable size of paper or cardstock. Ensure that the board is large enough to accommodate Pete the Cat and the various elements (obstacles, collectibles, etc.).

If you prefer a more durable board, you can print it on a large poster paper, use a laminator to protect it, or consider using a large piece of cardboard.

Remember to be creative with your board design and consider the theme of the game. Make sure the path, obstacles, collectibles, and bonus spaces are strategically placed to make the gameplay enjoyable and engaging for players. With the board game ready, you can connect Makey Makey to Scratch, as explained in the previous steps, to add interactive control to the game. Have fun playing "Pete's Adventure"!

Design the elements for the board game

Designing the elements for the board game using Tinkercad involves creating 3D models of the interactive elements that will enhance the gameplay experience. In this case, we'll design the physical tokens for treasures and challenges that Pete the Cat will encounter on the board.

Log in to Tinkercad

Go to the Tinkercad website ( www.tinkercad.com) and log in to your account. If you don't have an account, you can sign up for free.

Create a New Design

Once you're logged in, click on the "Create New Design" button to start a new project.

Design the Treasure Token

Click on the "Shape" menu on the right and select the "Basic Shapes" category.

Choose a shape for the treasure token, such as a cube, cylinder, or sphere. You can also use custom shapes or combine multiple basic shapes to create unique designs.

Resize the shape to an appropriate size for the token. Keep in mind that it should be visible on the physical board but not too large to obstruct other elements.

Customize the appearance of the treasure token. You can change the color by clicking on the shape and selecting a new color from the color palette on the right.

Design the Challenge Token

Follow the same steps as above to create a shape for the challenge token. Consider using a different shape or color to distinguish it from the treasure token.

You can add text or symbols to indicate the type of challenge (e.g., "Muddy Puddle") on the token. To add text, click on the "Text" tool on the left and enter the desired text. Adjust the size and position of the text as needed.

Combine the Design Elements

Arrange the treasure and challenge tokens in your desired layout on the Tinkercad workspace. Ensure that they fit well on the physical board.

Group the tokens together by selecting them and clicking the "Group" button in the top menu. This will ensure that they stay together as a single object when you export them.

Export the Design

Once you are satisfied with the design, click on the "Design" menu at the top and select "Download for 3D Printing."

Choose the desired file format for your 3D printer (e.g., STL) and save the design to your computer.

3D Printing

If you have access to a 3D printer, you can now print the designs you created in Tinkercad. Make sure to adjust the printing settings (e.g., layer height, infill density) to achieve the desired quality and size for the tokens.

If you don't have a 3D printer, you can use online 3D printing services or local makerspaces that offer 3D printing services.

Assemble the Board Game

Once the 3D-printed tokens are ready, you can glue them to small bases or platforms for stability on the physical board.

Place the treasure and challenge tokens on the corresponding spaces of the physical board, according to your game's design.

By designing and 3D printing these elements using Tinkercad, you'll add a visually appealing and interactive aspect to the board game, making it even more enjoyable for players to join Pete the Cat on his Tinkerland Adventure!

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Celebrate Colors With Pete the Cat's Board Game With Tinkercad and Makey Makey

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Celebrate Colors With Pete the Cat's Board Game With Tinkercad and Makey Makey: Welcome to "Pete The Cat's Tinkerland Adventure" an instructables to show how we created a board game that combines the magic of colors, the joy of reading, and the magic of technology!

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Grab this guide, to inspire students to design and make their own creations after reading Doll-E 1.0. Learn how to code physical creations with Scratch!

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Overview

This lesson shows us something important about algorithms. As long as you keep an algorithm simple, there are lots of ways to use it. However, if you want to make sure everyone produces the same outcome, then your algorithm needs more detail. Students will learn the difference between a detailed and general algorithm while playing with tangrams.

Purpose

By introducing a basic concept like algorithms to the class in an unplugged activity, students who are intimidated by computers can still build a foundation of understanding on these topics. Algorithms are essential to computer science. In this lesson, students will learn how to translate instructions into a algorithm and how that plays a role in programming.

Agenda

Warm Up (10 min)

Main Activity (20 min)

Wrap Up (15 min)

Assessment (10 min)

Objectives

Students will be able to:

Tackle the challenge of translating an image into actionable instructions.

Convey instructions to teammates in order to reproduce an image.

Analyze the work of teammates to determine whether an outcome was successful.

Preparation

Give every student a Think Spot Journal.

Print out a Tangram Set & Algorithm Card Images Pack - Manipulatives for every student.

Print out a Real-Life Algorithms: Tangrams - Assessment for every student.

Links

Heads Up! Please make a copy of any documents you plan to share with students.

For the Teachers

For the Students

Vocabulary

Algorithm - A list of steps to finish a task.

Warm Up (10 min)

Vocabulary

Algorithm - Say it with me: Al - gor - ith - him

A list of steps to finish a task.

Lesson Tip

Introduction

Your students may or may not have played with tangrams before. If they have, you can skip this portion, and move right to explaining the main activity.

Explain to the students that tangrams are usually used to solve puzzles. You receive a set of seven "tans" and must use them all (without overlapping any) to recreate an image that has been given to you. Often, this is done as an individual activity, and the player is allowed to see the image that they are trying to recreate. Many times, you can lay your pieces right on top of the image silhouette to be sure that the solution is just right.

Main Activity (20 min)

Algorithms

We are going to use our tangrams in a slightly different way than most. Instead of looking at our puzzles and trying to guess which shape goes where, we are going to get puzzles that already tell you where each shape goes.

You might think that this will make it easier, but it won't, because students will also not get to actually look at the image that we are trying to recreate! Instead, a teammate will be describing the image to us.

To keep it from getting too difficult, we will not use puzzles that require all seven pieces.

Directions:

1. Divide into groups of 3-5.

2. Each player should cut out their own set of tangrams.

3. Have one member of each group select an Algorithm Card without showing it to anyone else.

4. The person with the Algorithm Card will try to explain the image to everyone else without letting them actually see it.

5. The other players will build their pictures off of the description given by the Card Holder.

6. When the Card Holder is done, everyone will show their pictures and see if they all ended up with the same image.

7. If everyone ends up with the same drawing, the Card Holder can show the card and see if everyone matched the card.

8. If any of the pictures in the group are different from each other, have the Card Holder try describing the image again, using more detail.

9. Choose a new Card Holder and a new Algorithm Card and repeat until everyone has had a chance to describe an image.

Play through this several times, with images of increasing difficulty.

Wrap Up (15 min)

Flash Chat: What did we learn?

What did we learn today?

Was it easier or harder than you thought it would be to describe an image to one another?

Did any group end up having arrangements that all matched?

Can you share some tricks that you came up with that helped your group match the Image Card exactly?

Journaling

Having students write about what they learned, why it's useful, and how they feel about it can help solidify any knowledge they obtained today and build a review sheet for them to look to in the future.

Journal Prompts:

What did you learn today?

How do you feel about today's lesson?

Can you think of tricks to make it easier to describe tangram pictures to a partner?

Describe why you might want to be very detailed when creating algorithms for writing code.

Assessment (10 min)

Pass out the assessment and allow time for students to complete it. If there is extra time, go over the answers as a class.

Cross-curricular Opportunities

This list represents opportunities in this lesson to support standards in other content areas.

Common Core English Language Arts Standards

L - Language

5.L.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

SL - Speaking & Listening

5.SL.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

5.SL.1.a - Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

5.SL.4 - Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

5.SL.6 - Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Common Core Math Standards

G - Geometry

5.G.3 - Understand that attributes belonging to a category of two- dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

MP - Math Practices

MP.1 - Make sense of problems and persevere in solving them

MP.2 - Reason abstractly and quantitatively

MP.3 - Construct viable arguments and critique the reasoning of others

MP.4 - Model with mathematics

MP.5 - Use appropriate tools strategically

MP.6 - Attend to precision

MP.7 - Look for and make use of structure

MP.8 - Look for and express regularity in repeated reasoning

Next Generation Science Standards

ETS - Engineering in the Sciences

ETS1 - Engineering Design

3-5-ETS1-1 - Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

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Here you will learn about algorithms using puzzles called tangrams!

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In this lesson, students will learn that algorithms are everywhere in our daily lives. For example, it is possible to write an algorithm to plant a seed. Instead of giving vague or over-generalized instructions, students will break down a large activity into smaller and more specific commands.

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Overview

In this lesson, students will relate the concept of algorithms back to everyday activities. After discussing their steps, students will make paper planes using an algorithm. The goal here is to start building the skills to translate real world situations to online scenarios and vice versa.

Purpose

This lesson exists to help students see that an "algorithm" is just a list of steps that someone can take to finish a task. Students will also learn that the order of the individual steps can make a difference in the final product. This should help lay a foundation of understanding for arranging blocks into programs.

Agenda

Warm Up (15 min)

Main Activity (20 min)

Wrap Up (15 min)

Assessment (15 min)

Extended Learning

Objectives

Students will be able to:

Decompose large activities into a series of smaller events.

Organize sequential events into their logical order.

Preparation

Links

Heads Up! Please make a copy of any documents you plan to share with students.

For the Teachers

For the Students

Vocabulary

Algorithm - A list of steps to finish a task.

Warm Up (15 min)

This warm-up will help your students get perspective on what it means to create a list of steps to finish a task.

Prompt: Ask your students what they did to get ready for school this morning.

Discuss: Write their answers on the board. If possible, put numbers next to their responses to indicate the order that they happen. If students give responses out of order, have them help you put them in some kind of logical order, pointing out places where order matters and places where it doesn't.

Say: Introduce students to the idea that it is possible to create algorithms for the things that we do everyday. Give them a couple of examples, such as making breakfast, brushing teeth, and planting a flower.

Main Activity (20 min)

You can use algorithms to help describe things that people do every day. In this activity, we will create an algorithm to help students fold a paper plane.

Lesson Tip

Pair: Have students pair up with an elbow partner to cut the individual steps apart. They should discuss among themselves which six are needed and which three can be recycled.

Distribute: Hand out some blank paper (or the back of other papers) for students to glue/tape their instructions to once they've decided on the order. Make sure they have a second piece that they can actually fold into the final plane.

Lesson Tip

Share: Finally, have students trade their finished algorithms with another pair and have them use one another's algorithms to make a paper plane.

Circulate: Walk around during the activity and check that students are trying to debug mistakes. If they get stuck, have them check-in with the group who originally coded their algorithm and see if they can work together to fix it.

Discuss: What did we learn?

How many of you were able to follow your classmates' algorithms to make your planes?

Did we leave anything out when making the plane?

What would you have added to make the algorithm even better?

What if the algorithm had been only one step: "Fold a Paper Plane"?
Would it have been easier or harder?

What if it were forty steps?

What was your favorite part about this activity?

Wrap Up (15 min)

Journaling

Having students write about what they learned, why it's useful, and how they feel about it can help solidify any knowledge they obtained today and build a review sheet for them to look to in the future.

Journal Prompts:

What was today's lesson about?

How did you feel during today's lesson?

Can you imagine an algorithm for building a real plane? What do you think that would look like?

Write out an algorithm that would take you from your desk to the front of the class.

Go Figure
Assessment (15 min)

Hand out the Daily Algorithms - Assessment and allow students to complete the activity independently after the instructions have been well explained.

This should feel familiar, thanks to the previous activities.

Extended Learning

Use these activities to enhance student learning. They can be used as outside of class activities or other enrichment.

Break the class up into teams.

Have each team come up with several steps that they can think of to complete a task.

Gather teams back together into one big group and have one team share their steps, without letting anyone know what the activity was that they had chosen.

Allow the rest of the class to try to guess what activity the algorithm is for.

Cross-curricular Opportunities

This list represents opportunities in this lesson to support standards in other content areas.

Common Core English Language Arts Standards

L - Language

2.L.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

SL - Speaking & Listening

2.SL.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

2.SL.6 - Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Common Core Math Standards

G - Geometry

2.G.3 - Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identic

MP - Math Practices

MP.1 - Make sense of problems and persevere in solving them

MP.2 - Reason abstractly and quantitatively

MP.3 - Construct viable arguments and critique the reasoning of others

MP.5 - Use appropriate tools strategically

MP.6 - Attend to precision

MP.7 - Look for and make use of structure

MP.8 - Look for and express regularity in repeated reasoning

Next Generation Science Standards

ETS - Engineering in the Sciences

ETS1 - Engineering Design

K-2-ETS1-1 - Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

K-2-ETS1-2 - Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

K-2-ETS1-3 - Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

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Let's make paper airplanes using algorithms!

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Overview

In this lesson, students will relate the concept of algorithms back to real-life activities by playing the Dice Race game. The goal here is to start building the skills to translate real-world situations to online scenarios and vice versa.

Purpose

By introducing a basic concept like algorithms to the class in an unplugged activity, students who are intimidated by computers can still build a foundation of understanding on these topics. Algorithms are essential to computer science. In this lesson, students will learn how to translate instructions into a algorithm and how that plays a role in programming.

Agenda

Warm Up (15 min)

Main Activity (30 min)

Wrap Up (15 min)

Extended Learning

Objectives

Students will be able to:

Decompose large activities into a series of smaller events.

Arrange sequential events into their logical order.

Preparation

Print one Real-Life Algorithms: Dice Race - Worksheet per group.

Print one Real-Life Algorithms: Dice Race - Assessment per student.

Give every student a Think Spot Journal.

Links

Heads Up! Please make a copy of any documents you plan to share with students.

For the Teachers

For the Students

Vocabulary

Algorithm - A list of steps to finish a task.

Warm Up (15 min)

Introduction

Ask your students what they did to get ready for school this morning.

Write their answers on the board.

If possible, put numbers next to their responses to indicate the order that they happen.

If students give responses out of order, have them help you put them in some kind of logical order.

Point out places where order matters and places where it doesn't.

Introduce students to the idea that it is possible to create algorithms for the things that we do everyday.
Give them a couple of examples, such as making breakfast, brushing teeth, planting a flower, and making paper airplanes.

Computers need algorithms and programs to show them how to do even simple things that we can do without thinking about them.
It can be challenging to describe something that comes naturally in enough detail for a computer to replicate.

Let's try doing this with a new and fun activity, like playing the Dice Race Game!

Vocabulary

This lesson has one vocabulary word that is important to review:

A list of steps to finish a task.
Directions:
Main Activity (30 min)

Lesson Tip
Rules:

You can use algorithms to help describe things that people do every day. In this activity, we will create an algorithm to describe how we play the Dice Race Game.

The hardest part about getting a problem ready for a computer can be figuring out how to describe real-life activities. We're going to get some practice by playing and describing the Dice Race game.

Read the rules below.

Play a couple rounds of the Dice Race game.

As you're playing, think about how you would describe everything that you're doing.

What would it look like from the computer's point of view?

Lesson Tip

Set each player's score to 0

Have the first player roll

Add points from that roll to player one's total score

Have the next player roll

Add points from that roll to player two's total score

Each player should go again two more times

Check each player's total score to see who has the most points

Declare Winner

Circle the Winner!

Gather the class together and have each student complete the Real-Life Algorithms: Dice Race - Assessment. Once the students have completed the worksheet, have students share out their algorithms to the class. Open a discussion on the difference between an algorithm from a human's point of view and a computer's point of view.

Wrap Up (15 min)

Flash Chat: What did we learn?

How many of you were able to follow your classmates' algorithms to play the Dice Race Game?

What's the difference between an algorithm and a program?

An algorithm is the thinking behind what needs to happen, while the program is the actual instruction set that makes it happen.

An algorithm has to be translated into a program before a computer can run it.

Did the exercise leave anything out?

What would you have added to make the algorithm even better?

What if the algorithm had been only one step: "Play Dice Race"?

Would it have been easier or harder?

What if it were forty steps?

What was your favorite part about that activity?

Journaling

Having students write about what they learned, why it's useful, and how they feel about it can help solidify any knowledge they obtained today and build a review sheet for them to look to in the future.

Journal Prompts:
Go Figure

What was today's lesson about

How do you feel about today's lesson?

What is an algorithm?

What are some algorithms you use in your daily life?

Extended Learning

Use these activities to enhance student learning. They can be used as outside of class activities or other enrichment.

Break the class up into teams.

Have each team come up with several steps that they can think of to complete a task.

Gather teams back together into one big group and have one team share their steps, without letting anyone know what the activity was that they had chosen.

Allow the rest of the class to try to guess what activity the algorithm is for.

Cross-curricular Opportunities

This list represents opportunities in this lesson to support standards in other content areas.

Common Core English Language Arts Standards

Common Core Math Standards

MP - Math Practices

MP.2 - Reason abstractly and quantitatively

MP.4 - Model with mathematics

MP.6 - Attend to precision

MP.7 - Look for and make use of structure

MP.8 - Look for and express regularity in repeated reasoning

Next Generation Science Standards

ETS - Engineering in the Sciences

ETS1 - Engineering Design

3-5-ETS1-1 - Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

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Learn how to describe a game from the computer's point of view in this lesson on algorithms.

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Anyone can learn computer science. Make games, apps and art with code.

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Overview

Building on the initial "My Robotic Friends" activity, students learn to use loops when programming their robots in order to build bigger structures more efficiently.

Purpose

This lesson serves as a reintroduction to loops, using the now familiar set of "robot" programming instructions. Students will develop critical thinking skills by looking for patterns of repetition in the movements of classmates and determining how to simplify those repeated patterns using loops.

Agenda

Warm Up (10 min)

Activity (30 min)

Wrap Up (5 min)

Extension Activities

Objectives

Students will be able to:

Identify repeated patterns in code that could be replaced with a loop

Write instructions that use loops to repeat patterns

Preparation

Links

Heads Up! Please make a copy of any documents you plan to share with students.

For the Teachers

For the Students

Vocabulary

Loop - The action of doing something over and over again.

Program - An algorithm that has been coded into something that can be run by a machine.

Programming - The art of creating a program.

Repeat - To do something again.

Warm Up (10 min)

My Robotic Friends Review

Goal: This review will refresh the students' minds about how quickly programs for the "My Robotic Friends" activity can get intense.

Display: Show the My Robotic Friends - Symbol Key that we used in My Robotic Friends. For each of the six symbols, ask students to show you what it looks like for a robot to follow that instruction.

Model: With the class together as a group, pull an easy puzzle from the "My Robotic Friends" Cup Stack Pack and program together as a reminder of rules and terminology.

Next, pull a puzzle that's slightly harder, but also requires a lot of steps like the one below.

Volunteer: Ask a volunteer (or a group of volunteers) to come forward to help program this one on the board. If you make them stick strictly to the "no symbols other than those on the key" rule, it will probably take a while!

Display: Now, bring up this image:

What is the reaction of the class?

Prompt: Give students the opportunity to brainstorm shorter ways to relay the code that they're about to create. (This bit can be skipped over if your students start saying things like: "Move forward 6 times." Since that will open the discussion about how to show "six times" with symbols.)

Once students have put together the idea of "repeating" code, give them the vocabulary around it. Make sure to share with them that the terms "repeat something" and "loop something" are often used interchangeably.

Activity (30 min)

Introduction and Modeling

Set Up: Have stacks of cups or cut paper trapezoids available for groups.

Display: Take the program from one of your previous cup stacks and display it for the class, or use the one below.

Think: Ask students to think quietly about where in this program they can find a pattern of instructions that repeat uninterrupted (one repetition after another).

Pair: Turn to a neighbor and share one of the repeating patterns you found.

Share: Ask a few students to share out the patterns they identified. Try to pull out different approaches to grouping patterns. For each pattern, ask students to identify how many times the pattern repeats.

Model: Using one of the repeating patterns that the class identified, model how Circle the instruction or pattern that repeats, write the number of loops near that circle, then cross out the rest of the arrows.

Repeat this until the entire program has been shortened, then re-write the program in a way where students can see how much more simple the resulting instructions are.

Looping Your Robots

Group: Place students into groups of 4. Each group should then further break down into two pairs - each pair will develop their own program for the other pair to "run".

Distribute: Give each group one stack of cups or paper cutouts.

Display: Show Stacking Cup Ideas - Manipulatives to the class or hand out individual copies for groups to use. Have each pair (not group) choose which idea they would like their robot to do. Encourage pairs to select a more complicated pattern this time around.

Teaching Tip

Discuss: Let each group discuss how the stack should be built, then instruct each group to translate the algorithm into the symbols. Make sure each group writes down the program somewhere for the "robot" to read later. As students are working on their programs, remind them to be on the lookout for opportunities to replace a repeating pattern with a loop.

Do: When groups have finished their instructions, have each pair take turns "running" their code with another pair. Remind students to be on the lookout for bugs in their code, but not to interrupt a robot until it's finished running the program.

Discuss: When all of the pairs have had a chance to run their programs, ask a few to share their solutions with the class. Use this opportunity to discuss how groups came up with different solutions to the same puzzle. In particular, you might ask of each program:

How did they identify the loops?

Are there other ways those loops could have been written?

How much shorter is the program with loops than it would be without?

Is the program easier to understand with loops or written out longhand? Why?

Wrap Up (5 min)

Flash Chat / Journaling

Having students write about what they learned, why it's useful, and how they feel about it can help solidify any knowledge they obtained today and help to build a review sheet for them to look at in the future.

Flash Chat:

Here are some possible topics:

Extension Activities

Have students draw their own cup stacking creations for someone else to code.

Provide students with algorithms that utilize repeats, then have them expand the program back out to a full step-by-step version.

Cross-curricular Opportunities

This list represents opportunities in this lesson to support standards in other content areas.

Common Core English Language Arts Standards

L - Language

4.L.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g

SL - Speaking & Listening

4.SL.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

4.SL.1.a - Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

4.SL.4 - Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

4.SL.6 - Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

Common Core Math Standards

MP - Math Practices

MP.1 - Make sense of problems and persevere in solving them

MP.2 - Reason abstractly and quantitatively

MP.3 - Construct viable arguments and critique the reasoning of others

MP.5 - Use appropriate tools strategically

MP.6 - Attend to precision

MP.7 - Look for and make use of structure

MP.8 - Look for and express regularity in repeated reasoning

OA - Operations And Algebraic Thinking

4.OA.1 - Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

4.OA.5 - Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and

Next Generation Science Standards

ETS - Engineering in the Sciences

ETS1 - Engineering Design

3-5-ETS1-1 - Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

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Turn your friends into robots and tell them what to do using loops!

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Interactive storybook with Makey Makey and Scratch

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Talking Paper Dolls With Makey Makey and Scratch

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Talking Paper Dolls With Makey Makey and Scratch

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Introduction: Talking Paper Dolls With Makey Makey and Scratch

Hello!

When I was a little girl, I LOVED paper dolls. I would spend hours changing clothes, making up stories and having a great time with my imagination. I decided to merge my love of paper dolls and coding to share stories in a new way.

Supplies

Makey Makey

8 alligator clips (for 4 characters)

Aluminum Foil

Paper

Cardboard

Items to make clothes for the cardboard dolls or printouts of characters

Glue Stick

Marker

Scratch Program

Computer

Step 1: Make the Cardboard Paper Doll

Make a template for your paper doll out of paper.

Trace the template shape on to cardboard.

Cut the doll shape out of the cardboard. I know that I want four dolls for this project, so I cut out 4 dolls.

Step 2: Dress Your Paper Doll

Now is the time to get creative! This is where you will use various supplies to make the doll unique to the story you are telling. I know that I want to make a story about my favorite childhood movie, The Wizard of Oz.

1. All of my supplies are currently in storage, so I just printed out pictures of the four main characters; otherwise, you would use the supplies you have to make clothes and accessories.

2. Attach the picture, clothes and/or accessories to your cardboard doll form.

3. Repeat for the remaining dolls.

Step 3: Create the "Stage" for Each Paper Doll

I want each doll to be able to stand on their own, so I decided to create a "stage" for each of them to stand on.

1. Cut a rectangular piece of cardboard. For this project, my rectangle was about 3 inches by 9 inches.

2. Fold the rectangle into thirds.

3. The stage is where you are going to glue two thin strips of aluminum foil. This will allow us to make a slap switch to make the characters talk. Glue the two pieces of aluminum foil down, so they form a "V" at the front of the "stage". BE CAREFUL...do not let the two pieces of aluminum touch. Get them close to each other, but do not let them touch.

4. Write "Press Here" and draw an arrow to the point where the two pieces of aluminum foil almost touch.

5. Place your paper doll on their stage!

Step 4: Use Scratch to Program What Your Characters Will Say

My program can be found at: https://scratch.mit.edu/projects/389936469 . You can remix this program and change it to fit your needs.

1. Start the program with the EVENT - "When [Space] Key pressed".

2. Select which key you will press to activate the paper doll's sound bite. I want to use the four arrow keys for this project, I will select "Up Arrow".

3. Select SOUND - "play sound [Meow] until done".

4. None of my characters will Meow, so I need to record what I want each character to say. On the SOUNDS tab, go to the bottom of the screen and hover over the "Choose Sound" button. For this project, I will choose record sound.

5. Click the record button, record audio, click the stop recording button.

6. If needed, trim the audio to cut out anything not wanted, then click SAVE.

7. Make sure to change the name of the recording. In this case, I'll use character names.

8. Go back to the CODE tab. On the play sound drop down menu, scroll down to the name of your recording.

9. Repeat steps 1 - 8 for the remaining characters.

Step 5: Connecting the Makey Makey to the Character Stages.

I used 8 alligator clip cords for this project.

1. Plug the Makey Make into the USB port on the computer.

2. The first character I want to connect to the Makey Makey is Dorothy. She will have one connection to Earth and one to the right arrow. Hint...I like to test that my connections are correct at this point, before moving on to step 3. To test your connection, open the Scratch program on your computer. Press the cardboard where the arrow is pointing. If your connection is correct, you should hear your recording of Dorothy.

3. The next character I want to connect to the Makey Makey is the Scarecrow. He will have his own connection to Earth and one to the down arrow. Don't forget to test your connections.

4. The next character I want to connect to the Makey Makey is the Tin Man. He will have his own connection to Earth and one to the left arrow. Don't forget to test your connections.

5. Finally, you will connect the Lion to the Makey Makey. He will have his own connection to Earth, and one to the up arrow. Don't forget to test your connections.

Step 6: Show Off Your Creation!

The final step is to play your masterpiece for an audience! Go through each of your characters and listen to what they have to say!

Use your imagination and the paper dolls to make more stories to share with friends and family!

Be the First to Share

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Talking Paper Dolls With Makey Makey and Scratch

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Talking Paper Dolls With Makey Makey and Scratch: Hello! When I was a little girl, I LOVED paper dolls. I would spend hours changing clothes, making up stories and having a great time with my imagination. I decided to merge my love of paper dolls and coding to share stories in a new way.

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Imagine a classroom where the boundaries between the digital and physical worlds blur; everyday objects transform into interactive learning tools, and students become the architects of their mathematical understanding. Enter the realm of Makey Makey in the math classroom! Let’s dive in and look at some of our faves and

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More Makey Makey Talking Paper Calculator

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Interactive Solar System with Makey Makey and Scratch!

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Interactive Drawing Tips for Makey Makey

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Fun Makey Makey Projects | Makey Makey Operation Game Scratch

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Jedi Educators Nicole Catrett & Ryan Jenkins

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Makey Makey Invention Literacy Workshop for Educators

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Teaching Invention Literacy With Makey Makey

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The Makey Makey Invention Literacy Workshop for Educators is a fun hands-on learning experience where you'll learn how to teach Invention Literacy, Making, and Design Thinking using the award winning Makey Makey invention kit. We explore how to teach circuits and conductivity using Makey Makeys and then put our skills to use designing inventions!

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Draw and Code a Poem Generator with Scratch and Makey Makey

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Makey Makey and Scratch Interactive Word Wall for Elementary Students

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Scratch Makey Makey Apps We at JoyLabz and Makey Makey have always been a huge fan and partner with Scratch. Since the start, Scratch has been our go-to platform for learning to code and prototyping online applications. Even some of your favorite tried and true Makey Makey apps have their origins found in Scratch! So,

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Design a physical board with a path for Pete the Cat. Use a large piece of cardboard or poster board for the base.

Draw a winding path on the board using markers or colored tapes. Include spaces for collecting treasures, facing challenges, and reaching the end goal.

Add illustrations or images of Pete the Cat at the starting point and the goal.

Design the Board

Decide on the size and layout of the board. It could be a square or rectangular grid with a starting point and an endpoint. The path should connect the starting and ending points.

Use a grid-based approach to create the path. Each cell on the grid represents a space that Pete can move through. You can draw the path using a pen and paper or use design software to create the board digitally.

Consider the complexity of the path and the number of spaces Pete will have to move through to reach the end. You can make the path winding or straight, depending on the desired level of challenge.

Add Obstacles:

Place obstacles along the path to create challenges for Pete. Obstacles can be represented by symbols or images on specific spaces. For example, you can draw or add images of "Muddy Puddles" on some spaces.

When Pete lands on a space with an obstacle, you can program the Scratch game to display a message indicating that Pete has encountered an obstacle and must face a consequence (e.g., lose a turn or go back a few spaces).

When adding text to the challenge tokens in the "Pete's Tinkerland Adventure" board game, you should use short and descriptive phrases that convey the nature of the challenge or obstacle that Pete the Cat will encounter. The text should be engaging and align with the game's theme. Here are some examples of challenge text that you can add to the tokens:

"Muddy Puddle": Pete encounters a muddy puddle and must find a way to cross it without getting messy.

"Bridge Out": The bridge is broken, and Pete needs to find an alternative route to continue his adventure.

"Lost in the Maze": Pete gets lost in a maze and must navigate through it to find the right path.

"Riddle Time": Pete encounters a wise owl that challenges him to solve a riddle to proceed.

"Roll the Dice": Pete must roll the dice to determine the number of steps he can take.

"Wild River": Pete comes across a swift river and needs to find a way to cross it safely.

"Stormy Weather": There's a storm brewing, and Pete needs to seek shelter until it passes.

"Swarm of Bees": Pete encounters a swarm of bees and must be careful not to get stung.

Remember that the challenges should be suitable for the target age group and the difficulty level you want to achieve in the game. Keep the text concise to fit on the challenge tokens while leaving enough space for any accompanying illustrations or symbols. Including visuals that represent the challenge can also enhance the players' understanding and engagement with the game.

Include Collectible Items:

Design "Fishy Friends" as collectible items for Pete to find along the path. You can draw or add images of "Fishy Friends" on certain spaces.

When Pete lands on a space with a "Fishy Friend," you can program the Scratch game to add points to the player's score or display a message congratulating them on finding a friend.

Introduce Bonus Spaces:

Create "Groovy Glasses" as bonus spaces that offer rewards or special abilities. For instance, if Pete lands on a "Groovy Glasses" space, he may earn extra points or receive a power-up to move ahead a few spaces.

Program the Scratch game to recognize when Pete lands on a bonus space and trigger the corresponding action or reward.

Print the Board:

Once the board design is complete, you can print it out on a suitable size of paper or cardstock. Ensure that the board is large enough to accommodate Pete the Cat and the various elements (obstacles, collectibles, etc.).

If you prefer a more durable board, you can print it on a large poster paper, use a laminator to protect it, or consider using a large piece of cardboard.

Remember to be creative with your board design and consider the theme of the game. Make sure the path, obstacles, collectibles, and bonus spaces are strategically placed to make the gameplay enjoyable and engaging for players. With the board game ready, you can connect Makey Makey to Scratch, as explained in the previous steps, to add interactive control to the game. Have fun playing "Pete's Adventure"!

Design the elements for the board game

Designing the elements for the board game using Tinkercad involves creating 3D models of the interactive elements that will enhance the gameplay experience. In this case, we'll design the physical tokens for treasures and challenges that Pete the Cat will encounter on the board.

Log in to Tinkercad

Go to the Tinkercad website ( www.tinkercad.com) and log in to your account. If you don't have an account, you can sign up for free.

Create a New Design

Once you're logged in, click on the "Create New Design" button to start a new project.

Design the Treasure Token

Click on the "Shape" menu on the right and select the "Basic Shapes" category.

Choose a shape for the treasure token, such as a cube, cylinder, or sphere. You can also use custom shapes or combine multiple basic shapes to create unique designs.

Resize the shape to an appropriate size for the token. Keep in mind that it should be visible on the physical board but not too large to obstruct other elements.

Customize the appearance of the treasure token. You can change the color by clicking on the shape and selecting a new color from the color palette on the right.

Design the Challenge Token

Follow the same steps as above to create a shape for the challenge token. Consider using a different shape or color to distinguish it from the treasure token.

You can add text or symbols to indicate the type of challenge (e.g., "Muddy Puddle") on the token. To add text, click on the "Text" tool on the left and enter the desired text. Adjust the size and position of the text as needed.

Combine the Design Elements

Arrange the treasure and challenge tokens in your desired layout on the Tinkercad workspace. Ensure that they fit well on the physical board.

Group the tokens together by selecting them and clicking the "Group" button in the top menu. This will ensure that they stay together as a single object when you export them.

Export the Design

Once you are satisfied with the design, click on the "Design" menu at the top and select "Download for 3D Printing."

Choose the desired file format for your 3D printer (e.g., STL) and save the design to your computer.

3D Printing

If you have access to a 3D printer, you can now print the designs you created in Tinkercad. Make sure to adjust the printing settings (e.g., layer height, infill density) to achieve the desired quality and size for the tokens.

If you don't have a 3D printer, you can use online 3D printing services or local makerspaces that offer 3D printing services.

Assemble the Board Game

Once the 3D-printed tokens are ready, you can glue them to small bases or platforms for stability on the physical board.

Place the treasure and challenge tokens on the corresponding spaces of the physical board, according to your game's design.

By designing and 3D printing these elements using Tinkercad, you'll add a visually appealing and interactive aspect to the board game, making it even more enjoyable for players to join Pete the Cat on his Tinkerland Adventure!

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Celebrate Colors With Pete the Cat's Board Game With Tinkercad and Makey Makey

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Celebrate Colors With Pete the Cat's Board Game With Tinkercad and Makey Makey: Welcome to "Pete The Cat's Tinkerland Adventure" an instructables to show how we created a board game that combines the magic of colors, the joy of reading, and the magic of technology!

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