Scratch Coding
Storytelling with Scratch
Endangered Species PSA Stories
Problem/Context
Endangered species and a need to increase awareness and move people to action.
Design Brief
Students will code and create an interactive program that tells a story, is informative, memorable and persuasive and analyse the results.
Storytelling Skills List
Your Scratch story, about an endangered species story, should:
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feature excellent character(s)
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move the audience - have the audience experience certain mood(s) and emotion(s)
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be visually appealing and skillfully use colours (colour theory, colour schemes and colour moods)
-
feature an excellent use of sounds to enhance the user experience and storytelling experience (record and edit quality sounds &/or locate and use quality sounds)
-
include an interactive feature(s) so the user engages with the story, thus making the story and message more memorable
-
be informative
-
be memorable
-
be persuasive
-
feature a clear and effective conclusion and call to action
Suggested Scratch Story Structure
Identify and describe:
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The Setting
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The Characters(s)
Sketch out your endangered species interactive Scratch story idea as FLOW CHART and use this as a guide:
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Scene One: this is where you introduce the characters and setting
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Scene Two: establish the characters more and build a connection with the audience
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Scene Three: introduce conflict/problem
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Scene Four: how the main character deals with the conflict/problem
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Scene Five: share information (facts & statistics)
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Scene Six: Interactive component (quiz/game/choice)
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Scene Seven: what happens after the interactive component --- how the conflict/problem was solved
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Final Scene: Conclusion and call to action
Timeline
Criterion A
Lesson 1 ~ August 31st ~ A i. explains and justifies the need for a solution to a problem
Tasks:
-
create a new summative assessment google doc for this project (Mr Watson will share the template)
-
list endangered animals
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identify one aminal, that resonates with you, and research this specific animal
ATL Skills:
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Communication
-
Self-management
-
Research - Information literacy and Media literacy
Differentiation:
-
The student (states --> outlines --> explains --> explains & justifies) the need for a solution to a problem for a specified client/target audience
Extension:
-
The student creates an infographic about one specific endangered species
Lesson 2 ~ September 4th ~ A i. explains and justifies the need for a solution to a problem & iv. presents the main findings of relevant research
Tasks:
-
in your own words, explain the problem (10-15min)
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justify the need to solve the problem (statistics, personal, persuade, quotes, images, etc.) (10-15min)
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edit/rewrite/tidy Criterion A i (10-30min):
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List of Endangered Species (2-3 URLs)
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Information About One Endangered Species (2-3 URLs)
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Explanation of the Problem (endangered species problem)
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Justify the Need to Solve this Problem (persuade the reader)
-
ATL Skills:
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Research - Information literacy and Media literacy
-
Critical thinking
Differentiation & Assessment:
i. states the need for a solution to a problem (1-2)
i. outlines the need for a solution to a problem (3-4)
i. explains the need for a solution to a problem (5-6)
i. explains and justifies the need for a solution to a problem (7-8)
Extension:
-
The student creates an infographic about one specific endangered species
Lesson 3 ~ September 6th ~ A ii. states and prioritizes the main points of research needed to develop a solution to the problem, with minimal guidance
Tasks:
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Create a research plan table
ATL Skills:
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Communication
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Self-management
-
Research - Information literacy and Media literacy
Differentiation & Assessment:
ii. states the research needed to develop a solution to the problem, with some guidance (3-4)
ii. constructs a research plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem, with some guidance (5-6)
ii. constructs a research plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem independently (7-8)
Extension:
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In your research table, find several sources for each research question/topic and briefly explain each source
Lesson 4 & 5 ~ September 8th & 12th - A iii. describes the main features of an existing product that inspires a solution to the problem
Tasks:
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Identify key elements of an effective SHORT STORY ~ secondary research [a iv] (10-20min)
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Analyse products [a iii] (4 x 10-20min)
ATL Skills:
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Communication
-
Research - Information literacy and Media literacy
-
Critical thinking
Differentiation & Assessment:
iii. outlines one existing product that inspires a solution to the problem (3-4)
iii. describes a group of similar products that inspire a solution to the problem (5-6)
iii. analyses a group of similar products that inspire a solution to the problem (7-8)
Identify, outline, describe &/or analyse these main features:
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character(s)
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theme/style
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setting/place
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plot
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conflict
-
emotion/feeling move the audience - have the audience experience certain mood(s) and emotion(s)
-
Skillfully use colours (colour theory, colour schemes and colour moods)
-
feature an excellent use of sounds to enhance the user experience and storytelling experience (record and edit quality sounds &/or locate and use quality sounds)
-
include an interactive feature(s) so the user engages with the story, thus making the story and message more memorable
-
feature a clear and effective conclusion and call to action at the end
-
tell a story that is informative
-
tell a story that is memorable
-
tell a story that is persuasive
Elements of a Good Story:
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The 5 essential elements of all good stories | VideoScribe https://youtu.be/Xc2ouTq73zw
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The 5 Essential Elements of a Good Story https://www.masterclass.com/articles/the-essential-elements-of-a-good-story
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7 Elements of a Story: The Recipe for a Great Narrative https://blog.reedsy.com/elements-of-a-story/
Products for Analysis:
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Story # 1 The Selfish Crocodile By Faustin Charles Illustrated By Michael Terry https://youtu.be/0-NhjfJ_RZI
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Story # 2 Protecting Endangered Species Video https://youtu.be/cJoo8dUp2eM
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Story # 3 The Survival of the Sea Turtle https://youtu.be/t-KmQ6pGxg4
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Story # 4 Be Informed. Buy Informed. https://youtu.be/awpRoOUbSLg
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Story # 5 Global Tiger Day https://youtu.be/x4lJ82RlTG0
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Story # 6 Axolotls: The salamanders that snack on each other (but don't die) - Luis Zambrano https://youtu.be/uooR4293p_4
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Story # 7 World Wildlife Day 2018 - Big cats: Predators under threat https://youtu.be/_NV4U7qLrJk
Resources:
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Endangered and Extinct Animals | Video for Kids | Rare Extinct Animals Video https://youtu.be/RBdLF0JlvW8
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Be Informed. Buy Informed. https://youtu.be/awpRoOUbSLg
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Global Tiger Day https://youtu.be/x4lJ82RlTG0
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How To Create a PSA https://www.govtech.com/education/news/how-to-create-the-perfect-public-service-announcement.html
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WWF PSAs https://www.worldwildlife.org/pages/public-service-advertisements-psa
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Discovery Channel PSA https://youtu.be/awpRoOUbSLg
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World Wildlife Day Short Video https://cites.org/eng/news/world-wildlife-day-goes-viral-official-psa-video-promote-protection-of-big-cats_02032018
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Endangered and Extinct Animals | Video for Kids | Rare Extinct Animals Video https://youtu.be/RBdLF0JlvW8
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WWF Tiger Stories https://www.worldwildlife.org/stories?species_id=tiger
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Wildlife wins: Zoo's top 10 stories of care and conservation https://www.oregonzoo.org/news/2018/12/wildlife-wins-zoos-top-10-stories-care-and-conservation
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Ads by Brand: PETA https://www.adsoftheworld.com/taxonomy/brand/peta
Lesson 6 ~ September 14th - A iii. describes the main features of an existing product that inspires a solution to the problem
Task:
-
explore SCRATCH projects that focus on endangered animals (20-30min)
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share examples of excellent SCRATCH projects that focus on endangered animals and explain the main features of each example and why you like each example in Criterion A document section iii (i.e. share the link and title of a project, then write a paragraph about the example) (20-30min)
ATL Skills:
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Communication
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Research - Information literacy and Media literacy
-
Critical thinking
-
Creative thinking
Resources:
Differentiation & Assessment:
iii. outlines one existing product that inspires a solution to the problem (3-4)
iii. describes a group of similar products that inspire a solution to the problem (5-6)
iii. analyses a group of similar products that inspire a solution to the problem (7-8)
Lesson 7 ~ September 18th - A iv. presents the main findings of relevant research
Tasks:
-
Work through Python Coding skill challenge(s) https://projects.raspberrypi.org/en/codeclub/python-module-1 (45min)
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When one challenge has been completed, capture the code and add to your Criterion A document in section (iv) (10min)
ATL Skills:
-
Critical thinking
-
Creative thinking
Differentiations:
-
Coding Challenges are set at Levels 1, 2 and 3 depending on each student's skills and experience.
Resources:
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VIDEO Python For Beginners | Getting Started with PYTHON CODE: https://youtu.be/Ddp4xxqkHUM
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PYTHON Coding Platform: Python is powerful... and fast; plays well with others; runs everywhere; is friendly & easy to learn; is Open. https://www.python.org/
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Python Code: Module 1 -- Python is a widely used, general-purpose, text-based programming language: https://projects.raspberrypi.org/en/codeclub/python-module-1
Lesson 8 ~ September 20th - A iv. presents the main findings of relevant research
Task:
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Work through SCRATCH Code Challenge https://projects.raspberrypi.org/en/codeclub/scratch-module-1 (35min)
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When one challenge has been completed, capture the code and add to your Criterion A document in section (iv) (5min)
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Compare SCRATCH and PYTHON and decide which coding platform is best for creating a story in your Criterion A document in section (iv) (10 min)
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Update and complete section IV https://youtu.be/q35KtsAf0bQ (10min)
ATL Skills:
-
Research - Information literacy and Media literacy
-
Critical thinking
-
Creative thinking
Differentiations:
-
Coding Challenges are set at Levels 1, 2 and 3 depending on each student's skills and experience.
Resources:
-
Video Scratch Coding Introduction | Getting Started with SCRATCH CODE https://youtu.be/X3KZ3yWcjmk
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Scratch Coding Platform: https://scratch.mit.edu/
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Scratch Coding (Raspberry Pi) Challenges: https://projects.raspberrypi.org/en/codeclub/scratch-module-1
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Video PYTHON & SCRATCH Coding | Endangered Species Project | G6 Criterion A IV | MYP DESIGN 🐍 https://youtu.be/q35KtsAf0bQ
Lesson 9 & 10 ~ September 22nd & 26th - A iv. presents the main findings of relevant research
Tasks:
-
Research YOUR SPECIFIC ENDANGERED SPECIES and locate images, infographics, posters, quotes, statistics, charts, graphs, and any other relevant information about your chosen endangered animal
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Prepare a GOOGLE SLIDE PRESENTATION that shares key facts and figures about your endangered species.
ATL Skills:
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Communication
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Self-management
-
Research - Information literacy and Media literacy
-
Critical thinking
-
Creative thinking
Differentiation:
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states some of the main findings of relevant research
-
develops a basic design brief, which outlines some of the findings of relevant research
-
develops a design brief, which outlines the findings of relevant research
-
develops a design brief, which presents the analysis of relevant research
Lesson 11 ~ September 28th - A iv. presents the main findings of relevant research
Tasks:
-
Write a CONCLUSION that summarises all your RESEARCH
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Create a DESIGN BRIEF
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Review and Update Criterion A
-
SUBMIT Criterion A
ATL Skills:
-
Communication
-
Self-management
-
Research - Information literacy and Media literacy
-
Critical thinking
-
Creative thinking
Differentiation:
-
states some of the main findings of relevant research
-
develops a basic design brief, which outlines some of the findings of relevant research
-
develops a design brief, which outlines the findings of relevant research
-
develops a design brief, which presents the analysis of relevant research
Criterion A Due Date = September 28th
Criterion B
Lesson 1 ~ October 3rd - B i. develops a list of success criteria for the solution
Tasks:
-
Create a new Criterion B Summative Assessment DOC or SLIDE (5-10min)
-
List Design Specification (10-20):
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feature excellent character(s)
-
move the audience - have the audience experience certain mood(s) and emotion(s)
-
skillfully use colours (colour theory, colour schemes and colour moods)
-
feature an excellent use of sounds to enhance the user experience and storytelling experience (record and edit quality sounds &/or locate and use quality sounds)
-
include an interactive feature(s) so the user engages with the story, thus making the story and message more memorable
-
feature a clear and effective conclusion and call to action at the end
-
tell a story that is informative
-
tell a story that is memorable
-
tell a story that is persuasive
-
-
List testing methodology (10-20):
-
peers will use my product and give a rating from 0 - 5 (very bad - excellent)
-
-
Extension - Link to research (10-20min)
ATL Skills:
-
Critical thinking
-
Self-Organisation
Differentiation:
-
entry level - list requirements and simple testing method
-
extension - expand the links to research section
Differentiation & Assessment:
0 >> The student does not reach a standard described by any of the descriptors
1-2 >> The student lists some basic design specifications for the design of a solution
3-4 >> The student lists some design specifications, which relate to the success criteria for the design of a solution
5-6 >> The student develops design specifications, which outline the success criteria for the design of a solution
7-8 >> The student develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research
Lesson 2 ~ October 5th - B ii. presents feasible design ideas, using an appropriate medium(s) and outlines the key features, which can be correctly interpreted by others
Tasks:
-
Create 2 x INFORMATIVE & PERSUASIVE STORY OUTLINES about your specific endangered species (2 X A4 pages) (2 x 25min)
ATL Skills:
-
Communication
-
Creative thinking
Differentiation:
-
entry level - 2 simple stories
-
extension - 2 detailed stories
Differentiation & Assessment:
0 >> The student does not reach a standard described by any of the descriptors
1-2 >> The student presents one design, which can be interpreted by others
3-4 >> The student presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others
5-6 >> The student develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others
7-8 >> The student develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others
Lesson 3 ~ October 9th - B ii. presents feasible design ideas, using an appropriate medium(s) and outlines the key features, which can be correctly interpreted by others
Tasks:
-
Create 1 x THREE-ACT STORY OUTLINE (20-30min)
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Create 1 x STORY OUTLINE as a FLOW CHART (20-30min) suggested outline:
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Scene One: this is where you introduce the characters and setting
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Scene Two: establish the characters more and build a connection with the audience
-
Scene Three: introduce conflict/problem
-
Scene Four: how the main character deals with the conflict/problem
-
Scene Five: Interactive component (quiz/game/choice)
-
Scene Six: what happens after the interactive component --- how the conflict/problem was solved
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Final Scene: Conclusion and call to action
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2. Scan and insert your 2 story outlines into your Criterion B ii Summative Assessment Document and add a caption to each image (e.g. Above is my first idea for a story about saving the whales) (5-10min)
ATL Skills:
-
Communication
-
Creative thinking
Differentiation:
-
entry level - 2 simple stories
-
extension - 2 detailed stories
Differentiation & Assessment:
0 >> The student does not reach a standard described by any of the descriptors
1-2 >> The student presents one design, which can be interpreted by others
3-4 >> The student presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others
5-6 >> The student develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others
7-8 >> The student develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others
Resources:
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FREYTAG'S PYRAMID AND THE THREE-ACT PLOT STRUCTURE https://www.dlandsborough.com/blog/2017/7/11/freytags-pyramid-and-the-three-act-plot-structure
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Story Structures https://perpetual-stories.tumblr.com/post/648098635609980928/story-structures-for-your-next-wip
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Intro to Storytelling http://lessonplanofhappiness.com/worksheets-and-printables/intro-to-storytelling/
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Story Structure https://www.nikkiyoung.co.uk/2015/02/24/story-structure/
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The clues to a great story https://www.ted.com/talks/andrew_stanton_the_clues_to_a_great_story?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare
Lesson 4 ~ October 11th - B ii. presents feasible design ideas, using an appropriate medium(s) and outlines the key features, which can be correctly interpreted by others
Tasks:
-
PRESENT clearly and neatly and OUTLINE KEY FEATURES of your 4 story ideas clearly with captions & annotations (10-20min)
-
PRESENT your 4 story ideas to 2-4 peers and COLLECT FEEDBACK (10-20min)
-
PEER REVIEW - Have your friends rate each story idea from 0-5 (0 = not done 1 = needs improvement 2 = satisfactory 3 = good 4 = very good 5 = excellent)
-
PEER REVIEW - Have your friend identify which story is the best and explain why they chose it
-
-
ANALYSE each of your 4 design ideas idea and present your thoughts (10-20min)
-
SELF REVIEW - Rate each story idea from 0-5 (0 = not done 1 = needs improvement 2 = satisfactory 3 = good 4 = very good 5 = excellent)
-
SELF REVIEW - Identify which story is the best and explain why you chose it (link back to the design brief)
-
SELF REVIEW - Make some suggestions on how to improve your story to better meet the needs of the design brief
-
ATL Skills:
-
Communication
-
Collaboration
Differentiation:
-
entry level - present and conduct a simple analysis of your four story ideas
-
extension - present and conduct a detailed analysis of your four story ideas
Differentiation & Assessment:
0 >> The student does not reach a standard described by any of the descriptors
1-2 >> The student presents one design, which can be interpreted by others
3-4 >> The student presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others
5-6 >> The student develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others
7-8 >> The student develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others
Lesson 5 ~ October 16th - B iii. presents the chosen design describing the key features
Tasks:
-
PRESENT - Re-design and re-create your BEST story outline as a STORYBOARD or FLOW CHART or PLOT OUTLINE (30-40min)
-
DESCRIBE KEY FEATURES - Scan and insert your best story in your Criterion B document in strand III and link features to DESIGN SPECIFICATIONS (10-20min)
ATL Skills:
-
Communication
-
Creative thinking
Differentiation:
-
entry level - a simple outline of your best story stating the key features
-
extension - a detailed outline of your best story highlighting and describing the key features
Differentiation & Assessment:
0 >> The student does not reach a standard described by any of the descriptors
1-2 >> The student presents one design, which can be interpreted by others
3-4 >> The student justifies the selection of the chosen design with reference to the design specification
5-6 >> The student presents the chosen design and justifies its selection with reference to the design specification
7-8 >> The student presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification
Lesson 6 ~ October 18th ~ B iv. creates a planning drawing/diagram, which outlines the main details for making the chosen solution.
Tasks:
-
CREATE - draw the main characters of your story (40-50min)
-
PRESENT & ANNOTATE - scan your characters and insert in into Criterion B IV (and add captions and annotations) (10-20min)
ATL Skills:
-
Creative thinking
Differentiation:
-
entry level - a simple diagram/drawing of your main character highlighting the key features
-
extension - a detailed diagram/drawing of your main characters highlighting and describing the key features
-
entry level - a simple list that addresses all items of the design specifications
-
extension - a detailed list that addresses all items of the design specifications
Differentiation & Assessment:
0 >> The student does not reach a standard described by any of the descriptors
1-2 >> The student creates incomplete planning drawings/diagrams
3-4 >> The student creates planning drawings/diagrams or lists requirements for the creation of the chosen solution
5-6 >> The student develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution
7-8 >> The student develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution
Lesson 7 ~ October 20th ~ B iv. creates a planning drawing/diagram, which outlines the main details for making the chosen solution.
Tasks:
-
LIST - copy key elements of the Design Specification list (10-20min)
-
OUTLINE how each of the Design Specifications will be addressed in your project (30-40min)
-
PRESENT - convert to PDF and submit to ManageBac (10-20min)
ATL Skills:
-
Creative thinking
Differentiation:
-
entry level - a simple diagram/drawing of your main character highlighting the key features
-
extension - a detailed diagram/drawing of your main characters highlighting and describing the key features
-
entry level - a simple list that addresses all items of the design specifications
-
extension - a detailed list that addresses all items of the design specifications
Differentiation & Assessment:
0 >> The student does not reach a standard described by any of the descriptors
1-2 >> The student creates incomplete planning drawings/diagrams
3-4 >> The student creates planning drawings/diagrams or lists requirements for the creation of the chosen solution
5-6 >> The student develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution
7-8 >> The student develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution
Criterion B Due Date = October 20th
Criterion C
Lesson 1 ~ Oct 31st & Nov 1st ~ C i. outlines a plan, which considers the use of resources and time, sufficient for peers to be able to follow to create the solution
Tasks:
-
create a new Google Doc
-
create a plan (reference time, task and resources)
ATL Skills:
-
Communication
-
Self-management
-
Creative thinking
Differentiation:
-
i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources)
-
i. constructs a plan (resulting in peers having difficulty following the plan -- sufficient for peers to be able to follow)
-
ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated
-
iii. product (functions poorly --- partially functions -- functions as intended)
-
iii. product is presented (in an incomplete form -- adequately -- appropriately)
-
iv. (outlines -- describes -- fully justifies) changes made
Lesson 2 ~ Nov 2nd & 3rd ~ C ii. demonstrates excellent technical skills when making the solution
Tasks:
-
Create your Scratch Project
-
Suggested Step One Develop CHARACTERS: https://scratch.mit.edu/projects/445535357
-
G6 Projects: https://scratch.mit.edu/studios/27980039
ATL Skills:
-
Self-management
-
Critical thinking
-
Creative thinking
Differentiation:
-
i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources)
-
i. constructs a plan (resulting in peers having difficulty following the plan -- sufficient for peers to be able to follow)
-
ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated
-
iii. product (functions poorly --- partially functions -- functions as intended)
-
iii. product is presented (in an incomplete form -- adequately -- appropriately)
-
iv. (outlines -- describes -- fully justifies) changes made
Lesson 3 ~ Nov 4th & 7th ~ C ii. demonstrates excellent technical skills when making the solution
Tasks:
-
Create your Scratch Project
-
Step One Develop CHARACTERS: https://scratch.mit.edu/projects/445535357
-
G6 2020 Projects: https://scratch.mit.edu/studios/27980039
ATL Skills:
-
Self-management
-
Critical thinking
-
Creative thinking
Differentiation:
-
i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources)
-
i. constructs a plan (resulting in peers having difficulty following the plan -- sufficient for peers to be able to follow)
-
ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated
-
iii. product (functions poorly --- partially functions -- functions as intended)
-
iii. product is presented (in an incomplete form -- adequately -- appropriately)
-
iv. (outlines -- describes -- fully justifies) changes made
Lesson 4 ~ Nov 8th & 9th ~ C ii. demonstrates excellent technical skills when making the solution
Tasks:
-
Create your Scratch Project
-
Step One Develop CHARACTER: https://scratch.mit.edu/projects/445535357
-
Step Two Map out the scenes of your story with BACKDROPS https://scratch.mit.edu/projects/446006036
-
G6 Projects: https://scratch.mit.edu/studios/27980039
ATL Skills:
-
Self-management
-
Critical thinking
-
Creative thinking
Differentiation:
-
i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources)
-
i. constructs a plan (resulting in peers having difficulty following the plan -- sufficient for peers to be able to follow)
-
ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated
-
iii. product (functions poorly --- partially functions -- functions as intended)
-
iii. product is presented (in an incomplete form -- adequately -- appropriately)
-
iv. (outlines -- describes -- fully justifies) changes made
Lesson 5 ~ Nov 21st & 22nd ~ C ii. demonstrates excellent technical skills when making the solution
Tasks:
-
Create your Scratch Project
-
Step One Develop CHARACTER: https://scratch.mit.edu/projects/445535357
-
Step Two Map out the scenes of your story with BACKDROPS https://scratch.mit.edu/projects/446006036
-
G6 Projects: https://scratch.mit.edu/studios/27980039
ATL Skills:
-
Self-management
-
Critical thinking
-
Creative thinking
Differentiation:
-
i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources)
-
i. constructs a plan (resulting in peers having difficulty following the plan -- sufficient for peers to be able to follow)
-
ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated
-
iii. product (functions poorly --- partially functions -- functions as intended)
-
iii. product is presented (in an incomplete form -- adequately -- appropriately)
-
iv. (outlines -- describes -- fully justifies) changes made
Lesson 6 ~ Nov 23rd & 24th ~ C ii. demonstrates excellent technical skills when making the solution
Tasks:
-
Create your Scratch Project
-
Step One Develop CHARACTER: https://scratch.mit.edu/projects/445535357
-
Step Two Map out the scenes of your story with BACKDROPS https://scratch.mit.edu/projects/446006036
-
Step Three Add CONTENT (story, words, sounds, conclusion, title screens, closing screens, call to action)
-
G6 Projects: https://scratch.mit.edu/studios/27980039
ATL Skills:
-
Self-management
-
Critical thinking
-
Creative thinking
Differentiation:
-
i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources)
-
i. constructs a plan (resulting in peers having difficulty following the plan -- sufficient for peers to be able to follow)
-
ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated
-
iii. product (functions poorly --- partially functions -- functions as intended)
-
iii. product is presented (in an incomplete form -- adequately -- appropriately)
-
iv. (outlines -- describes -- fully justifies) changes made
Lesson 7 ~ Nov 25th & 28th ~ C ii. demonstrates excellent technical skills when making the solution
Tasks:
-
Create your Scratch Project
-
Step One Develop CHARACTER: https://scratch.mit.edu/projects/445535357
-
Step Two Map out the scenes of your story with BACKDROPS https://scratch.mit.edu/projects/446006036
-
Step Three Add CONTENT (story, words, sounds, conclusion, title screens, closing screens, call to action)
-
G6 Projects: https://scratch.mit.edu/studios/27980039
ATL Skills:
-
Self-management
-
Critical thinking
-
Creative thinking
Differentiation:
-
i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources)
-
i. constructs a plan (resulting in peers having difficulty following the plan -- sufficient for peers to be able to follow)
-
ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated
-
iii. product (functions poorly --- partially functions -- functions as intended)
-
iii. product is presented (in an incomplete form -- adequately -- appropriately)
-
iv. (outlines -- describes -- fully justifies) changes made
Lesson 8 ~ Nov 29th & 30th ~ C iii. follows the plan to create the solution, which functions as intended and is presented appropriately
Tasks:
-
TEST 1 - share your project with peers and collect feedback (design specifications)
-
Based on feedback - edit & improve your Scratch project
ATL Skills:
-
Self-management
-
Critical thinking
-
Creative thinking
Differentiation:
-
i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources)
-
i. constructs a plan (resulting in peers having difficulty following the plan -- sufficient for peers to be able to follow)
-
ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated
-
iii. product (functions poorly --- partially functions -- functions as intended)
-
iii. product is presented (in an incomplete form -- adequately -- appropriately)
-
iv. (outlines -- describes -- fully justifies) changes made
Lesson 9 ~ Dec 1st & 2nd - C ii. demonstrates excellent technical skills when making the solution
Tasks:
-
Create your Scratch Project
-
Step One Develop CHARACTER: https://scratch.mit.edu/projects/445535357
-
Step Two Map out the scenes of your story with BACKDROPS https://scratch.mit.edu/projects/446006036
-
Step Three Add CONTENT (story, words, sounds, conclusion, title screens, closing screens, call to action)
-
Step Four Add an INTERACTIVE FEATURE (GAME) https://scratch.mit.edu/projects/447032345
-
G6 Scratch Projects: https://scratch.mit.edu/studios/27980039
-
-
TEST 2 - share your project with peers and collect feedback (design specifications)
ATL Skills:
-
Collaboration
-
Critical thinking
Differentiation:
-
i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources)
-
i. constructs a plan (resulting in peers having difficulty following the plan -- sufficient for peers to be able to follow)
-
ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated
-
iii. product (functions poorly --- partially functions -- functions as intended)
-
iii. product is presented (in an incomplete form -- adequately -- appropriately)
-
iv. (outlines -- describes -- fully justifies) changes made
Lesson 10 ~ Dec 6th & 7th ~ C ii. demonstrates excellent technical skills when making the solution
Tasks:
-
Create your Scratch Project
-
Step One Develop CHARACTER: https://scratch.mit.edu/projects/445535357
-
Step Two Map out the scenes of your story with BACKDROPS https://scratch.mit.edu/projects/446006036
-
Step Three Add CONTENT (story, words, sounds, conclusion, title screens, closing screens, call to action)
-
Step Four Add an INTERACTIVE FEATURE (GAME) https://scratch.mit.edu/projects/447032345
-
G6 Scratch Projects: https://scratch.mit.edu/studios/27980039
-
-
Update C ii Summative Assessment Doc/Slide SKILLS list:
-
Identify Skills (code colours)
-
Evidence (screenshot)
-
Conclusion (paragraph about your development)
-
ATL Skills:
-
Collaboration
-
Critical thinking
Differentiation:
-
i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources)
-
i. constructs a plan (resulting in peers having difficulty following the plan -- sufficient for peers to be able to follow)
-
ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated
-
iii. product (functions poorly --- partially functions -- functions as intended)
-
iii. product is presented (in an incomplete form -- adequately -- appropriately)
-
iv. (outlines -- describes -- fully justifies) changes made
Lesson 11 ~ Dec 8th ~ C iv. lists the changes made to the chosen design and plan when making the solution
Tasks:
-
Submit Criterion C
-
Create your Scratch Project
-
CIV ~ List changes
ATL Skills:
-
Self-management
-
Critical thinking
-
Creative thinking
Differentiation:
-
i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources)
-
i. constructs a plan (resulting in peers having difficulty following the plan -- sufficient for peers to be able to follow)
-
ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated
-
iii. product (functions poorly --- partially functions -- functions as intended)
-
iii. product is presented (in an incomplete form -- adequately -- appropriately)
-
iv. (outlines -- describes -- fully justifies) changes made
DUE DATE for CRITERION C = 8th Dec
Criterion D
Lesson 1 ~ Tue 12th Dec - C ii. demonstrates excellent technical skills when making the solution + D i. outlines simple, relevant testing methods, which generate data, to measure the success of the solution
Tasks:
-
Create a new Criterion D SLIDE/DOC
-
Create your Scratch Project
-
Create a USER-FRIENDLY feedback form and be sure to include these key elements:
-
A meaningful TITLE
-
An introduction/instructions + provide a link to your Scratch Project “please try my scratch project www.scratch.xxxyyyzzz.com and then complete this survey”
-
Demographic questions
-
Design Specification (rate from 0-5):
-
feature excellent character(s)
-
move the audience - have the audience experience certain mood(s) and emotion(s)
-
skillfully use colours (colour theory, colour schemes and colour moods)
-
feature an excellent use of sounds to enhance the user experience and storytelling experience (record and edit quality sounds &/or locate and use quality sounds)
-
include an interactive feature(s) so the user engages with the story, thus making the story and message more memorable
-
feature a clear and effective conclusion and call to action at the end
-
tell a story that is informative
-
tell a story that is memorable
-
tell a story that is persuasive
-
-
The impact of the product on the client/target audience (written response)
-
How the solution could be improved (written response)
-
-
Criterion D (I) update:
-
(i) Feedback Form Link and explain the test
-
(i) Scratch Project Link and explain social media campaign & scratch metrics
-
Suggested Online Free Survey Tools:
ATL Skills:
-
Self-management
-
Critical thinking
-
Creative thinking
Differentiation: demonstrate
-
basic skills
-
satisfactory skills
-
competent skills
-
excellent skills
Lesson 2 ~ Thu 14th Dec ~ C ii. demonstrates excellent technical skills when making the solution
Tasks:
-
Create/ Complete your Scratch Project
- Create/ Complete your Survey
ATL Skills:
-
Self-management
-
Critical thinking
-
Creative thinking
Differentiation:
-
i. constructs a plan that (contains some production details -- is logical which considers time and resources -- is logical which describes the efficient use of time and resources)
-
i. constructs a plan (resulting in peers having difficulty following the plan -- sufficient for peers to be able to follow)
-
ii. (minimal -- satisfactory -- competent -- excellent) technical skills demonstrated
-
iii. product (functions poorly --- partially functions -- functions as intended)
-
iii. product is presented (in an incomplete form -- adequately -- appropriately)
-
iv. (outlines -- describes -- fully justifies) changes made
HOLIDAY
Lesson 3 ~ Mon 8th Jan ~ D ii. outlines the success of the solution against the design specification based on authentic product testing + D iv. outlines the impact of the solution on the client/target audience
Tasks:
-
CODING CARNIVAL
-
TEST/SURVEY/FORM ~ Present Scratch stories to peers (in class) and have them complete the feedback form
-
D (iv) outline the impact of the solution on (500 words):
-
the client (your animal/ endangered species in general)
-
the target audience
-
yourself
-
ATL Skills:
-
Reflection
-
Communication
-
Self-management
Differentiation (command terms):
-
i. designs a (relevant -- detailed and relevant) testing method
-
ii. (states -- outlines -- explains -- critically evaluates) the success of the solution
-
ii. (relevant -- authentic) product testing
-
iii. (outlines -- describes -- explains) how the solution could be improved
-
iv. (outlines -- describes -- explains) the impact of the solution on the client/target audience
Lesson 4 ~ Wed 10th Jan ~ D i. outlines simple, relevant testing methods, which generate data, to measure the success of the solution + D ii. outlines the success of the solution against the design specification based on authentic product testing
Tasks:
-
CODING CARNIVAL
-
Criterion D Document and update (I) & (II)
-
(i) Feedback Form Link and explain the test
-
(i) Scratch Project Link and explain social media campaign & scratch metrics
-
(ii) Present data collected from feedback forms
-
(ii) Present data collect from scratch metrics
-
(ii) Analyse the data collected
-
ATL Skills:
-
Reflection
-
Communication
-
Self-management
Differentiation (command terms):
-
i. designs a (relevant -- detailed and relevant) testing method
-
ii. (states -- outlines -- explains -- critically evaluates) the success of the solution
-
ii. (relevant -- authentic) product testing
-
iii. (outlines -- describes -- explains) how the solution could be improved
-
iv. (outlines -- describes -- explains) the impact of the solution on the client/target audience
Lesson 5 ~ Fri 12th Jan ~ D iii. outlines how the solution could be improved
Tasks:
-
CODING CARNIVAL
-
write 250-500 words about how you could make your project better so that it could better solve the problem and meet the requirements of the design brief and design specifications
-
Criterion D Document and update (I), (II), (III) & (IV) and convert to PDF and SUBMIT to Managebac:
-
(i) Feedback Form Link and explain the test
-
(i) Scratch Project Link and explain social media campaign & scratch metrics
-
(ii) Share data from feedback forms
-
(ii) Share data from scratch metrics
-
(ii) Analyse the data collected from the feedback forms
-
(ii) Analyse the scratch metrics
-
(iii) 250-500 words about improvements
-
(iv) 250-500 words about the impacts
ATL Skills:
-
Communication
-
Reflection
Differentiation (command terms):
-
i. designs a (relevant -- detailed and relevant) testing method
-
ii. (states -- outlines -- explains -- critically evaluates) the success of the solution
-
ii. (relevant -- authentic) product testing
-
iii. (outlines -- describes -- explains) how the solution could be improved
-
iv. (outlines -- describes -- explains) the impact of the solution on the client/target audience
DUE DATE for CRITERION D = Fri 12th Jan
REFLECTION (Part One) ~ Tue 16th Jan
Tasks:
-
Reflect, Review, Resubmit = Update Criterion C and Resubmit
ATL Skills:
-
Self-management
-
Organization
-
Reflection
REFLECTION (Part Two) ~ Thu 18th Jan
Tasks:
-
Reflect, Review, Resubmit = Update Criterion C and Resubmit
-
Create your DESIGN video (Criterion C iii)
-
Design Brief (1min)
-
Product/Solution (3min)
-
Reflection (2min)
-
ATL Skills:
-
Self-management
-
Organization
-
Reflection
REFLECTION (Part Three) ~ Mon 22nd Jan
Tasks:
-
Reflect, Review, Resubmit = Update Criterion A, B, C &/or D and Resubmit
-
Create your DESIGN video (Criterion C iii)
-
Design Brief (1min)
-
Product/Solution (3min)
-
Reflection (2min)
-
ATL Skills:
-
Self-management
-
Organization
-
Reflection
LAST CHANCE TO RESUBMIT WORK - 22nd Jan is the last day
REFLECTION (Part Four) ~ Wed 24th Jan
Tasks:
-
Reflection & REPORTS
-
Create your DESIGN video (Criterion C iii)
-
Design Brief (1min)
-
Product/Solution (3min)
-
Reflection (2min)
-
ATL Skills:
-
Reflection
-
Digital Literacy
-
Communication
REFLECTION (Part Five) ~ Wed 26th Jan
Tasks:
-
Create your DESIGN Exhibition video
-
Design Brief (1min)
-
Product/Solution (3min)
-
Reflection (2min)
-
ATL Skills:
-
Reflection
-
Digital Literacy
-
Communication
REFLECTION (Part Six) ~ Tue 30th Jan
Tasks:
-
Kahoot Quiz
-
Kahoot Quiz Question Writing
ATL Skills:
-
Self-management
-
Organization
-
Reflection
REFLECTION (Part Seven) ~ Fri 1st Feb
Tasks:
-
AWARDS
-
KAHOOT quiz
ATL Skills:
-
Self-management
-
Organization
-
Reflection
Scratch Storytelling Resources
Reflection Prompts: Scratch Coding
Reflection Stage 1
Choose TWO questions to answer:
-
What were some of the most interesting discoveries I made while working on this project so far?
-
What most got in the way of my progress while working on this project so far?
-
What have I learned about my greatest strengths? My biggest areas for improvement?
-
How close am I to achieving my original goals with this assignment?
-
Outline your thoughts about generating a range of ideas, using your imagination and creative thinking.
-
Discuss the level of difficulty of the learning activities in this project.
Reflection Stage 2
Find ONE image that best represents your thoughts, feeling and progress with your Interactive, Persuasive Scratch Story.
Scratch Tech Skills List
-
Sprites - I can select, change, upload and edit Sprites and use Sprites effectively to enhance the story.
-
Looks ~ Costumes - I can upload and change Sprite costumes to enhance the story.
-
Motion ~ Moving Sprites - I can control the movement of sprites to enhance the story.
-
Sequences and Threads - I can sequence a group of actions and create threads of code that occur in sequence, in parallel or as a result of.
-
Sounds - find sounds, edit sounds, upload sounds, record sounds and use sound effectively.
-
Looks ~ Say/Think - I can make the Sprite say/think.
-
Looks ~ Backdrops - I can select and change backgrounds to enhance each scene of the story. I can upload and edit backdrops.
-
Events - I can sequence events effectively and code for events to occur with specific input e.g. when key pressed or when the sprite is clicked the sprite responds.
-
Control - I can sequence events and use iterations (looping), repeat, repeat until or forever blocks effectively.
-
Conditional statements - I can code sets of rules performed if a certain condition is met by using the if and if-else blocks.
-
A conditional statement is a set of rules performed if a certain condition is met. In Scratch, the if and if-else blocks check for a condition.
-
Variables - I can code to store specific information (e.g score and timer).
-
Lists - I can code lists (arrays) to store multiple pieces of information.
-
Broadcast ~ Coordination & Synchronisation - I can code so that when a scratch message is broadcast, then this triggers actions of multiple sprites and various sprites cooperate by exchanging messages.
-
Keyboard input - I can code so that the user can interact with the story by asking questions, having the user type a response and storing the answer and using this answer (by using the answer as text or using the answer to trigger an action).
-
Boolean logic - I can code so that my program features Boolean logic (where values are reduced to true/false OR and/or/not statements).















