Lessons for Scratch Jr
The task cards/lessons that you will find on this website were created by Cindy Loop Snyder, Elizabeth Pearsall, and Janet Molzan. You are welcome to use, copy, and adapt these activities for classroom use. Please include credit to Cindy Loop Snyder, Elizabeth Pearsall, and Janet Molzan if you choose to use and share them.
Here is the link to the challenge cards for ScratchJr:
http://scratchjr.org/teach/activities
Here is the link to print the ScratchJr blocks:
http://scratchjr.org/teach/curricula
http://scratchjr.org/teach/activities
Here is the link to print the ScratchJr blocks:
http://scratchjr.org/teach/curricula
Scratch Jr Time Tasks Lesson Plan
Inspiration(s): The children’s game, “What Time is it, Mr. Wolf?’ and all the trade books the game has inspired. My favourite is 8 O'Cluck mainly because older children like it. There are many other trade books suitable for young primary students as well.
8 O’Cluck (Author: Jill Creighton. Illustrated by Pierre-Paul Pariseau). Richmond Hill, ON: Scholastic Canada Ltd., 1995. 30pp, paperback (Issued in French as L'heure des poules!) ISBN 0-591-24-439-6
Instructions:
ScratchJr has the ability to take a photograph and insert it as the background for coding Sprite movement. With this in mind you decide what you want in that background.
You also decide how much of the background creation you want to do and how much you want your students to do.
For example: do you want to decide what times you want on the clock faces or do you want your students to pick the times and do you want to generate/create those clock faces or do you want your students to generate/create them?
If you decide to generate clock faces here is a link:
https://www.helpingwithmath.com/printables/worksheets/time/3md1-clock-face-generator01.htm
At this site you use the slider bar to select the hour and minute and it appears on the clock face. The option to print produces a clock face almost half a letter size piece of paper. To produce the backgrounds we have included in this plan, we used the Print Screen function a clip program (Paint, for example) to reduce it to the size to fit into a 4 X 5 table in a Word document.
This is such a user-friendly site that students in Grade 3 or 4 could easily learn the process of selecting their own times and transferring them to a Word document.
Having said this, you might already have a worksheet with clock faces - analog or digital already.
Or you and your students could simply draw them on paper, take a photograph of the paper, and insert it as a background. The various ways to create a background makes it adaptable to different situations and different levels of student involvement.
Once the background has be created the task instructions can be developed. As with the creation of the background tasks can cover a number of expectations, and students can create their own tasks to challenge themselves or others.
Three examples are included with this plan (Code the Times, Time by 5 Minutes, & X Marks the Time) that include a sheet to photograph for the background and a task card. The blank grid can be used create a new hand-drawn background or use as a code planning sheet.
Curriculum Connections:
Attributes, Units, & Measurement Sense
Grade 1
– estimate, measure, and describe the passage of time, through investigation using nonstandard units (e.g., number of sleeps; number of claps; number of flips of a sand timer);
– read demonstration digital and analogue clocks, and use them to identify benchmark times (e.g., times for breakfast, lunch, dinner; the start and end of school; bedtime) and to tell and write time to the hour and half-hour in everyday settings;
Grade 2
– tell and write time to the quarter-hour, using demonstration digital and analogue clocks (e.g.,“My clock shows the time recess will start [10:00], and my friend’s clock shows the time recess will end [10:15].”);
Grade 3
– read time using analogue clocks, to the nearest five minutes, and using digital clocks (e.g., 1:23 means twenty-three minutes after one o’clock), and represent time in 12-hour notation;
Grade 4
– estimate, measure (i.e., using an analogue clock), and represent time intervals to the nearest minute;
– estimate and determine elapsed time, with and without using a time line, given the durations of events expressed in five-minute intervals, hours, days, weeks, months, or years (Sample problem: If you wake up at 7:30 a.m., and it takes you 10 minutes to eat your breakfast, 5 minutes to brush your teeth, 25 minutes to wash and get dressed, 5 minutes to get your backpack ready, and 20 minutes to get to school, will you be at school by 9:00 a.m.?);
Measurement Relationships
Grade 3
– solve problems involving the relationships between minutes and hours, hours and days, days and weeks, and weeks and years, using a variety of tools (e.g., clocks, calendars, calculators).
Transference to Unplugged and Other Applications
Unplugged: print off clock faces and put on large foam interconnecting floor tiles.
Task: make a path that puts them in the correct order. One student is the ‘robot’ and another student ‘codes” the robot to move to each tile and the robot tells the time.
Task: make a path that puts them in a random order. One student is the ‘robot’ and another student ‘codes” the robot to move to a specific time. For example: “Go forward two blocks, turn right, move forward one block, you are at 2 o’clock”.
Task: make a path that puts them in a random order. One student is the ‘robot’ and another student ‘codes” the robot to move to from one time to the next in the correct order. For example: “Go forward two blocks, turn right, move forward one block, you are at 2 o’clock. Turn to the left, move forward one block, turn to the left, move forward two blocks, you are at 3 o’clock.”
BlueBot: make or print off clock faces sized to fit in a 15 cm X 15 cm square and place under a clear vinyl mat that has 15 cm grid marks or write the times on 15 cm square ceramic tiles. Remember Bluebot only moves Up, Down, Left Turn, and Right Turn (90⁰).
Task: Code Bluebot to find all the times between noon and 2 o’clock.
Task: Retell what you did today by coding the Bluebot to travel to each time. When Bluebot stops say what you would be doing at that time. For example: Code Bluebot to the 8 o’clock location and say “I eat breakfast at 8 o’clock” then code Bluebot to 8:30 and say “I get on the bus at 8:30.”
DASH: same activities as Bluebot but DASH moves in 10 cm increments so adjust the size of the clock face accordingly. DASH has the ability to turn in different degree angles.
Scratch: Coders have the availability to create their own time &/or clock face and code it to keep accurate time.
8 O’Cluck (Author: Jill Creighton. Illustrated by Pierre-Paul Pariseau). Richmond Hill, ON: Scholastic Canada Ltd., 1995. 30pp, paperback (Issued in French as L'heure des poules!) ISBN 0-591-24-439-6
Instructions:
ScratchJr has the ability to take a photograph and insert it as the background for coding Sprite movement. With this in mind you decide what you want in that background.
You also decide how much of the background creation you want to do and how much you want your students to do.
For example: do you want to decide what times you want on the clock faces or do you want your students to pick the times and do you want to generate/create those clock faces or do you want your students to generate/create them?
If you decide to generate clock faces here is a link:
https://www.helpingwithmath.com/printables/worksheets/time/3md1-clock-face-generator01.htm
At this site you use the slider bar to select the hour and minute and it appears on the clock face. The option to print produces a clock face almost half a letter size piece of paper. To produce the backgrounds we have included in this plan, we used the Print Screen function a clip program (Paint, for example) to reduce it to the size to fit into a 4 X 5 table in a Word document.
This is such a user-friendly site that students in Grade 3 or 4 could easily learn the process of selecting their own times and transferring them to a Word document.
Having said this, you might already have a worksheet with clock faces - analog or digital already.
Or you and your students could simply draw them on paper, take a photograph of the paper, and insert it as a background. The various ways to create a background makes it adaptable to different situations and different levels of student involvement.
Once the background has be created the task instructions can be developed. As with the creation of the background tasks can cover a number of expectations, and students can create their own tasks to challenge themselves or others.
Three examples are included with this plan (Code the Times, Time by 5 Minutes, & X Marks the Time) that include a sheet to photograph for the background and a task card. The blank grid can be used create a new hand-drawn background or use as a code planning sheet.
Curriculum Connections:
Attributes, Units, & Measurement Sense
Grade 1
– estimate, measure, and describe the passage of time, through investigation using nonstandard units (e.g., number of sleeps; number of claps; number of flips of a sand timer);
– read demonstration digital and analogue clocks, and use them to identify benchmark times (e.g., times for breakfast, lunch, dinner; the start and end of school; bedtime) and to tell and write time to the hour and half-hour in everyday settings;
Grade 2
– tell and write time to the quarter-hour, using demonstration digital and analogue clocks (e.g.,“My clock shows the time recess will start [10:00], and my friend’s clock shows the time recess will end [10:15].”);
Grade 3
– read time using analogue clocks, to the nearest five minutes, and using digital clocks (e.g., 1:23 means twenty-three minutes after one o’clock), and represent time in 12-hour notation;
Grade 4
– estimate, measure (i.e., using an analogue clock), and represent time intervals to the nearest minute;
– estimate and determine elapsed time, with and without using a time line, given the durations of events expressed in five-minute intervals, hours, days, weeks, months, or years (Sample problem: If you wake up at 7:30 a.m., and it takes you 10 minutes to eat your breakfast, 5 minutes to brush your teeth, 25 minutes to wash and get dressed, 5 minutes to get your backpack ready, and 20 minutes to get to school, will you be at school by 9:00 a.m.?);
Measurement Relationships
Grade 3
– solve problems involving the relationships between minutes and hours, hours and days, days and weeks, and weeks and years, using a variety of tools (e.g., clocks, calendars, calculators).
Transference to Unplugged and Other Applications
Unplugged: print off clock faces and put on large foam interconnecting floor tiles.
Task: make a path that puts them in the correct order. One student is the ‘robot’ and another student ‘codes” the robot to move to each tile and the robot tells the time.
Task: make a path that puts them in a random order. One student is the ‘robot’ and another student ‘codes” the robot to move to a specific time. For example: “Go forward two blocks, turn right, move forward one block, you are at 2 o’clock”.
Task: make a path that puts them in a random order. One student is the ‘robot’ and another student ‘codes” the robot to move to from one time to the next in the correct order. For example: “Go forward two blocks, turn right, move forward one block, you are at 2 o’clock. Turn to the left, move forward one block, turn to the left, move forward two blocks, you are at 3 o’clock.”
BlueBot: make or print off clock faces sized to fit in a 15 cm X 15 cm square and place under a clear vinyl mat that has 15 cm grid marks or write the times on 15 cm square ceramic tiles. Remember Bluebot only moves Up, Down, Left Turn, and Right Turn (90⁰).
Task: Code Bluebot to find all the times between noon and 2 o’clock.
Task: Retell what you did today by coding the Bluebot to travel to each time. When Bluebot stops say what you would be doing at that time. For example: Code Bluebot to the 8 o’clock location and say “I eat breakfast at 8 o’clock” then code Bluebot to 8:30 and say “I get on the bus at 8:30.”
DASH: same activities as Bluebot but DASH moves in 10 cm increments so adjust the size of the clock face accordingly. DASH has the ability to turn in different degree angles.
Scratch: Coders have the availability to create their own time &/or clock face and code it to keep accurate time.