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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:

  • feature excellent character(s)

  • move the audience - have the audience experience certain mood(s) and emotion(s)

  • 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:

  • The Setting

  • The Characters(s)

 

Sketch out your endangered species interactive Scratch story idea as FLOW CHART and use this as a guide: 

  • Scene One: this is where you introduce the characters and setting

  • 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: share information (facts & statistics)

  • Scene Six: Interactive component (quiz/game/choice)

  • Scene Seven: what happens after the interactive component --- how the conflict/problem was solved

  • 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:

  1. create a new summative assessment google doc for this project (Mr Watson will share the template)

  2. list endangered animals

  3. identify one aminal, that resonates with you, and research this specific animal

ATL Skills:

  • 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:

  1. in your own words, explain the problem (10-15min)

  2. justify the need to solve the problem (statistics, personal, persuade, quotes, images, etc.) (10-15min)

  3. edit/rewrite/tidy Criterion A i (10-30min):

    • List of Endangered Species (2-3 URLs)

    • Information About One Endangered Species (2-3 URLs)

    • Explanation of the Problem (endangered species problem)

    • Justify the Need to Solve this Problem (persuade the reader)

ATL Skills:​

  • 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:

  1. Create a research plan table

ATL Skills:

  • Communication

  • 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:

  • 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:

  • Identify key elements of an effective SHORT STORY ~ secondary research [a iv] (10-20min)

  • Analyse products [a iii] (4 x 10-20min)

ATL Skills:

  • 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:

  • character(s)

  • theme/style

  • setting/place

  • plot

  • 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:

Products for Analysis:

 

Resources:

Lesson 6 ~ September 14th - A iii. describes the main features of an existing product that inspires a solution to the problem

Task:

  1. explore SCRATCH projects that focus on endangered animals (20-30min) 

  2. 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:

  • Communication

  • 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:

  1. Work through Python Coding skill challenge(s) https://projects.raspberrypi.org/en/codeclub/python-module-1 (45min)

  2. 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:

Lesson 8 ~ September 20th - A iv. presents the main findings of relevant research

Task:

  1. Work through SCRATCH Code Challenge https://projects.raspberrypi.org/en/codeclub/scratch-module-1  (35min)

  2. When one challenge has been completed, capture the code and add to your Criterion A document in section (iv) (5min)

  3. 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)

  4. 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:

Lesson 9 & 10 ~ September 22nd & 26th - A iv. presents the main findings of relevant research

Tasks:

  1. Research YOUR SPECIFIC ENDANGERED SPECIES and locate images, infographics, posters, quotes, statistics, charts, graphs, and any other relevant information about your chosen endangered animal

  2. Prepare a GOOGLE SLIDE PRESENTATION that shares key facts and figures about your endangered species. 

 

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

Lesson 11 ~ September 28th - A iv. presents the main findings of relevant research

Tasks:

  1. Write a CONCLUSION that summarises all your RESEARCH

  2. Create a DESIGN BRIEF

  3. Review and Update Criterion A

  4. 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:

  1. Create a new Criterion B Summative Assessment DOC or SLIDE (5-10min)

  2. List Design Specification (10-20):

    • 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

  3. List testing methodology (10-20):

    • peers will use my product and give a rating from 0 - 5 (very bad - excellent)​

  4. 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:

  1. 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:

  1. Create 1 x THREE-ACT STORY OUTLINE (20-30min)

  2. Create 1 x STORY OUTLINE as a FLOW CHART (20-30min) suggested outline: 

    1. Scene One: this is where you introduce the characters and setting

    2. Scene Two: establish the characters more and build a connection with the audience

    3. Scene Three: introduce conflict/problem

    4. Scene Four: how the main character deals with the conflict/problem

    5. Scene Five: Interactive component (quiz/game/choice)

    6. Scene Six: what happens after the interactive component --- how the conflict/problem was solved

    7. Final Scene: Conclusion and call to action

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:

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:

  1. PRESENT clearly and neatly and OUTLINE KEY FEATURES of your 4 story ideas clearly with captions & annotations (10-20min)

  2. 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

  3. 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:

  1. PRESENT - Re-design and re-create your BEST story outline as a STORYBOARD or FLOW CHART or PLOT OUTLINE (30-40min)

  2. 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:​

  1. CREATE - draw the main characters of your story (40-50min)

  2. 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:​​

  1. LIST - copy key elements of the Design Specification list (10-20min)

  2. OUTLINE how each of the Design Specifications will be addressed in your project (30-40min)

  3. 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:

  1. create a new Google Doc

  2. 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:

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:

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:

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:

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:

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:

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:

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:

  • 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 change​s 

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:

  1. CODING CARNIVAL

  2. TEST/SURVEY/FORM ~ Present Scratch stories to peers (in class) and have them complete the feedback form​

  3. D (iv) outline the impact of the solution on (500 words):

    1. the client (your animal/ endangered species in general)

    2. the target audience

    3. 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:​

  1. CODING CARNIVAL

  2. 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:

  1. CODING CARNIVAL

  2. 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

  3. 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).

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