Teaching Plan

Subject: Computer Studies Std: V Time Duration: 225 minutes

Chapter: Ch. 5 Advanced Features of Scratch - Part 1 Term: II

Concepts/Subtopics Teaching Strategies

1. What are conditions? 1. 5Es strategy
2. Gathering information using Sensing blocks 2. Jig Saw
3. Performing calculations and comparing values using
Operators blocks
4. Executing scripts selectively using Control blocks

Reference Books: Tech Talk 5 Textbook, Tech Talk 5 Workbook

Resources
Diagnostic Test/Entry Test 1 AS of Diagnostic Test/Entry Test 1
Achievement Test/Exit Test 2 AS of Achievement Test/Exit Test 2
PPT 1 Video NA
Workbook 1 AS of Workbook 1
Quiz NA Graphic Organiser NA
Activity Sheet/Worksheet NA AS of Activity Sheet/Worksheet NA
Weblinks NA Any other NA

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 Teaching Plan

Lesson Goal/ Purpose of the Lesson

Students will learn to control the execution of scripts based on conditions.

Prerequisite Knowledge
to understand the function of different blocks in Scratch
Entry Task (Diagnostic Test)
 The Entry Task (Diagnostic Test) is a Baseline Test which assesses the student’s prior/prerequisite knowledge, skill level, and gaps of
missing information.
 The test will be available on the Loop Learning platform for schools enrolled in Loop Learning. The test can be conducted through
Google Forms for schools not yet on Loop Learning.
 Self-learning PPTs and videos for students who score less than 60% will be available on the platform. These resources are designed to
help students bridge their learning gaps.
Entry Task_VII_CS_Ch 5 Advanced Features of Scratch- Part 1

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 Teaching Plan

Concepts/Sub Topics
 What are conditions?
 Gathering information using Sensing blocks
Learning Outcome
Students will be able to:
 understand the use of conditions in a script
 gather information about the sprite and stage by using Sensing blocks
 accept input from the user

Teaching strategy: 5Es strategy

Vocabulary/Keywords
NA
Learning Phase Suggested Activities
Engage  Discuss with the students if they have ever played a video game where the character responds to their actions. For
example, the character moves when a key is pressed or jumps when they touch a special object.
 Ask them “How do you think the game knows what to do?"
 Show a simple Scratch project that responds to user input (e.g., a Cat sprite moving to follow the mouse pointer).
 Ask students the following question:
What do you think is happening in the code to make the Cat follow the mouse?"
 Introduce them to the concept of Conditions (actions that only happen when certain criteria are met).
Explore  Demonstrate and explain the steps to use the ‘ask () and wait’ block to get input from the user.
 Ask students to create a script that asks for their favourite colour and displays the response using a ‘say’ block.
 Ask students to create a script where the Cat sprite moves to follow the mouse pointer.
 Ask students to experiment with these blocks and observe the behaviour of the sprite.

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 Teaching Plan

Explain  Use PPT1_CB_V_CS_Advanced Features of Scratch -Part 1 to explain about conditions and sensing blocks.
 Explain to the students about Conditions using Real Life examples:
o "If it’s raining, I take an umbrella. If not, I don’t."
 Relate this to coding conditions in Scratch:
"If the sprite touches the edge, it should bounce. If not, it keeps moving."
 Inform them that a condition is something the program checks before performing an action.
 Give the example of the "ask () and wait" block, which waits until the user types an answer before moving on.
 Inform the students about Sensing blocks and explain their use
 Explain the difference between stack blocks (perform actions) and reporter blocks (store information).
 Explain about the Boolean blocks:
Elaborate  Ask students to create a project where the Cat sprite changes color when it touches the edge of the stage or a
specific color on the stage.
 Now introduce a condition: "If the Cat touches the mouse, it should say ‘Got You!’ for two seconds.
 Ask students to experiment by adding sensing blocks like “key pressed?” to make the Cat respond to keyboard
input.
Evaluate Ask students the following questions to check their understanding on the topic.
i. What are conditions in Scratch?
ii. How can we use sensing blocks to make a sprite interact with the user?
iii. What is the difference between a reporter block and a boolean block
Assessment:
 Task 1: Ask students to create an interactive project where:
o A sprite asks the user a question (like favourite food or age).
o Based on the answer, the sprite reacts differently (e.g., if the age is above a certain number, the sprite
could say something different).
o Students should include sensing blocks, conditionals, and operator blocks in their scripts.

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 Teaching Plan

 Peer Sharing: Allow students to share their scripts with peers and explain how conditions and sensing blocks
control the actions of their sprite.
 Walk around the classroom, observe student projects, and ask questions like:
i. "What condition are you checking in your script?"
ii. "How does the sprite know when to perform this action?"
iii. Provide feedback on their use of blocks and logical thinking.
Use Exit Task 1 (on loop for individual assessment)
Homework
Instruct students to complete ‘Activity 1’ from the textbook at home.

Concepts/Sub Topics
 Performing calculations and comparing values using Operators block
Learning Outcome
Students will be able to:
 perform calculations and compare values using Operators blocks
 generate random numbers

Teaching strategy: 5Es strategy

Vocabulary/Keywords
string [TIP Strategy]
Use the Vocab_CB_VII_CS_ Ch 5 Advanced Features of Scratch- Part 1
Learning Phase Suggested Activities

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 Teaching Plan

Engage  Ask students, "How do you think video games calculate scores, check for wins, or generate random challenges?"
 Allow students to brainstorm and share their thoughts on how games handle these operations.
 Show them a short example in Scratch, where a sprite uses the + or - blocks to calculate scores or random
movements with the pick random block.
 Explain that today they will learn how to perform these calculations and comparisons using Operators blocks in
Scratch.
Explore  Ask students to work in pairs to explore the following operators blocks in Scratch:
i. Mathematical operations
ii. Random number generation:
iii. Joining strings:
iv. Comparisons between values.
 Ask them to try out the following activities to understand the concept of Operators.
Using Math Operators
Create a simple script that asks for two numbers, performs basic arithmetic operations (addition, subtraction,
multiplication, division), and displays the results using the say block.
Using Random Numbers
Create a script where the sprite moves to a random position on the stage using the pick random block for the x
and y coordinates.
Walk around the classroom, offering guidance and answering questions as students explore the blocks.

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 Teaching Plan

Explain  Discuss with the students what they discovered while exploring the Operator blocks in Scratch.
 Ask questions like:
i. "How did you use the + block to perform addition?"
ii. "What happened when you used the pick random block to move the sprite?"
 Explain that Operators blocks allow Scratch to handle calculations, comparisons, and decision-making based on
conditions.
 Introduce boolean blocks like () > () and () = (), which return true or false. Demonstrate how they are
used in conditional blocks (e.g., if () then or if () then else).
 Show a script where the sprite asks the user for their age, compares it with a given value, and then displays a
different message based on whether the user’s age is greater than, less than, or equal to that value.
Elaborate  Ask students to:
i. Create a script that asks for the user's age and compares it to 10.
ii. If the user is older than 10, the sprite should say, "You're older than 10!"
iii. If the user is younger than 10, the sprite should say, "You're younger than 10!"
iv. If the user is exactly 10 years old, the sprite should say, "You're exactly 10 years old!"
 Ask students to change the sprite's costume to a random one using the pick random block.
 Ask a few students to share their scripts with the class, explaining how they used operators and boolean blocks.
 Discuss how these blocks can be used in more complex projects, like games or quizzes.
Evaluate  Ask students the following questions to test their understanding on the topic.
o Which block would you use to add two numbers in Scratch?
o How do you generate a random number between 1 and 10?
o Which block compares two values to check if one is greater than the other?
o Provide an example of how you would use the join () () block in a project.
 Ask students to write down one thing they learned and one question they still have about using Operators blocks
in Scratch.
 Summarize how Operators blocks can perform mathematical operations, comparisons, and string joining.

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 Teaching Plan

 Emphasize the role of boolean blocks in decision-making and how these tools are essential for interactive projects.
 Encourage students to continue exploring Operators blocks at home and to think about how they can use these
blocks in games, quizzes, and animations.
Assessment:
 Ask students to try out the Activity 2 and Activity 3 given in the textbook.

Concepts/Sub Topics
 Executing scripts selectively using Control blocks
Learning Outcome
Students will be able to:
Academic Skills:
 selectively execute a script using Control blocks
Social/Life Skills:
 respect each other’s view
 help each other in understanding the content
 share the information
 improve communication ability
 develop concern towards the members of the group
 develop patience among students to lend their ears to others in the group
 develop integration attitude in the students

Teaching strategy: Jigsaw strategy

Vocabulary/Keywords

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 Teaching Plan

NA
Preparation and Presentation Phase
Phase 1: Classroom Activity preparation by teacher in the classroom
 Introduce the concept of control blocks in Scratch.
 Explain that these blocks help in deciding whether or not a section of the script should be executed based on certain conditions.
 Inform the students that they will work in groups to understand how the control blocks can be used to control the flow of scripts.
 Inform students that each group will become experts on one type of control block. They will then teach the other groups what they
have learned.
Phase 2: Focus on Students Activity
Group Formation: Divide the class into 4 groups. Assign each group one of the following control blocks:
1. Group 1: "if () then" Block
This group will learn how the if () then block works by controlling the execution of scripts based on whether a condition is true.
2. Group 2: "if () then else" Block
3. This group will study how the if () then else block executes one set of code if the condition is true, and another set if it is false.
4. Group 3: "repeat until" Block
This group will explore the repeat until block and learn how to loop a script until a specific condition becomes true.
5. Group 4: "wait until" Block
This group will focus on the wait until block, which pauses the execution of the script until a condition is met.
 Ask each group to explore how the block works by creating simple scripts in Scratch.
 Discuss and create a small project or demo using the assigned blocks.
 Prepare a brief explanation to share with the other groups.
Group Sharing: After the group work, rearrange the class so that each group can teach the others. One member from each group will rotate
to new groups and present the control block they learned about.
Each group will explain their assigned control block, demonstrate the example, and answer questions from peers.
Phase 3: Performance/ Evaluation

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 Teaching Plan

 Ask students to try out the following Activity in Scratch

i. Add sprites: Frog, Beetle, LadyBug1, and Butterfly.
ii. Create scripts for each sprite using the control blocks discussed.
 Recap the key points discussed in the lesson:
i. if () then: Execute script only when condition is true.
ii. if () then else: Execute one part if true, another part if false.
iii. repeat until: Continue execution until a condition becomes true.
iv. wait until: Pause execution until a condition becomes true.
 Ask students to reflect on how control blocks can be used in games, animations, and interactive projects in Scratch.
 Encourage a few students to share how they might use these blocks in their own projects.
Complete the worksheet of the chapter.
Assessment:
 Ask students to try out the Activity 4 and Lab Activity given in the textbook.
 Use Exit Task 2 (on loop for individual assessment)

NOTE FOR THE TEACHER

 The Exit Task (Achievement Test) is a Benchmark Test, which is an interim assessment [between formative and summative assessments] to
identify the student’s academic progress.
 Inform the students well in advance to revise the chapter.
 The text will be available on the Loop platform for schools enrolled in Loop Learning. For schools not yet on Loop, the test can be
conducted through Google Forms.
 More than 75% of students should score 60% or more than 60% marks.
 The test result gives accurate information on the student’s strengths and weaknesses. Analyse the test results and give feedback to the
students, understand which part of the chapter needs to be retaught, and which students require assistance for enhancement
[remediation] or guidance for enrichment [high achievement].

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