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Exploring Coordinates in Scratch

Exploring Coordinates in Scratch

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Gordana Jovanoska
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7 views3 pages

Exploring Coordinates in Scratch

Exploring Coordinates in Scratch

Uploaded by

Gordana Jovanoska
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Exploring Coordinates in Scratch: Creating

Dynamic Graphics
Objective:
Students will be able to create a program in Scratch using coordinates (x,y) to generate
various graphic displays and animations.

Assessment:
Students will design and code a Scratch project that includes:

1. At least three sprites that move using coordinate-based commands


2. A background created using the pen tool and coordinate system
3. An interactive element where user input changes the position of at least one sprite
4. A short explanation (written or recorded) of how they used coordinates to create their
graphic displays

Key Points:
 The Cartesian coordinate system in Scratch: understanding x and y axes
 Using the "go to x: y:" block to position sprites precisely
 Utilizing the "glide _ secs to x: y:" block for smooth animations
 Implementing the pen tool with coordinates to draw custom shapes and patterns
 Combining coordinate-based movements with loops and conditionals for complex
animations

Opening:
 Display a simple animation created in Scratch that shows a sprite moving in various
patterns
 Ask students: "How do you think we can make sprites move exactly where we want
them to on the screen?"
 Introduce the concept of coordinates and their importance in graphic programming

Introduction to New Material:


 Explain the Cartesian coordinate system in Scratch:
o Origin (0,0) at the center of the stage
o X-axis for horizontal movement (negative left, positive right)
o Y-axis for vertical movement (negative down, positive up)
 Demonstrate how to use the "go to x: y:" block to position sprites
 Show how to use the "glide _ secs to x: y:" block for smooth movements
 Introduce the pen tool and how it can be used with coordinates
 Combine coordinate movements with loops to create patterns
 Common misconception to address: Students might think that increasing the y-
coordinate always moves the sprite "up" on the screen, regardless of the sprite's
rotation

Guided Practice:
 Have students open Scratch and follow along on their computers
 Guide students through creating a simple shape (e.g., square) using coordinates and
the pen tool
 Challenge students to modify the shape by changing coordinates
 Demonstrate how to create a simple animation using coordinates and the glide block
 Ask students to experiment with different coordinate values and observe the results
 Monitor student progress and provide assistance as needed

Independent Practice:
 Students will create their own Scratch project incorporating the following elements:
1. A background drawn using the pen tool and coordinates
2. At least three sprites that move using coordinate-based commands
3. An interactive element where user input (e.g., mouse click, key press) changes
the position of at least one sprite
 Encourage creativity and experimentation with different coordinate combinations
 Circulate the room to provide support and answer questions

Closing:
 Have students share their projects with a partner
 Each pair should explain to each other how they used coordinates in their projects
 As a class, discuss interesting ways coordinates were used and any challenges
encountered

Extension Activity:
For students who finish early, challenge them to:

 Create a simple game that uses coordinates for collision detection between sprites
 Implement a drawing tool where the user can create custom shapes by specifying
coordinates

Homework:
Students will enhance their in-class project by adding one of the following features:

1. A sprite that follows a complex path using a series of coordinate-based movements


2. A "drawing" feature where the user can create a shape by specifying coordinates
3. An animation that spells out a word or creates a recognizable image using only
coordinate-based movements
Standards Addressed:
1. CSTA 2-AP-10: Use flowcharts and/or pseudocode to address complex problems as
algorithms.
2. ISTE Standard 1.4: Students use a variety of technologies within a design process to
identify and solve problems by creating new, useful or imaginative solutions.

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