Repeating Command Sequence
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| Click on image to view video. |
This activity was very engaging and rewarding when the sequence of commands worked. I was able to add sound to the movements of the sprite and apply colour changes to the sprite. My achievements were rewarded with visual and oral recognition.
Drawing regular polygons
The creation of regular polygons was an interesting activity. I learned that instead of duplicating a block of steps four times to make a square, I could enclose one set of steps in a repeat four block to achieve the same outcome. I decided to use individual sprites to draw a variety of polygons. This enabled me to reflect on the blocks used to make a square and alter this information to assist with the creation of a rectangle and an equilateral triangle.
Drawing regular polygons to make a house shape
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To create the house I combined and modified the blocks used previously to have one sprite join a square and an equilateral triangular to form a house shape.
Both activities would be useful in teaching students degrees of angles in different polygons and number of sides required to make a variety of polygons.
Programming an Etch-a-Sketch
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| Click on image to view video |
This activity allowed me to explore directional commands using the arrow keys and attach colour and width changes to each key. I was also able to attach a different sound relevant to each key.
Racing car game
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| Click on image to view video |
Through engagement with the racing car activity my knowledge was extended to include creating backgrounds, designing a sprite, programming a sprite to pivot, creating acknowledgement and consequence sequences and a timer.
Pong game
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Click on image to view video
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The pong game enabled me to set a script and apply it to the
paddle sprite, and create variables and restrictions that could be applied to a
ball sprite to create a simple game.
Reflection
Scratch is a program developed
by the Lifelong Kindergarten Group. It is free and easy to download and install
onto most computers. It is a programming language, which enables individuals to
create unique interactive stories, games, animations, art and music and share
them on the web. Engaging with Scratch develops mathematical and computational
ideas, creativity and systematical reasoning skills (Lifelong Kindergarten
Group, n.d.).
The following video provides a brief description of Scratch capabilities.
The thought of learning Scratch
made me feel quite anxious. I felt the programming requirements of Scratch
would far exceed any knowledge I had and felt I would struggle to achieve
completion of the allocated tasks. However, I was surprised to find that by carefully
following the information provided I was able to enjoy learning the programming
techniques and achieve each set task.
Initially I learned how to manipulate
a sprite, change colour and apply sound to the movements. When creating regular
polygons, I learned to enclose one set of steps in a repeat block instead of
duplicating a block. I used this information to assist with the drawing of a
house shape using minimal blocks. Programming an Etch-a-Sketch allowed me to
explore directional commands using the arrow keys and attach colour, width
changes and sound to each command. The racing car task extended my knowledge to
include creating backgrounds, designing and pivoting a sprite, creating
acknowledgement and consequence sequences and inserting a timer. Creating the
pong game involved previously learned programming techniques and extended my
knowledge to program interactive sprites. These tasks scaffold my learning which
gave me confidence to participate in the extension project task.
The previous tasks link to
the Australian Curriculum: Technologies under digital technologies, where I
gained knowledge and understanding of the components of digital systems:
software, hardware and networks, which incorporated the process and production
skills of using a range of digital systems as well as creating and
communicating information. The tasks also linked to the design and technologies
knowledge and understanding of design concepts that integrated the process and
production skills where I was required to explore and investigate then
generate, develop and evaluate design ideas to produce a design solution
(Australian Curriculum Assessment and Reporting Authority [ACARA], 2013).
My engagement with Scratch
confirmed my understanding of the importance of scaffolding student learning.
It was essential to my learning that I engaged with basic achievable tasks to
build my confidence and self-efficacy. This made me keen to participate in the
set and extension tasks, even though at times I struggled. I identified the
importance of structure in programming and found if one step was missed the
program did not function effectively. In saying this, I do believe it was
beneficial for me to freely explore the program, which also contributed to my
learning.
Scratch provides
opportunities for students to develop creative and critical thinking and problem-solving
and communication skills while working individually or collaboratively (Doyle,
2012). Once students have a basic
understanding of Scratch programming they would be able to develop a unique
program relevant to any of the key learning areas of the Australian Curriculum.
For example:- Digital Technologies process and production skills 4.6 Design and
implement simple visual programs with user input and branching (ACARA, 2013).
Students could use Scratch to incorporate their knowledge and understanding of
polygons and construct a program for a specific polygon. Peers could then
identify the polygon by reading the program and check their prediction by
running the program.
References
Australian
Curriculum Assessment and Reporting Authority. (2013). Draft Australian curriculum: Technologies. Retrieved March 3, 2013,
from http://consultation.australiancurriculum.edu.au/Static/docs/Technologies/Draft%20Australian%20Curriculum%20Technologies%20-%20February%202013.pdf
Doyle,
C. (2012). 2013 Scratch competition open
to young programmers. Retrieved April 4, 2013, from http://www.siliconrepublic.com/innovation/item/30777-2013-scratch-competition/
Lifelong
Kindergarten Group. (n.d.). About
scratch. Retrieved April 4, 2013, from http://info.scratch.mit.edu/About_Scratch
The following video provides a brief description of Scratch capabilities.
Initially I learned how to manipulate a sprite, change colour and apply sound to the movements. When creating regular polygons, I learned to enclose one set of steps in a repeat block instead of duplicating a block. I used this information to assist with the drawing of a house shape using minimal blocks. Programming an Etch-a-Sketch allowed me to explore directional commands using the arrow keys and attach colour, width changes and sound to each command. The racing car task extended my knowledge to include creating backgrounds, designing and pivoting a sprite, creating acknowledgement and consequence sequences and inserting a timer. Creating the pong game involved previously learned programming techniques and extended my knowledge to program interactive sprites. These tasks scaffold my learning which gave me confidence to participate in the extension project task.
The previous tasks link to the Australian Curriculum: Technologies under digital technologies, where I gained knowledge and understanding of the components of digital systems: software, hardware and networks, which incorporated the process and production skills of using a range of digital systems as well as creating and communicating information. The tasks also linked to the design and technologies knowledge and understanding of design concepts that integrated the process and production skills where I was required to explore and investigate then generate, develop and evaluate design ideas to produce a design solution (Australian Curriculum Assessment and Reporting Authority [ACARA], 2013).
My engagement with Scratch confirmed my understanding of the importance of scaffolding student learning. It was essential to my learning that I engaged with basic achievable tasks to build my confidence and self-efficacy. This made me keen to participate in the set and extension tasks, even though at times I struggled. I identified the importance of structure in programming and found if one step was missed the program did not function effectively. In saying this, I do believe it was beneficial for me to freely explore the program, which also contributed to my learning.
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