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Module Overview
Come Back Doggy from page 66 Learning primary programming with Scratch Pupil Book Y4
Introductory Slides
Come Back Doggy PowerPoint Slides Download
Slide Notes
Available pages 12–16 Learning primary programming with Scratch Pupil Book Y4
Template Code
Come Back Doggy on Scratch Website
Student Booklet
Photocopy pages 68, 70, 72, 74 & 76 from Learning primary programming with Scratch Pupil Book Y4
Student Marksheets
Photocopy pages 78, 79 & 80 from Learning primary programming with Scratch Pupil Book Y4
Teacher help notes
Available pages 69, 71, 73, 75 & 77 Learning primary programming with Scratch Pupil Book Y4
ALTERNATIVE MAKE PROJECT
Students plan and make a watercycle programme. Programming the cloud through all the stages of its development using move blocks inside repeat loops, similar to the way the girl and dog move in the template programme.
Student booklet watercycle last page, print and use instead of pages 74 and 76
Scratch cloud only resource
Planning the water cycle PowerPoint slides Slide 2 shows a small part of a plan to help students produce their own plan.
Scratch part built water cycle. I suggest that you only show students the outcome and not the code as it will reduce the independent challenge.
Virginia State Standards
| 3.1 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. using events. |
| 3.2 The student will construct programs to accomplish tasks as a means of creative expression using a block- or text-based programming language, 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. |
| 3.3 The student will analyze, correct, and improve (debug) an algorithm that includes sequencing, events, and loops. |
| 3.4 The student will create a plan as part of the iterative design process, independently and/or collaboratively, using a variety of strategies (e.g., pair programming, storyboard, flowchart, pseudo-code, story map). |
| 3.6 The student will break down (decompose) a larger problem into smaller subproblems, independently or collaboratively. |
Virginia State Science Standards
| 3.7 The student will investigate and understand that there is a water cycle and water is important to life on Earth. Key ideas include a) there are many reservoirs of water on Earth; b) the energy from the sun drives the water cycle; and c) the water cycle involves specific processes. |