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Module Overview
Animation from page 60 Learning primary programming with Scratch Pupil Book Y3
Introductory Slides
Ladybug Munch PowerPoint Slides Download
Slide Notes
Available pages 11–13 Learning primary programming with Scratch Pupil Book Y3
Template Code
Animation on Scratch Website
Linking to History 2.3
Students create a party or celebration animation where every sprite describes one important aspect of the holiday before running a series of animations such as spinning, jumping, changing costumes, etc
Virginia State Standards
| 2.1 The student will construct sets of step-by-step instructions (algorithms) both independently and collaboratively a. using sequencing; b. using loops (a wide variety of patterns such as repeating patterns or growing patterns); and c. identifying events. |
| 2.2 The student will construct programs to accomplish tasks as a means of creative expression using a block-based programming language or unplugged activities, both independently and collaboratively a. using sequencing; b. using loops (a wide variety of patterns, such as repeating patterns or growing patterns); and c. identifying events. |
| 2.3 The student will analyze, correct, and improve (debug) an algorithm that includes sequencing and simple loops, with or without a computing device. |
| 2.4 The student will plan and create a design document to illustrate thoughts, ideas, and stories in a sequential (step-by-step) manner (e.g., story map, storyboard, sequential graphic organizer). |
Virginia State History & Social Science Standards 2023
| 2.3 The student will apply history and social science skills to explain how communities honor local and national traditions and recognize designated Virginia holidays, including but not limited to a. Labor Day; b. Columbus Day (Yorktown Victory Day);c. Election Day; d. Veterans Day; e. Thanksgiving Day; f. Christmas Day; g. New Year’s Day; h. Martin Luther King, Jr. Day; i. George Washington Day (commonly known as Presidents’ Day); j. Memorial Day; k. Juneteenth; and l. Independence Day. |