Subject: Milestone 2 Threshold Concept: Unit: Term:
Computing Year 3 Programming 3.1 We are Programmers Autumn 1
Learning Focus Lesson 4
Computer Scientist Focus
Use sequence in programs; work with variables and various forms of input and output.
Today’s Learning Focus
To use Programming to animate characters.
Vocabulary that must be taught and used
Tier 2: animation, program, storyboard, background, output, pixels, input, output
Tier 3: algorithm, debug, sprite
Key Takeaways from Previous Learning Previous Knowledge to be Retrieved
‘Sprite’ is the term used to describe an object that can A program is an algorithm given to a computer.
be moved in Scratch and other software. Parameters are numbers used programme that can be
Images on a computer are made up of tiny blocks changed.
called pixels.
Teaching
Retrieval Task
Hangman – pixels, sprite
What names could be given to the image? Program, algorithm, script
Choose the right word- parameters, perimeters, parallelogram
Input
Explain that the children are now at the point where they will start to program their animations in Scratch, and that
this involves converting the storyboard algorithm into a program using Scratch blocks. Each of the steps in their
storyboard algorithm needs to be implemented as a sequence of Scratch Programming blocks. For example, if their
character moves in the storyboard algorithm, they’ll need to use move or glide Programming blocks to implement
this in Scratch – they will not have used these blocks in previous lessons.
Show Scratch onto the IWB. Show the children how to drag and clip together different Programming blocks to start
building an animation script. Draw particular attention to the blocks wait (in the Control palette), glide (in the Motion
palette), say and think (both in the Looks palette). Ensure the children understand how to make the scripts run (by
double clicking).
Key Takeaways from this lesson (recapped throughout lesson)
Adding Programming instructions together in Scratch and other software is known as a script.
Key instructions in animation include control, motion and looks.
Challenges
Children to spend some time exploring Scratch before they start to script their animations. Ask questions such as
‘What happens if ...?’ and ‘Why did it do that?’ Encourage the children to use logical reasoning in their explanations,
considering their own algorithms and drawing on their understanding of how Scratch works.
Remind children how to find their saved files from last week. Give the children time to start Programming their
animations, referring to their storyboard algorithm created in Step 2.
Amendments to ensure accessibility for all learners: Children work in pairs, use mixed ability and make sure they
know and remember pairs for subsequent lessons. If mixed class pair year 3s with year 4s. Some children could
simplify their scripts by creating a new block, using the Make a Block button on the My Blocks palette.
Resources Resource Location/Source
Lesson Slides See lesson 1
Storyboards From lesson 2
Scratch Installed on all computers
Projects from last week Saved on server
