EM1
EM 1 – SPARK 🤖
An exciting hands-on coding curriculum where young learners program a real robot, build logical roads, and create their first digital game — all in 12 action-packed lessons.
📚 12 Lessons
⏱ 50 min each
🎯 Grades KG – 2nd
🤖 Robotics · Logic · Game Design
Unit 1 · Lessons 1–5
Meet the Mouse
Unit 2 · Lessons 6–10
Build the Road
Unit 3 · Lessons 11–12
Game On!
Click any lesson to expand full instructor notes, timing, materials, and step-by-step instructions. Each lesson fits within 50 minutes.
Unit 1 · Lessons 1–5
Meet the Mouse
Code & Go Robot Mouse
🖨️ Printable: Exploring Robot Mouse Functions (Learning Resources)
Learning Objectives
- Identify the buttons and parts of the Robot Mouse
- Enter and execute a simple 1-step command
- Understand that coding means giving precise instructions to a machine
Materials
- Code & Go Robot Mouse kit (1 per 2–3 students)
- Maze grid mat & colored tiles
- Cheese wedge tokens
- Mini obstacle walls
- Printable activity sheet (link above)
Key Vocabulary
programcommandforwardbackwardleft turnright turnGoCleardebug
⏱ Instructor Timeline
0:00
–
0:05
–
0:05
WARM-UP "Robot Says"
Play "Robot Says" (like Simon Says) with directional commands: "Robot Says move forward!" Students walk one step. Do 4–5 commands. Then say: "You just followed a program! Today we're going to program a real robot."
0:05
–
0:15
–
0:15
INTRO Meet the Robot Mouse
Hold up the Robot Mouse. Ask: "What do you think this does?" Introduce each button:
- → Forward: Moves one square forward
- ← Left Turn: Turns left, doesn't move forward
- → Right Turn: Turns right
- ↓ Backward: Moves one square back
- GO (green): Runs the entire program
- CLEAR/X (red): Erases the program
💡 Instructor Tip: Press Forward 3×, then GO — let students watch it move. Then press Clear to show memory erasing.
0:15
–
0:25
–
0:25
GUIDED Exploration on the Mat
Place the mat on the floor. Set mouse on START, cheese 1 square away. Ask: "What button do we press?" Let students suggest — press it together, celebrate! Move cheese to 2 squares, 3 squares. Show what happens when you forget to Clear before re-programming.
0:25
–
0:38
–
0:38
PARTNER Activity — 3 Challenge Cards
Pair students, each pair gets a kit. Set up 3 challenge cards:
- Card A: Reach cheese 2 squares forward
- Card B: Turn right, go 1 square to cheese
- Card C: Navigate a 1-tile corner
0:38
–
0:45
–
0:45
REFLECT Share & Introduce Debugging
Bring class together. Ask what was hard. Introduce DEBUG: "When a computer program has a mistake, we call it a bug. Fixing it is called debugging. Raise your hand if you debugged today!"
0:45
–
0:50
–
0:50
WRAP-UP Preview & Pack Up
"Today you became coders! Next time we'll measure how far our robot travels." Students pack up kits carefully.
🎯 Differentiation
- KG: Forward and Go only. 1-step programs only.
- Grade 2: Write a 5-step sequence on paper BEFORE pressing any buttons.
- ELL: Visual anchor chart with button names and arrows.
✅ Assessment
Observe informally: Can students associate each button with its direction? Can they clear and re-enter a program? No formal collection today.
🖨️ Printable: Measurement of Robot Mouse Movement
🖨️ Printable: Exploring Robot Mouse Functions
Learning Objectives
- Measure how far the Robot Mouse travels per step
- Understand that coding requires precise, repeatable instructions
- Use non-standard measurement to describe distance
Materials
- Robot Mouse kit per pair
- Connecting cubes or rulers
- Printed activity sheets (links above)
- Pencils
Key Vocabulary
distancemeasurepredictpatternsteps
⏱ Instructor Timeline
0:00–0:05
WARM-UP Guess My Steps
Press Forward 3×, GO. Ask: "How far did it go? How could we measure that?" Accept ideas: tiles, cubes, hand-spans.
0:05–0:15
MINI-LESSON How Far Does It Travel?
Demonstrate: Forward 1× = 1 cube. Forward 2× = 2 cubes. Forward 3× = 3 cubes. Record each. Ask: "If I press Forward 5 times, how far will it go?" Elicit the pattern.
0:15–0:35
ACTIVITY Measurement Challenge Sheet
Students work in pairs on the printed sheet: (1) Predict distance, (2) Run program, (3) Measure actual distance, (4) Compare. Coaching: "Was your prediction right? How would you change the program to travel exactly 4 tiles?"
0:35–0:43
ACTIVITY Function Exploration
Switch to "Exploring Functions" sheet. Students practice all 4 directions, then combine. Challenge: set up an L-shaped path. Students write the arrow sequence on paper FIRST, then test. Did the mouse follow their plan?
0:43–0:50
DEBRIEF Class Discussion
Ask: "What happens if you turn but don't press Forward?" (Mouse spins in place.) "Why is it important the mouse moves the same distance every time?" (Reliability — coding depends on consistent behavior.) Collect sheets.
🎯 Differentiation
- KG: Forward only — count and measure. Skip turns.
- Grade 2: Write full program on paper first, then test. Compare planned vs. actual.
✅ Assessment
Collect activity sheets. Look for accurate recording and evidence of prediction vs. result comparison.
🖨️ Printable: Direction and Force Activity Sheet
Learning Objectives
- Use all 4 directional commands confidently
- Understand how force affects how objects move
- Predict and test directional sequences
Materials
- Robot Mouse kit per pair
- Printed activity sheet (link above)
- Light objects: paper cups, cotton balls
- Whiteboard & markers
Key Vocabulary
directionforcepushpredicttest
⏱ Instructor Timeline
0:00–0:07
WARM-UP Directional Dance
Students stand at desks. Call directions: "Face forward! Turn right! Walk 2 steps! Turn left! Go backward 1 step!" Connect: "You moved your body by following directions — the Robot Mouse does the same, but WE give it the directions."
0:07–0:17
MINI-LESSON Direction + Force
Draw a 4×4 grid on the whiteboard. Place mouse facing right. Ask: "If I press Left Turn, which way does it face?" (Up — it's a relative turn!) Demonstrate and repeat. Then introduce force: place a cotton ball in front of the mouse, run Forward 2×. Observe: "The mouse always pushes with the same force because the program is always the same."
0:17–0:35
ACTIVITY Direction & Force Challenge Sheet
Part 1: Draw arrows to show where the mouse faces after each sequence. Part 2: Program the mouse to push an object across the mat. Part 3: Change the number of Forward steps — does the object move farther? Coaching: "Which direction was hardest? Did more Forward steps = more distance for the pushed object?"
0:35–0:43
CHALLENGE Relay Race
2 teams, 2 mats, 30 seconds each. Program the mouse to reach the cheese. First correct program wins. Then add a required turn and race again. Debrief: "Was your team's program the same as the other team's? Can there be more than one solution?"
0:43–0:50
REFLECT Connect & Pack Up
Ask: "How is programming a robot like giving directions to a friend? What if your friend didn't understand your words?" Collect sheets. Pack up.
🎯 Differentiation
- KG: Forward and Backward only. Skip left/right turns.
- Grade 2: Add 2+ turns on a longer path. Time challenge vs. previous attempts.
✅ Assessment
Collect sheets. Check Part 1 arrow drawings for understanding of relative direction (turns are relative to mouse's current facing, not absolute).
🖨️ Printable: Pushing Different Shaped Objects Activity Sheet
Learning Objectives
- Observe how the mouse interacts with objects of different shapes
- Understand cause-and-effect in programming
- Collect simple data and draw conclusions
Materials
- Robot Mouse kit per pair
- Objects: cylinder, cube, sphere, flat card, cone cup
- Printed activity sheet (link above)
- Pencils
Key Vocabulary
shapepredictobservedatacauseeffect
⏱ Instructor Timeline
0:00–0:05
WARM-UP Shape Prediction Poll
Hold up objects: ball, block, marker. "Which shape can the mouse push easiest? Hardest? Why?" Quick thumbs poll. "Let's find out if you're right!"
0:05–0:15
MINI-LESSON Cause & Effect
Write on board: CAUSE → EFFECT. "Our program is the cause. What the robot does is the effect." Demo: Forward 3×, GO → mouse moves (effect). Now place a block in front. "What will the effect be now?" Take 3 predictions. Run. Compare to predictions.
0:15–0:38
ACTIVITY Pushing Different Shapes
Students test each object: (1) Place it 1 tile in front of the mouse. (2) Enter Forward 2×, GO. (3) Observe and record: Did it move? How far? Did it go straight, spin, or tip? Rotate through 4–5 objects. Coaching: "What shape moved most? Least? Why might that be?"
💡 STEM Connect: Engineers think about shapes and forces when designing cars and ramps. You just did what engineers do!
0:38–0:45
DEBRIEF Class Data Discussion
Compile results in a class tally on the whiteboard. Which shape was easiest/hardest to push? Why might spheres roll differently than cubes?
0:45–0:50
WRAP-UP Reflection & Pack Up
"What was your most surprising discovery? What is one thing you learned about cause and effect?" Collect sheets. Pack up.
🎯 Differentiation
- KG: Teacher pre-labels objects. Students circle Yes/No only.
- Grade 2: Write 1 sentence explaining WHY a certain shape moved more easily.
✅ Assessment
Collect data recording sheets. Look for: accurate observation, comparison of predictions to results.
🖨️ Printable: Tower Collision Activity Sheet
Learning Objectives
- Plan and write a multi-step program independently
- Apply debugging strategies to fix incorrect programs
- Celebrate coding growth from Lesson 1
Materials
- Robot Mouse kit per pair
- Small blocks or foam cubes (10 per pair)
- Printed activity sheet (link above)
- Sticky notes for exit ticket
- Optional: iPad to video the crashes
⏱ Instructor Timeline
0:00–0:07
WARM-UP Look How Far We've Come
Quick review: students call out all Robot Mouse button names. Define DEBUG. "Today is your biggest challenge yet: BUILD a tower and program the mouse to CRASH it!"
0:07–0:15
DEMO The Challenge
Build a 5-block tower 3 tiles away. Ask: "How many Forward presses?" Code together. Run. Celebrate the crash! Increase to 5 tiles + a required turn: "Now YOU plan it on paper before touching the mouse."
0:15–0:40
CHALLENGE Tower Collision Levels
Distribute activity sheets. Students must write the program sequence on the sheet BEFORE pressing any buttons:
- Level 1: Crash a tower 3 tiles directly ahead
- Level 2: 2 tiles forward → right turn → 2 tiles forward → crash!
- Level 3: Crash TWO towers — design your own multi-step path
0:40–0:46
SHOWCASE Crash Reel
Optional: use iPad to film 2–3 short crash videos. Play on projector. Or: have pairs demonstrate their Level 2/3 crash live.
0:46–0:50
EXIT TICKET Sticky Note Reflection
Students write (or dictate for KG): "One thing I learned about coding is ___. One time I had to debug was ___." Preview: "Next class: we build ROADS and solve logic puzzles!" Collect sticky notes.
🎯 Differentiation
- KG: Level 1 only. Instructor helps plan; student presses buttons.
- Grade 2: Level 3 required. Beat it in 3 tries or fewer.
✅ Assessment
Collect activity sheets. Check: Did students write programs before testing? Did they record debugging attempts? Sticky notes reveal vocabulary retention.
Unit 2 · Lessons 6–10
Build the Road
Logical Road Builder
🖨️ Print: Intro & Starter Challenge Cards (Canva)
Learning Objectives
- Identify and name the types of road pieces
- Understand how road pieces connect
- Complete 3–5 Starter road challenges
Materials
- Logical Road Builder game (1 per 2–3 students)
- Printed Starter Challenge Cards (link above)
- Pencils
Key Vocabulary
straightcurveintersectionpathstartendconnect
⏱ Instructor Timeline
0:00–0:07
HOOK Road Trip!
"Who's ever been in a car? Where does the car go? Roads! Who MAKES roads? Engineers! Today YOU are road engineers. Your challenge: connect road pieces from START to END so a car can drive through."
0:07–0:15
INTRO Piece Types
Hold up each piece type: Straight (goes one direction), Curve (bends left or right), T-Intersection (3 roads meet — choose a direction), Cross (4 roads — any direction). Students sort pieces by type for 2 minutes.
0:15–0:18
DEMO How Pieces Connect
Click 2 straight pieces together. "Hear the click? That means the road is open." Show what a gap looks like. Key Rule: "The car must travel from START to END with no gaps or dead ends."
0:18–0:40
ACTIVITY Starter Challenges 1–5
Distribute challenge cards. Students build each road using only the pieces shown. When done, trace path finger from Start to End. Coaching: "Is there another solution that also works? Which piece was the KEY piece?"
0:40–0:50
SHARE Solutions & Wrap Up
2–3 volunteers show solutions. "Did everyone's road look the same? No! In coding, there are often many right answers." Pack up pieces sorted by type.
🎯 Differentiation
- KG: Challenges 1–2 only. Teacher builds alongside student.
- Grade 2: Complete all 5, then create an original road layout.
✅ Assessment
Observe: Can students connect pieces without gaps? Do they understand the Start/End concept?
🖨️ Print: Beginner Challenge Cards (Canva)
Learning Objectives
- Solve multi-step road-building puzzles
- Plan before building (draw solution first)
- Use spatial reasoning to visualize paths
Materials
- Road Builder game sets
- Printed Beginner Challenge Cards
- "Plan Before You Build" sheet (blank 4×4 grid, 1 per student)
Key Vocabulary
algorithmplansequencedead endsolution
⏱ Instructor Timeline
0:00–0:05
REVIEW Piece Flash Cards
Hold up each piece type — students call out the name. "Today's roads are trickier — more turns, more choices, and even some dead ends."
0:05–0:12
STRATEGY Plan Before You Build
Hold up a challenge card. DON'T touch any pieces. Trace the path with your finger, count pieces needed, write the plan on scratch paper — THEN build. Show what happens if you grab random pieces without a plan (build it wrong → disassemble → wasted time). Connect: "Before programmers write code, they plan. We call that plan an ALGORITHM."
0:12–0:38
ACTIVITY Beginner Challenges
New rule: draw planned path on grid paper BEFORE touching pieces. Then build. Then check. Coaching: "Did your plan match what you built? Was there a dead end? Are there two different solutions?"
0:38–0:50
OPTIONAL Race Challenge + Wrap Up
Show one tricky card — teams race to solve it. First correct solution wins. Debrief: "What is an algorithm? How does road building connect to coding?" Pack up sorted pieces.
🎯 Differentiation
- KG: Skip planning sheet. Build with teacher guidance, 1 card at a time.
- Grade 2: Complete all cards; write "My strategy was ___."
✅ Assessment
Collect planning sheets. Look for evidence of planning before building, even if the plan changed mid-build.
🖨️ Print: Beginner Advanced Challenge Cards (Canva)
Learning Objectives
- Solve puzzles with multiple decision points and false paths
- Learn to identify and backtrack from dead ends
- Work collaboratively on challenging problems
Materials
- Road Builder game sets
- Printed Beginner Advanced Challenge Cards
- Scratch paper or mini whiteboards
Key Vocabulary
false pathbacktrackdecision pointperseverance
⏱ Instructor Timeline
0:00–0:07
WARM-UP Debugging Stories
"Last class, raise your hand if you got stuck!" Take 2–3 student stories. Introduce key strategy: BACKTRACK — remove the last piece and try something different. "Getting stuck is normal. Experts get stuck. The question is: what do you do NEXT?"
0:07–0:15
INTRO False Paths
Show a Beginner Advanced card. Point out: there are MORE pieces than needed — students must choose the right ones. "Some pieces fit but lead to a dead end — that's a FALSE PATH. Just like coding where your program runs but goes the wrong place — that's still a bug!"
0:15–0:40
ACTIVITY Independent + Pair Work
First 2 cards: solo. Last 2 cards: with a partner (each builds one section, then combine). Don't give answers — ask: "Where does the path HAVE to go next? Have you tried flipping or rotating a piece? What happens if you start from the END and work backward?"
0:40–0:50
SHARE Strategy Discussion
2 volunteer pairs show solutions to the same card. "Did they choose the same pieces? What is the same in every correct solution?" (Start and End must connect without gaps.) Verbal exit: "What was your most important strategy today?"
🎯 Differentiation
- KG: Work with teacher on 1 card only. Focus on piece types and connection.
- Grade 2: Write "I was stuck at ___ and fixed it by ___."
✅ Assessment
Observe: Do students backtrack when stuck? Listen for vocabulary: "backtrack," "dead end," "false path."
🖨️ Print: Advanced Level 1 Challenge Cards (Canva)
Learning Objectives
- Tackle the most complex Road Builder puzzles in this unit
- Apply multiple planning and debugging strategies
- Develop perseverance through productive struggle
Materials
- Road Builder game sets
- Printed Advanced Level 1 cards
- Pencils & scratch paper
Key Vocabulary
perseverancestrategycomplexsystematic
⏱ Instructor Timeline
0:00–0:07
REVIEW The Process
Write on board: PLAN → BUILD → CHECK → FIX (BACKTRACK). "This is our coding process — same for the Robot Mouse, same for Road Builder, same as what real programmers use. Today's challenges are the hardest yet. Use this process every single time."
0:07–0:15
THINK-ALOUD Live Demo
Instructor works one Advanced card out loud — speak every thought: "OK, start is here, end is top right. I trace... I need at least 2 curves... let me try this piece... wait, dead end... I'll backtrack... this curve fits now I can continue..." After: "What strategies did you just see me use?"
0:15–0:45
CHALLENGE Advanced Level 1
KG: 1 card with heavy teacher scaffolding. Grade 1: attempt 2 cards. Grade 2: attempt 3 cards + write "I was stuck at ___ and fixed it by ___." Coach without giving answers: "What have you already tried? What does the path HAVE to look like between here and there?"
0:45–0:50
CELEBRATE & Preview
"Who solved the hardest card today?" Applause. "Next class: you'll DESIGN your own road. No challenge card — just your imagination. And after that: SCRATCH, where ideas come alive on a screen."
🎯 Differentiation
- KG: 1 card with significant teacher scaffolding.
- Grade 2: 3 cards required; written reflection on strategies used.
✅ Assessment
Observe: Do students use the PLAN→BUILD→CHECK→FIX process? Do they persist or give up quickly? Collect Grade 2 scratch paper reflections.
Learning Objectives
- Design an original road puzzle with a valid Start, End, and solution
- Explain design thinking to a peer
- Celebrate growth across the Road Builder unit
Materials
- Road Builder game sets
- Plain paper & pencils (planning sketches)
- Sticky notes (gallery walk)
- Optional: iPad to photograph finished roads
⏱ Instructor Timeline
0:00–0:07
HIGHLIGHT REEL Road Builder Journey
Show photos from previous lessons (if taken) or have 2 students demo a favorite challenge. "You've gone from total beginners to Advanced Level 1 Road Builders. TODAY you are the DESIGNERS."
0:07–0:15
INTRO Free Design Rules
Rules: (1) Clear START and END. (2) At least 6 pieces. (3) Must be SOLVABLE by someone else. (4) PLAN on paper first. Instructor demonstrates setting up a challenge for a partner.
0:15–0:40
DESIGN + SWAP Build & Challenge
Students plan on paper (5 min), then build (10 min). When satisfied: reset the challenge (pieces face down next to mat) and swap with a partner. Partner solves — original designer watches silently, helps only if partner is stuck after 2 minutes.
0:40–0:46
GALLERY WALK Sticky Note Feedback
Completed roads stay on desks. Students rotate and place a sticky note on each road with one word: "tricky," "clever," "curvy," "long," etc.
0:46–0:50
BRIDGE Preview Scratch
"You've coded a physical robot AND solved spatial logic puzzles. Next up: SCRATCH — where your ideas come to life on a SCREEN." Verbal exit: What did you enjoy most? What was hard? What is debugging?
🎯 Differentiation
- KG: 4-piece minimum. Teacher helps write challenge rules.
- Grade 2: Write "My design is tricky because ___."
✅ Assessment
Does the student's road have a valid solution? Can they explain their design to a partner? Observe planning sheets and gallery walk engagement.
Unit 3 · Lessons 11–12
Game On!
Scratch Game Design
🖥️ Scratch Getting Started Tutorial (no account needed)
Learning Objectives
- Navigate the Scratch interface (Stage, Sprite, Blocks, Scripts)
- Connect Scratch concepts to Robot Mouse concepts
- Complete the tutorial and make a sprite move and speak
Materials
- Computer or tablet per student (or 1 per 2)
- Internet access
- Projector for demo
- Optional: printed Scratch Interface Map
Key Vocabulary
spriteblockscripteventstagegreen flagloop
⚠️ Before Class — Instructor Setup
- Open scratch.mit.edu/projects/editor/?tutorial=getStarted and confirm it loads
- Test on all classroom devices ahead of time
- Optional: Create a class account at scratch.mit.edu/educators for saving work
- Print or display a labeled Scratch interface diagram as an anchor chart
⏱ Instructor Timeline
0:00–0:07
HOOK What's a Game Made Of?
"What's your favorite video game or app?" Take 4–5 responses. "All those games were made by a PROGRAMMER. Today you're going to become one. Scratch is a free tool where kids all over the world make games, stories, and animations."
0:07–0:17
INTERFACE TOUR (Projected Demo)
Open Scratch on the projector and point to:
- STAGE: "Where your game plays — like a TV screen."
- SPRITE (the cat): "Your character."
- BLOCK PALETTE: "Your code blocks — each one is a command, just like our Robot Mouse buttons!"
- SCRIPTS AREA: "Where you drag blocks to write your program."
- Green flag ▶ / Red stop ■: "GO and STOP — sound familiar?" (Just like Robot Mouse!)
0:17–0:30
TUTORIAL Getting Started (Step by Step)
Open the tutorial together. Walk through each step — wait for all students:
- Step 1: Click green flag → "What happens? The cat walks!"
- Step 2: Find Motion blocks → drag "move 10 steps"
- Step 3: Add "when green flag clicked" (our TRIGGER — like pressing GO)
- Step 4: Connect blocks and run → sprite moves!
- Step 5: Add "say Hello!" from Looks blocks and run again
0:30–0:42
EXPLORE Free Discovery Time
Students explore freely. Prompts on the board:
- "Make the sprite move further (change the number!)"
- "Make the sprite say YOUR name"
- "Add a SOUND from the Sounds blocks"
- "Try 'change color effect' in Looks blocks"
0:42–0:50
SHARE Connect + Wrap Up
3–4 students show what their sprite does. Ask: "How is Scratch similar to the Robot Mouse?" (Sequences of commands; press GO / green flag to run.) "How is it different?" (On a screen; infinitely flexible — you can make anything!) Save work if accounts are set up.
🎯 Differentiation
- KG: Move + say something only. No sounds or color effects needed.
- Grade 2: Try adding a LOOP — "what if the sprite kept moving forever? Find the 'forever' block!"
✅ Assessment
Observe: Can students identify the Sprite, Stage, and Scripts Area? Can they connect a "when green flag clicked" block to an action block and run it?
🖥️ Scratch Editor — scratch.mit.edu
Learning Objectives
- Design a simple interactive Scratch project using a planning sheet
- Use at least 3 different types of blocks (Events, Motion, Looks/Sound)
- Share and explain their project to a classmate
Materials
- Computer or tablet per student
- Internet access (Scratch)
- "Game Design Plan" paper (4 boxes: Character, Background, Goal, 2 Actions)
- Projector for sharing
- Optional: completion certificates
⚠️ Before Class — Instructor Setup
- Pre-build a simple example Scratch project: sprite moves with arrow keys, says something when it touches the edge
- Make sure students can log into Scratch (if using accounts from last class)
- Prepare "Game Design Plan" papers — 4 boxes on plain paper: Character (draw it!), Background/Setting, Goal of the game, 2 things my character can do
- Prepare optional completion certificates
⏱ Instructor Timeline
0:00–0:07
WARM-UP Scratch Recap + What Makes a Game Fun?
Quick fire review: "What is a sprite? What does the green flag do? What is a block?" Then: "Today you design your own project. What makes a game FUN?" Write ideas on board: characters, a goal, action, challenge.
0:07–0:15
DEMO Example Project
Open your pre-built example on the projector. Demo: sprite moves with arrow keys, says "You did it!" when touching edge. Show the 3 key blocks:
- "when [right arrow] pressed → move 10 steps" (Event + Motion)
- "when [left arrow] pressed → move -10 steps"
- "when touching edge → say 'You did it!'" (Sensing + Looks)
0:15–0:22
PLAN Game Design Plan — Paper First
Before computers: students complete the "Game Design Plan" paper. They write/draw: Character (draw it!), Background/Setting, Goal of the game, 2 things the character can do. KG: instructor writes for them based on what they describe. Circulate and help everyone have a plan before opening Scratch.
0:22–0:45
BUILD TIME Create in Scratch
Students build their projects. Suggested starter structure for students who need guidance:
- "when green flag clicked" → change background → sprite says "Let's go!"
- "when [right arrow] pressed" → move 10 steps
- "when [left arrow] pressed" → move -10 steps
- Optional: "when touching [color/sprite]" → say "You win!"
💡 Key principle: Let students go beyond the starter structure. If a student says "I want my sprite to jump" — help them find the relevant blocks. Creative divergence is the goal.
0:45–0:50
SHARE Author's Chair + Celebration
2–3 volunteers project their game for a 60-second demo. Class gives feedback: "One thing I liked… one question I have…"
Final words: "You have now coded a physical robot, built logical road puzzles, AND designed a digital game. You are CODERS. Welcome to the W Institute SPARK program — you've earned it!"
Hand out completion certificates if prepared. 🎉
Final words: "You have now coded a physical robot, built logical road puzzles, AND designed a digital game. You are CODERS. Welcome to the W Institute SPARK program — you've earned it!"
Hand out completion certificates if prepared. 🎉
🎯 Differentiation
- KG: Simple animation only — sprite moves and says something when green flag is clicked. No keyboard controls needed.
- Grade 2: Add a second sprite that interacts with the first, OR try a score variable from the Variables blocks.
✅ Assessment
Observe: Does the project have a "when green flag clicked" trigger? Does the sprite respond to at least one input? Collect or photograph Game Design Plan sheets.