# data[].attributes.body
This project is designed for Upper Secondary Students.

Scratch project: Chase and Catch

Game Designed: Snake Chasing Toad

Contents:
Science: Food Web/Chain

Math: Sine Curve

Physic: Waves

Game description:

-          the snake will be chasing the toad along the x – axis

-          when mouse is clicked, toad jumps to avoid the snake

-          toad will follow the sine wave along the cartesian axes

-          one point to the player for avoiding the snake

-          as toad moves to other parts of the waves like, wavelength, period, amplituede, crest, trough ect… will pop up

-          game can be played in groups

While playing they will know sine curve, parts of the waves and other related units in Maths and Physics

# data[].attributes.body
Topic: Prot4ein Synthesis

# data[].attributes.body
Grade 11 physics
Topic: Motion under gravity
Scratch project: Creating motions under gravity
Challenge:
Students have difficulty understanding, appreciating and applying Sir Newton's laws as observing these laws naturally involves effects of other factors. Therefore creating a control observation environment through scratch will improve students understanding, appreciation and application of Newton's laws to solve real-world problems

# data[].attributes.body
Grade 11 Biology
Unit 11.6
Topic: STIs/STDs
Scratch Project: An animated conversion between a pupil and her teacher.
Concepts:
Science: Reproduction, STIs,   pathogens
Communication:
Technology:
Challenges
Digital iliteracy
Lack of equipment such as computers/laptops

Below is a snapshot of my scratch project - still in its early stages

# data[].attributes.body
Grade 11 Grphs & Functions
Using Scratch to draw Linear, Quadratic and Cubic functions.
Concepts:
Mathematics: Trigonometry, Gradient of  function, pythagoras theorem, etc..
Technology: coding sequence.
have the screenshot for the other two (linear and cubic) but could not upload.

# data[].attributes.body
Grade 9 Science
Unit 9.3: Ecology
Topic: Simple Food Chain (Predator-prey game.)

This project is a simple video game in which grade 9 students can create and play. In doing so, they can learn terms in ecology and identify the different types of predator-prey relationship and also be able to draw graphs in relation to fluctuation in populations of both species.
This is the draft of the project I am working on.

# data[].attributes.body
Simple Demonstration of the difference between distance and displacement & Speed and velocity. (Grade 11 Physics).
Mathematics Connection: Vectors/Scale Drawing.
A foreseen challenge is the lack of competency in using SCRATCH. As can be seen here, the project will still have to be modified to have distance, displacement and time shown for students to use in calculating speed and velocity.

# data[].attributes.body
Creating a game application to teach marine ecosystem.
Concepts.
Science: Relationships, feeding habits and habitat.
Mathematics: Direct and indirect numbers, measurements.
Technology and engineering: Coding sequence, scrap program.
NB. Still working on it..

# data[].attributes.body
Topic: Molecular Shapes
Grade 11 Chemistry. Unit 11.2 On Covalent Molecular substances
Key questions: How to predict and build a 3-D shape of molecules?
Key concepts: Lewis structure, VSEPR theory, bond angles, shapes, symmetrical lines.
students will use technology to build a 3-D shape of molecules, after they predict the shape using the VSEPR Theory.
Below is the screen shot of my project, unfortunately, the projects shows that i am getting there and not yet digitally fluent.

# data[].attributes.body
A simple clock model.
The target group for this project would be the lower primary students.
Basic STEM concepts that the students will learn through this projects:
Science: Measuring time in seconds, minutes and hours.
Technology and Engineering: the students involvement in the drawing of shapes and coding.
Mathematics: Shapes, angles and numbers, number of seconds in a minute and minutes in an hour.

The challenge I faced here is how to save the project. I lost the project while trying to save.

# data[].attributes.body
students may look at the picture in a Stem class and think about the picture is related to STEM .
1. Mathematics- Calculating rates using distance, speed and time.
- measuring the distance --
- angle or direction of the
ball from the cat.
- direction of the current (vectors).

2. Science - density of liquid.
density of a floating object.
-what causes an object to float and not sink .
- Air pressure
-weather
- direction of the wind or current.

# data[].attributes.body
Grade 9 Science
In food chain and web every organism is related or depends on each other for survival.
Students are encouraged to develop a model of a simple food chain on papers and finally use technology (scratch) to represent that.

Learning Outcomes
-create a digital model that shows how energy is transferred
from the sun to the other organisms in the food chain.
The concept behind developing this scratch is the causes and the effects of the organisms and off course the sun in the food chain. they are dependent on each other.
Science and Engineering are also included through the developing and using the model and also when organisms in each of the trophic levels.
The students knowledge is demonstrated through the designing of the food chain model using the scratch technology.

# data[].attributes.headline
Name: JONATHAN SAWANG               Grade: 11Unit 11.3 Force and Motion – Dynamics (Newtons Laws)                   Scratch Project: A person kicking the ball on the playing field                        The project I am trying to do is, I am trying to explain Newton’s First Law which states that “an object at rest will continue to be at rest and an object in motion will travel in a straight line unless an external force acts”.                                   The Grade 11 Physics students will see that the ball will not move at first and later it moved as a result of the person kicking it and this will enhance the idea involved in Newton’s First Law of Motion.                             I am yet to complete the project where the person will actually kick the ball and so I need more time to actually do it well.                       

# data[].attributes.subject
Name: JONATHAN SAWANG               Grade: 11Unit 11.3 Force and Motion – Dynamics (Newtons Laws)                   Scratch Project: A person kicking the ball on the playing field                        The project I am trying to do is, I am trying to explain Newton’s First Law which states that “an object at rest will continue to be at rest and an object in motion will travel in a straight line unless an external force acts”.                                   The Grade 11 Physics students will see that the ball will not move at first and later it moved as a result of the person kicking it and this will enhance the idea involved in Newton’s First Law of Motion.                             I am yet to complete the project where the person will actually kick the ball and so I need more time to actually do it well.                       

# data[].attributes.body
Unit 12.2 (OBE Syllabus)
Topic: Temperature and Thermal dynamics (Introduction)

Big Idea
Concepts
Matter, Particles, Kinetic Energy, Potential Energy, Internal Energy, Heat Energy, Thermal Energy, Temperature

Focus:
- Students to learn, understand differentiate and appreciate the links of the concepts
- That the intermolecular force is responsible for the molecular structure and behavior of the particle. this in turn produces Ek & Ep hence Thermal energy

Scratch Challenge
- using the relevant codes to create an effective coding

# data[].attributes.body
this scratch project relates to Grade 12 Biology on Ecology - Plant Adaptations. its an animation of a conversation between the girl and the bear. I am still working on improving the project

# data[].attributes.body
Topic: Drawing graphs
I just started and is yet to fully complete.
I am yet to catch up on the timing of sprite movement that Dann showed before class ended, if I bridge that then I think I will do better.

# data[].attributes.body
Grade12 General Maths, Content-Unit 12.4 Algebra and Graphs, Pedagogy- using PBL to illustrate different graph. Technology-Scratch -using technology to show how the ball can bounce on the Cartesian plain to form especially parabola and polynomial graphs. Strength-know my content. Weakness-first time to learn about scratch and it taking more time. Idea for improvement- as the ball bounce a line should follow to form curves. Still working on it.

# data[].attributes.body
Topic: Speed and Acceleration
I am trying to create a program on a hunter, a bird and ripe bananas.
I am planning to program a parrot trying to eat ripe bananas and whether or not the hunter will shoot it.
I am yet to complete my decoding and also I have a difficulty in screen sorting and pasting on the padlet.

# data[].attributes.body
Topic: Conservation of Momentum and Energy in Collisions.
Unit 11. 3 - Force and Motion

Foreword
I did this earlier before 5 pm but just noticed it didn't show on the padlet so am redoing. The SCRATH application is new to me but am enjoying the challenge. Obviously we all can concur that one can get better with time.

About the Scratch Project
My project is based on the assessment of momentum and energy conservations when two bodies collide. The two balls of varying masses will travel at different speeds (the heavier one being slower) and collide at some point where they will rebound in the opposite direction.

Conservation of Momentum
If a body of known mass travels with an initial known velocity collides into another known mass and rebounds at a known velocity, the rebound velocity of the second mass can be deduced. The same is true if velocities are provided and the mass of the second mass is unknown.

Conservation of Energy
Students can further calculate the initial net kinetic energy of the masses and compare  values to the final net kinetic energies to notice a loss (in inelastic collision). This loss in kinetic energy is attributed  to the conversion of Kinetic energy to other forms of energies such as  heat and sound.

Integration of STEM
Science (Conservation of momentum and energy) , Technology ( SCRATCH Coding) and Mathematics (momentum and speed calculations) are integrated neatly.

Challenges
1. The  primary challenge will be on my part to master the SCARTH program and consistently use it across many topics to aid and enhance teaching  and learning.
2. Another notable challenge will be for me to reserve energy and time to develop SCRATCH projects in an already tight academic timetable I have.
3. I'd love to challenge students to use SCRATCH to animate specific  Physic concepts to amplify their coding abilities ( or at least give them a head-start) but that will depend on computer accessibility. An android version of SCRATCH will help  since about 90% of my students have phones.

# data[].attributes.headline
Sheila Sahoto                           Digestive System with mum 

# data[].attributes.subject
Sheila Sahoto                           Digestive System with mum 

# data[].attributes.body
Target group: Grade 9
*Science with intention to address Our Body - the Digestive system.
* Physics -Motion
* Technology-Designing
Challenges that  might be faced is the showing of how the food might have food motion down through the digestive track to the other parts of the system. I still need to master SCRATCH. I have yet to perfect the project.I would like to see my students create models of it
Moreover, internet connection is not as stable as it should at the school area. Moreover, grade 9s at our school do not own a phone . The school does not have a computer lab at the moment since it is run down.

# data[].attributes.body
Bonding between hydrogen and oxygen atoms

Name: Roselyne M Vetenge

# data[].attributes.body
Topic: Compass Bearing
Grade 11- General Mathematics
Learning Outcomes:
1. Students should be able to use scratch software through coding to,
a) Identify the main reference point on  the Compass Ross
b) Identify the size of  each revelution needed to face another direction.
c) Calculate the distance travelled using the trigonometric ratios by formulating simple
right angle triangles.
d) Maintain proper movemovent from one event to the other.

* The Compass ross  is used to identify main referemce points as East,West,North, South and also other smaller reference points.
* It is is  mainly used in trigonometry for calculating unknown angles
and distances of an object.
Thus ideas can be demonstrated clearly using coding in the scratch program
to move an object from one end to the other .

Monica. J.

# data[].attributes.body
Topic: Water Molecule
Unit 11.2 Chemical Bonding (Chemistry)
Key question:
How water molecule is formed?
Concepts involved:
- Types of bonding.
- ways of forming compounds.
-what happens when atoms react.
-reactions between non metals alone and between metals and non metals.

Scratch approach is an effective tool/technology that can be used in enhancing student learning as well as teachers' abilities in digital technologies.
Using new technologies can be challenging however having more practices can help make us better at it.

# data[].attributes.headline
Name: Gibson Jack           Theme: Simple Harmonic Motion by  PendulumScenarioThe grade 11 Physics students are tasked to design and construct a simple pendulum and test it out using scratch application. In this project, the main idea is to capture students thinking in learning the content of Physics, Mathematics, and Design and Technology through Scratch application.  Design ChallengeIn the school, there only 10 computers and the number of physics students in the class is 40. As this application is new, time will be a factor to consider in completing the project. Furthermore, internet connection is unstable in the school.Project ProcedureThe steps involved in the project are outlined to cater for the challenges stated.The table below shows the key concepts or big ideas aligned to PNG curriculium.  

# data[].attributes.subject
Name: Gibson Jack           Theme: Simple Harmonic Motion by  PendulumScenarioThe grade 11 Physics students are tasked to design and construct a simple pendulum and test it out using scratch application. In this project, the main idea is to capture students thinking in learning the content of Physics, Mathematics, and Design and Technology through Scratch application.  Design ChallengeIn the school, there only 10 computers and the number of physics students in the class is 40. As this application is new, time will be a factor to consider in completing the project. Furthermore, internet connection is unstable in the school.Project ProcedureThe steps involved in the project are outlined to cater for the challenges stated.The table below shows the key concepts or big ideas aligned to PNG curriculium.  

# data[].attributes.body
| Subject | Key questions | Big Ideas | Curriculum Connections
| Science | What keeps the pendulum in constant motion? | Types of energy, changes of energy,  | Grade 11 physics Syllabus
| Design and Technology | How is a pendulum designed? | Design thinking, Application of technology in designing (Scratch)  | Grade 11 Design and Technology Syllabus
| Mathematics | What are the attributes in designing a pendulum? | Angles, geometry | Grade 11 Advanced Mathematics Syllabus

# data[].attributes.body
Determining Volume & Density of irregular objects.
Grade 9 Science - 9.2 Working Scientifically.
students Learning intentions (outcomes)
1. correctly measure and record the masses of irregular objects
2. read and take measurements (displaced volume and determine volume of object)
3. calculate density of selected irregular objects
4. learn and do simple coding on scratch

STEM Concepts covered:
Science: volume, mass, density calculations
Mathematics: measurements, calculations
Technology: design thinking, digital technology (introduced to scratch codlings)

Challenges:
I had some challenges in the part of codlings. i figure out that integrating such new technology takes a good amount of time, however, i believe i will become good at it the more i use the application.
another challenge for me is majority of students not familiar with use of computers and even have problem accessing too.

This is a snap shot of my scratch project.

# data[].attributes.body
The scratch project is targeted for Grade 7 Mathematics Students

with intentions to address:

Mathematics- development of directed number rules

Technology- interpreting and using scratch coding as the basic tool to exploring directed number rules

Engineering- designing the scratch project that should best represent the basic addition and subtraction rules of directed numbers.

By using Scratch in this project, students would be given a better visual awareness of the effects of adding and subtracting directed numbers

Students work in groups to explore the effects of adding and subtracting directed numbers. with activities to answer these Key questions:

How are directed numbers represented on the Cartesian plane

What happens if a movement is repeated in the opposite direction?

Where does the object end up if the opposite number is greater than the other?

Where does the object end up if the numbers are moved in the same direction?

This simple animation should demonstrate and reflect students understanding of directed numbers and basic computer coding.

This Scratch project should provide virtual reality of subtracting and adding directed numbers and convenient for schools with less space.

This project on the other hand could be limited to the availability of digital technology and the target population in the school.

The expected project would be a modified version of leaping frog project.

# data[].attributes.body
1. Projection of objects into the air and falling back to the ground.
2. How gradient changed with time and distance.
Concept: Students to understand gradient changes every time an object is in motion. The stationary point explanation Mx T.P or Min T.P.
Scratch Project: Curve Kick of a Soccer Ball.
Player 1 kicks the soccer ball, glides into the air, towards player two on the other side.
*We can generate many ideas especially launching of rockets or the behavior of graphs when certain parts are increased or reduced such as coefficient.ie when you change the direction of the ball steep or sallow direction.

# data[].attributes.body
This Content relates to grade 11 Chemistry on Kinetic Theory of matter where study of movement of particles is taught, The bouncing of the ball represent collision of particles.

# data[].attributes.body
Basically a project to get grade 10 students to understand basic calculation of a slope or gradient of a straight line.

# data[].attributes.body
Scratch Project: Soccer Game
Content: Quadratic Function
Content relating to curriculum:
Gr 11 Advance Mathematics
unit 11.2
Connection between STEM subjects:
Math: Graphs-Parabola
Science: Projectile Motion
Technology: Scratch

# data[].attributes.body
Scratch project:
Grade 8 Maths: Proving the Pythagorean theorem and applying the theorem.
"The sum of the squares of the 2 short sides equals the square of the hypotenuse"
Calculating the hypotenuse given the lengths of the 2 shorter sides. I now want to do one that actually shows "visually" how the the sum of the squares of the 2 shorter sides ( leg a and leg b) equal the square of the hypotenuse "c".
Concepts to be covered: Basic algebra: substitution of numbers for variables into formulae and solving the equations.
Right angled triangles-Simple proof of Pythagoras theorem and application of Pythagoras theorem.

# data[].attributes.body
Margaret Toringi
Grade 11 Topic on Types of Reactions.
Things needed for combustion to take place are: (1) fuel, (2) oxygen.
I'am not able to find a sprite that represents burning fire and also another sprite of wood/logs.
The burning reaction will also give the products that are formed.

# data[].attributes.attachment_link.description
See all the wonderful things chandrav has made

# data[].attributes.body
Project Title: Projectile Motion
Curriculum connection
Grade 11 Physics Syllabus
Unit 11.2 Motion (Kinematics).
Topic: Projectile Motion
Target Audience
The target audiences for this project are  the grade 11 physics students.

This project can be also done in an open air, where students can see the clear picture of how the object moves in an parabolic pathway.
Examples:
a) Throwing object into the space.
b) Hitting a base ball/cricket ball
c) Launching object from a launcher
The Outcomes of this project
Students will be able to:
1. Calculate the time taken to reach the maximum height as well as the total time of flight in a projectile path
2. Calculate the maximum height reach by the object as it launched at an angle.
3. Calculate the range or the horizontal distance the object moves
STEM CONCEPTS COVERED:
1. SCIENCE:
The projectile motion, the acceleration due to gravity, Equations of motion
2.MATHEMATICS
Recording time or  by calculating it, calculating the maximum height and range or horizontal distance, resolving into component (ie vertical & horizontal velocity), Measuring horizontal distance using tape measure.
3.TECHNOLOGY
Using scratch program (software) to make object moves in a parabolic pathway.
4. ENGINEERING
The engineering part could be designing & modification of launcher depending of whatever object the students wish to launch into the space and do the recording.
CHELLENGES:
The challenges that the students will face are;
1. Lack of Technology-it will take some times for students to understanding the Scratch program and know how to play with it. Creativity will come in wants they know how to use the program,
2. Limited resources like the number of computers in the computer labs
3. Designing & modifying a suitable launcher.
Below is the screenshot of my project.

# data[].attributes.headline
Prey-Predator Jumping Game By Elias Wranga B2 Group 7 

# data[].attributes.subject
Prey-Predator Jumping Game By Elias Wranga B2 Group 7 

# data[].attributes.body
The idea is derived from Science Food chain. where the snake, frog and chicken are all competing to eat the grasshopper.
When they are set to motion, the grasshopper will jump to escape the predator. The jumping  grasshopper will be controlled by the space key. Every time when the grasshopper jumps and escapes the predator, the player scores a point. The player who scores the highest point will win a prize.

# data[].attributes.headline
Grade 7: Positive, Negative numbers and Ordered Pairs

# data[].attributes.subject
Grade 7: Positive, Negative numbers and Ordered Pairs

# data[].attributes.body
The idea is to help Avery to find the building, moving forward and backward would be an assignment/activity for the students to add together with animation/sounds.
this would be a lesson after we have learnt theoretically positive is moving forward, negative is moving negative.

Rowena T.Tsevin

# data[].attributes.headline
Drawing a triangle on the Cartesian plane

# data[].attributes.subject
Drawing a triangle on the Cartesian plane

# data[].attributes.body
Paula Polume

( Gr 9 and 10 Mathematics)
General Overview:
As I am a beginner myself; I chose a simple scratch project - introduction to the Cartesian plane.
Concepts and skills I would like my students to achieve are:
1. Directions
(positive / negative numbers, directed numbers)
2. Location of a point
(coordinates)
3. Connection of points
(form a polygon, triangle)

My challenges using scratch are to include more codes;  to use, the x, y variables correctly to show or project coordinates, to cover  other concepts in graphs; or trigonometry ( SOHCAHTOA) or the Pythagoras theorem etc..

Here's a snap shot of what I have done.

# data[].attributes.body
Fred M

The Grade 11 STEM Disciplines that are involved in this project include;
1. Mathematics - Graphs and Functions, Bearing and angles, number application...
2. Science - Force and Motion, Energy, Kinematics (projectile motion and circular motion)
3. Design & Technology - Lines and sketches and of course the Scratch Application and coding.

Challenges
Using the scratch application is a challenge to the students especially in the coding area. For the project to attract students' interest, the coding must be understood. It will be a struggle in the first place but they students will only enjoy the outcome of the project if there is perseverance and determination in individuals/group.
Another challenge that may arose if the facilities are there to use the scratch program.
Here is the screenshot.

# data[].attributes.body
Plotting on a Cartesian plane.
Skills and Concepts to be achieved at the end of the lesson.
1. Positive and Negative direction(
2. Identifying the different Quadrants
3. Plotting the coordinates
4. Connect the points to form a polygon. (Eg:Trapezium)
Challenges:
Include more coding to draw other polygons on the Cartesian plane
involving other codes such as sound and sensing .
A screenshot of my project  is attached at the bottom.
Stella Toimb

# data[].attributes.body
Grade 9-Science -Ecology
scratch app "telling a story"
A conversation between a boy and his gran father about how the environment have changed due to human impact.
Amenda ANANIAS.

# data[].attributes.body
The Challenge is to Use Scratch to interpret Motion Graphs.
Content:
Science - In physics students learn scalars, vectors, distance, displacement, velocity and acceleration
Mathematics - Students learn how to draw graphs, calculate areas of triangles, rectangles and trapeziums.

# data[].attributes.headline
Gr 11 Physics Class Topic: Scalar and Vector Quantities 

# data[].attributes.subject
Gr 11 Physics Class Topic: Scalar and Vector Quantities 

# data[].attributes.body
By: James HARRISON

The project am working on is for students to differentiate the terms DISTANCE and DISPLACEMENT as scalar and vector quantities respectively using scratch. The screenshot attached here is just an incomplete version of my example.

The example;
"Dancy runs 20km east turns right runs 10km south turns right then runs 20km west and finally turns right runs 5km north. What is her total distance covered and her displacement?"
To answer the question students will apply basic mathematics of adding and subtracting while the physics interpretation of the problem will involve direction calculations which will finally be used to identify the difference between distance and displacement as scalar and vectors respectively .

Thanks

# data[].attributes.headline
Dominic Raimbas       Scratch Project: Mathematics – Grade: 9                              Topic: Polygons     Identifying Polygons is a topic in the Garde 9 unit on Measurements. The topic leads the students to cover related topics like:                1.	Area                                 2.	Perimeter                       3.	Interior and Exterior angles                                     4.	Number of sides of a polygon                                   5.	Number of triangles formed in a polygon                          6.	How to draw polygons                                  Connections:                   There is a connection between the following STEM disciplines:                             1.	Design and Technology – students start learning the basics of technical drawing in grade 9 by drawing the                                           types of polygons.                2.	Mathematics – plane shapes, area, perimeter, angles, number of sides, number of triangles formed.                          3.	Technology – using scratch to do animations on the types of polygons.            I will be modifying an existing scratch project on Polygons.                    Benefits of using Scratch:                           -	enables students to create projects that express their ideas.                               -	helps students to communicate ideas in different subject areas.          -	helps to develop fluency through exploration and experience.                              -	provides opportunities for deeper learning.      Below is a snapshot of the scratch project that will be modified:                             

# data[].attributes.subject
Dominic Raimbas       Scratch Project: Mathematics – Grade: 9                              Topic: Polygons     Identifying Polygons is a topic in the Garde 9 unit on Measurements. The topic leads the students to cover related topics like:                1.	Area                                 2.	Perimeter                       3.	Interior and Exterior angles                                     4.	Number of sides of a polygon                                   5.	Number of triangles formed in a polygon                          6.	How to draw polygons                                  Connections:                   There is a connection between the following STEM disciplines:                             1.	Design and Technology – students start learning the basics of technical drawing in grade 9 by drawing the                                           types of polygons.                2.	Mathematics – plane shapes, area, perimeter, angles, number of sides, number of triangles formed.                          3.	Technology – using scratch to do animations on the types of polygons.            I will be modifying an existing scratch project on Polygons.                    Benefits of using Scratch:                           -	enables students to create projects that express their ideas.                               -	helps students to communicate ideas in different subject areas.          -	helps to develop fluency through exploration and experience.                              -	provides opportunities for deeper learning.      Below is a snapshot of the scratch project that will be modified:                             

# data[].attributes.body
1. Grade 11 Physics - Range, height, displacement, horizontal and vertical speed and velocity, time taken, impact velocity
2. Mathematics - Trigonometry, Pythagoras's theorem and quadratic equation
3. Technology - Digital technology using scratch to illustrate concepts visually and analyze them in different and interesting ways making teaching and learning more effective and dynamic.
Challenges:
The teacher should be digitally fluent in scratch by creating more experience for himself/herself before delivering the project to students. Availability of computers with internet connections may not be readily available for students use due to the way school time table is structured.

Snapshot
Peter Vava ( Group 1 - B1)

# data[].attributes.headline
📹Bouncing Ball Capturing Projectile Motion

# data[].attributes.subject
📹Bouncing Ball Capturing Projectile Motion

# data[].attributes.body
Big Ideas captured are:                         1. Science(Physics) = Force and motion, horizontal and vertical velocity, gravity, acceleration,etc         2.Mathematics = Trig, Pythagoras theorem,angles, direction etc...                        3.Technology = how to use the Tool (scratch), when to use and why. Understanding of the tool itself is important  and how to use it is vital to confidently make connections with content of the different disciplines and what appropriate pedagogies to use.     4. Arts = creativity and deign                           CHALLENGES :                                      time to complete the project, understanding the order of coding/programming, decomposing the project challenge, looking for pattern identifications,abstraction ,algorithm (steps/rules/sequence) when programming the project.
SOLUTION TO CHALLENGES                        Some solutions to above challenges was staying up late till daybreak doing a lot of different scratch projects to understand how it works and when to use it.