Communication in Pre-Technical Studies

Visual Programming - Application areas of visual programming software

By the end of the lesson, the learner should be able to:
- Explain the application areas of visual programming software in solving problems
- Identify uses of applications in daily life
- Appreciate the role of visual programming

- Use digital device to search for uses of mobile applications and websites
- Study mobile phone screen with various applications
- Discuss application areas: games, animations, money transfer, robotics
- Identify problems solved by each application

How is visual programming used in solving day-to-day problems?

- Oxford Bk 9
pg. 48
- Digital device with internet
- Computer books
- Mobile phone showing applications
- Charts

- Observation - Oral questions - Written assignments

Communication in Pre-Technical Studies

Visual Programming - Introduction to Scratch programming

By the end of the lesson, the learner should be able to:
- Navigate the Scratch programming interface
- Identify basic components of Scratch
- Show confidence in using visual programming software

- Start Scratch program and identify stage, sprites pane, blocks palette, script area
- Practice navigating different areas of interface
- Explore available blocks and categories
- Create new project and save it

What are the basic components of Scratch programming software?

- Oxford Bk 9
pg. 50
- Computer with Scratch 3 installed
- Digital projector
- Exercise books
- Scratch interface guide

- Observation - Practical work - Oral questions

Communication in Pre-Technical Studies

Visual Programming - Creating a story (Part 1) - Setting up backdrops and sprites

By the end of the lesson, the learner should be able to:
- Create and customize backdrops in Scratch
- Insert sprites for a story
- Show creativity in designing visual elements

- Start Scratch and save project as 'Greening the Environment'
- Select and customize backdrops (Desert, text backdrop)
- Insert sprites: Noor, Characters 1, Butterfly 1, Giraffe, Grasshopper
- Verify sprites and backdrops panes

How do we create backdrops and add sprites for a story in Scratch?

- Oxford Bk 9
pg. 51
- Computer with Scratch 3
- Digital projector
- Step-by-step guide
- Examples of projects

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating a story (Part 1) - Setting up backdrops and sprites

By the end of the lesson, the learner should be able to:
- Create and customize backdrops in Scratch
- Insert sprites for a story
- Show creativity in designing visual elements

- Start Scratch and save project as 'Greening the Environment'
- Select and customize backdrops (Desert, text backdrop)
- Insert sprites: Noor, Characters 1, Butterfly 1, Giraffe, Grasshopper
- Verify sprites and backdrops panes

How do we create backdrops and add sprites for a story in Scratch?

- Oxford Bk 9
pg. 51
- Computer with Scratch 3
- Digital projector
- Step-by-step guide
- Examples of projects

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating a story (Part 2) - Adding code blocks

By the end of the lesson, the learner should be able to:
- Add code blocks to backdrops and sprites
- Create backdrop switching and sprite behaviors
- Show understanding of event-driven programming

- Click stage and add blocks for backdrop switching
- Add blocks to sprites (Noor, Characters 1, Butterfly, Giraffe)
- Test story by clicking green flag
- Observe and discuss sprite behaviors

How do we program backdrops and sprites in a story?

- Oxford Bk 9
pg. 53
- Computer with Scratch 3
- Digital projector
- Coding blocks reference
- Examples of scripts

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating a story (Part 2) - Adding code blocks

By the end of the lesson, the learner should be able to:
- Add code blocks to backdrops and sprites
- Create backdrop switching and sprite behaviors
- Show understanding of event-driven programming

- Click stage and add blocks for backdrop switching
- Add blocks to sprites (Noor, Characters 1, Butterfly, Giraffe)
- Test story by clicking green flag
- Observe and discuss sprite behaviors

How do we program backdrops and sprites in a story?

- Oxford Bk 9
pg. 53
- Computer with Scratch 3
- Digital projector
- Coding blocks reference
- Examples of scripts

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating a game (Part 1) - Maze game setup

By the end of the lesson, the learner should be able to:
- Create a maze game backdrop
- Use drawing tools in Scratch
- Show creativity in game design

- Start Scratch and save as 'The maze game', insert blue sky2 backdrop
- Use Rectangle tool to draw mazes (three vertical, two horizontal)
- Format mazes by removing outlines and arranging appropriately
- Add beetle sprite and set starting position

How do we create a maze game backdrop?

- Oxford Bk 9
pg. 55
- Computer with Scratch 3
- Digital projector
- Game design examples
- Drawing tools guide

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating a game (Part 2) - Programming sprite movement and collision

By the end of the lesson, the learner should be able to:
- Program sprite movement using arrow keys
- Add collision detection to game
- Show problem-solving skills in game programming

- Set sprite movement for all four directions (up, down, left, right arrow keys)
- Add blocks to detect when sprite touches color
- Program sprite to move -10 steps when touching maze
- Test game and discuss observations

How do we program sprite movement and collision detection?

- Oxford Bk 9
pg. 58
- Computer with Scratch 3
- Digital projector
- Movement blocks guide
- Collision detection guide

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating a game (Part 3) - Adding game levels

By the end of the lesson, the learner should be able to:
- Create multiple game levels
- Design level progression backdrops
- Demonstrate advanced game design skills

- Create backdrop2 for level two, backdrop3 with 'PROCEED TO LEVEL 2'
- Create backdrop4 with 'SORRY!! You LOST!!'
- Add blocks to beetle sprite to change levels and end game
- Test complete game and refine based on testing

How do we create multiple levels in a game?

- Oxford Bk 9
pg. 60
- Computer with Scratch 3
- Digital projector
- Level design examples
- Testing checklist

- Practical work - Observation - Rubrics - Game evaluation

Communication in Pre-Technical Studies

Visual Programming - Creating a game (Part 3) - Adding game levels

By the end of the lesson, the learner should be able to:
- Create multiple game levels
- Design level progression backdrops
- Demonstrate advanced game design skills

- Create backdrop2 for level two, backdrop3 with 'PROCEED TO LEVEL 2'
- Create backdrop4 with 'SORRY!! You LOST!!'
- Add blocks to beetle sprite to change levels and end game
- Test complete game and refine based on testing

How do we create multiple levels in a game?

- Oxford Bk 9
pg. 60
- Computer with Scratch 3
- Digital projector
- Level design examples
- Testing checklist

- Practical work - Observation - Rubrics - Game evaluation

Communication in Pre-Technical Studies

Visual Programming - Creating an animation (Part 1) - Solar system setup

By the end of the lesson, the learner should be able to:
- Set up backdrop for animation
- Download and upload sprites from internet
- Show resourcefulness in gathering animation assets

- Insert space backdrop
- Search internet for planet sprites and save with .PNG extension
- Upload all planet sprites (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune)
- Add Sun sprite

How do we set up a solar system animation?

- Oxford Bk 9
pg. 62
- Computer with Scratch 3 and internet
- Digital projector
- List of planet names
- Animation examples

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating an animation (Part 1) - Solar system setup

By the end of the lesson, the learner should be able to:
- Set up backdrop for animation
- Download and upload sprites from internet
- Show resourcefulness in gathering animation assets

- Insert space backdrop
- Search internet for planet sprites and save with .PNG extension
- Upload all planet sprites (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune)
- Add Sun sprite

How do we set up a solar system animation?

- Oxford Bk 9
pg. 62
- Computer with Scratch 3 and internet
- Digital projector
- List of planet names
- Animation examples

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating an animation (Part 2) - Programming planets (Sun, Mercury, Venus, Earth)

By the end of the lesson, the learner should be able to:
- Add animation blocks to sprites
- Create orbital motion for planets
- Show precision in animation programming

- Click Sun sprite and add appropriate blocks to script pane
- Program Mercury's orbital motion
- Program Venus's orbital motion
- Program Earth's orbital motion and test animations

How do we program orbital motion for Sun and inner planets?

- Oxford Bk 9
pg. 63
- Computer with Scratch 3
- Digital projector
- Orbital motion guide
- Animation examples

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating an animation (Part 3) - Programming planets (Mars, Jupiter, Saturn, Uranus, Neptune)

By the end of the lesson, the learner should be able to:
- Program remaining planets' orbital motions
- Coordinate multiple sprite animations
- Demonstrate animation sequencing skills

- Program Mars, Jupiter, Saturn, Uranus and Neptune orbital motions
- Add appropriate blocks to each planet sprite
- Test complete solar system animation
- Observe all planets orbiting Sun

How do we complete the solar system animation?

- Oxford Bk 9
pg. 65
- Computer with Scratch 3
- Digital projector
- Complete animation guide
- Solar system reference

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Testing and discussing programs

By the end of the lesson, the learner should be able to:
- Test program functionality
- Explain what each code block does
- Demonstrate understanding of programming concepts

- Test story, game and animation by clicking green flag
- Discuss what each block in script pane instructs sprites to do
- Explain orbital motions, movements and sprite behaviors
- Write down findings and present to class

How do code blocks control sprite behavior in programs?

- Oxford Bk 9
pg. 68
- Computer with Scratch 3
- Digital projector
- Program analysis guide
- Assessment rubric

- Practical work - Observation - Oral questions - Written assignments

Communication in Pre-Technical Studies

Visual Programming - Testing and discussing programs

By the end of the lesson, the learner should be able to:
- Test program functionality
- Explain what each code block does
- Demonstrate understanding of programming concepts

- Test story, game and animation by clicking green flag
- Discuss what each block in script pane instructs sprites to do
- Explain orbital motions, movements and sprite behaviors
- Write down findings and present to class

How do code blocks control sprite behavior in programs?

- Oxford Bk 9
pg. 68
- Computer with Scratch 3
- Digital projector
- Program analysis guide
- Assessment rubric

- Practical work - Observation - Oral questions - Written assignments

Communication in Pre-Technical Studies

Visual Programming - Creating own application

By the end of the lesson, the learner should be able to:
- Design and create own application using visual programming
- Apply visual programming skills independently
- Show creativity and innovation in programming

- Brainstorm ideas for own application (story, game or animation)
- Plan and design the application
- Create application using Scratch following learned techniques
- Test and refine application

How do we create our own application using visual programming?

- Oxford Bk 9
pg. 69
- Computer with Scratch 3
- Digital projector
- Planning templates
- Project guidelines

- Practical work - Observation - Rubrics - Portfolio

Communication in Pre-Technical Studies

Visual Programming - Creating own application

By the end of the lesson, the learner should be able to:
- Design and create own application using visual programming
- Apply visual programming skills independently
- Show creativity and innovation in programming

- Brainstorm ideas for own application (story, game or animation)
- Plan and design the application
- Create application using Scratch following learned techniques
- Test and refine application

How do we create our own application using visual programming?

- Oxford Bk 9
pg. 69
- Computer with Scratch 3
- Digital projector
- Planning templates
- Project guidelines

- Practical work - Observation - Rubrics - Portfolio

Communication in Pre-Technical Studies

Visual Programming - Advanced features and techniques

By the end of the lesson, the learner should be able to:
- Explore advanced features in visual programming
- Create more complex programs
- Demonstrate mastery of visual programming concepts

- Explore additional Scratch features (variables, operators, sensing)
- Create programs with more complex logic and interactions
- Add sound effects and advanced animations to projects
- Test and debug programs

What advanced features can we use in visual programming?

- Oxford Bk 9
pg. 69
- Computer with Scratch 3
- Digital projector
- Advanced features guide
- Reference materials

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Uses in day-to-day life and assessment

By the end of the lesson, the learner should be able to:
- Explain uses of visual programming in day-to-day life
- Complete assessment on visual programming
- Embrace the use of visual programming in daily life

- Discuss applications in money transfer, virtual learning, entertainment, websites
- Explain application in robotics and automation
- Complete assessment exercises covering all aspects learned
- Share experiences with family and reflect on importance

Why is visual programming important in day-to-day life?

- Oxford Bk 9
pg. 69
- Assessment materials
- Digital devices
- QR code for digital exercise
- Examples of applications

- Written tests - Practical work - Self-reflection - Digital exercise

Communication in Pre-Technical Studies

Visual Programming - Project presentation and portfolio

By the end of the lesson, the learner should be able to:
- Present completed visual programming projects
- Create portfolio of programs developed
- Show confidence in demonstrating programming skills

- Prepare presentations of created applications
- Present story, game and animation projects to class
- Compile portfolio of all visual programming work
- Receive feedback and reflect on learning

How do we present our visual programming projects?

- Oxford Bk 9
pg. 69
- Computer with Scratch 3
- Presentation materials
- Portfolio folder
- Assessment rubric

- Presentations - Portfolio - Peer assessment - Observation

Communication in Pre-Technical Studies

Visual Programming - Project presentation and portfolio

By the end of the lesson, the learner should be able to:
- Present completed visual programming projects
- Create portfolio of programs developed
- Show confidence in demonstrating programming skills

- Prepare presentations of created applications
- Present story, game and animation projects to class
- Compile portfolio of all visual programming work
- Receive feedback and reflect on learning

How do we present our visual programming projects?

- Oxford Bk 9
pg. 69
- Computer with Scratch 3
- Presentation materials
- Portfolio folder
- Assessment rubric

- Presentations - Portfolio - Peer assessment - Observation