Learn to Teach , Teach to Learn / Scratch Warm Ups
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Scratch Warm Ups

Page history last edited by Donna Parker 10 years, 10 months ago

Need to find Ashleys write up for the game she created that teaches the kids about coordinates x,y in a fun way with a giant grid on the floor made with masking tape. Coordinates for shapes are given out and one team makes the shape and another tries to guess what it is. Need to type of cards with patterns and fine tune the game a bit. I think the Grid on the floor needs to be defined more as far as which is the X axis and which is the Y axis....Great Idea thanks Ashely........Donna


Here is a picture of the game in play


ScratchWarmUp Programmer Says.doc

ScratchWarmUp Programmer Says.pdf

Stickers to use during this warm up game for use with Avery 5160 or 8160

I am a scratch sprite.pub

I am a scratch sprite.pdf

Warm Up Activity for Scratch


“Programmer Says” (Simon Says with Scratch) 

○     Explain Sprite/Object and Programmer concept

                                     ■A sprite is an object (a drawing of a person, animal, creature, tree, etc) that you can train to do all kinds of cool things like move, jump, dance, change colors, make sounds,etc

                                     ■A programmer is the person who gives the Sprites directions, tells it what to do....

○     Each youth is given the option of wearing a “I am a Scratch Sprite” sticker.

○     Leader starts with saying “Programmer says Move 10 Steps” then the youth must move 10 steps....if the Programmer doesn’t say “Programmer Says” before the Scratch command and the youth perform the action then they are out. Last one standing is the winner.


Example Instructions:

                                     ■Move 10 Steps

                                     ■Play a Sound

                                     ■Play a musical Instrument

                                     ■Turn 360 degrees

                                     ■Say “Hello”


Picture we used for the stickers or you could use paper with tape.





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