Lesson Plan for Week 1: What is a

Computer?
Objective: Introduce kids to the basic parts of a computer, their
functions, and how computers help us in everyday life.
Duration: 1 hour

Lesson Outline with Hands-On Activities

1. Warm-Up (10 minutes)
o Activity: "What Do You Know?"
 Ask: "Have you seen or used a computer before?
What did you do with it?"
 Show pictures of different devices (laptops,
desktops, tablets).
 Example: Hold up a picture of a computer and
ask, "What is this?"
 Encourage kids to identify familiar devices (e.g.,
tablets, laptops).

2. Introduction (15 minutes)

o Topic: Basic Parts of a Computer
 Monitor: "This is the screen where you see
pictures and words." Show a monitor or display a
picture.
 Keyboard: "You type letters, numbers, and
commands with this." Pass around a keyboard to
let kids touch and explore.
 Mouse: "You move and click it to point to things
on the screen." Show how to move and click a
mouse.
 CPU: "This is the brain of the computer." Display a
CPU or show a picture.
o Hands-On Activity: "Guess the Part"
 Place computer parts (or printed pictures) in a
bag.
 Let kids pull out a part, guess its name, and say
what it does.
 Example dialogue:
  Teacher: (Holding a mouse) "What do you
think this is?"
 Child: "A mouse!"
 Teacher: "What does it do?"

3. Hands-On Activity (15 minutes)

o Activity: "Build a Computer!"
 Materials:
 Printed templates of computer parts
(monitor, keyboard, mouse, CPU).
 Blank sheets, scissors, glue, crayons.
 Steps:
1. Hand out templates to each child.
2. Kids cut out the parts and glue them onto a
blank sheet to assemble a computer.
3. Let them color and decorate their computer.

 Example: Kids can color the monitor screen

to show their favorite drawing or game.

4. What Computers Can Do (10 minutes)

o Explain how computers help us:
 Games: "You can play fun games on a computer."
Show a simple online game like Tic-Tac-Toe.
 Drawing: Demonstrate drawing on Tux Paint or a
similar tool.
 Helping in School: Show an example of watching
educational videos or using an online learning
app.
o Interactive Activity: "Imagine Your Computer!"
 Ask: "If you had a computer, what would you use
it for?"
 Let kids share ideas like playing games, drawing,
or talking to friends.

5. Wrap-Up (10 minutes)

o Review Game:
  Hold up pictures of computer parts and ask kids
to shout out their names.
 Example: Show a mouse and ask, "What is this?"
o Reflection:
 Ask: "What was your favorite part of today’s
class?"
o Reward: Give out fun stickers, certificates, or small
badges for participation.

Materials Needed
1. Real computer parts (or printed pictures): Monitor,
keyboard, mouse, CPU.
2. Templates for assembly activity (printed and cut into
pieces):
o Example:
 A rectangle for the monitor.
 A small rectangle for the CPU.
 A keyboard outline.
 A simple mouse shape.
3. Crayons, scissors, glue, blank sheets for activities.
4. Computer with Tux Paint or internet for demonstration.
5. Access to a simple online game like Tic-Tac-Toe.
Lesson Plan for Week 2: Introduction to
Coding
Objective: Introduce the concept of coding as giving instructions
to a computer and practice writing simple "algorithms" using
everyday tasks.
Duration: 1 hour

Lesson Outline with Activities

1. Warm-Up (10 minutes)
o Discussion: "What is Coding?"
 Explain: "Coding is like telling a computer what to
do. It's like writing a recipe or giving directions."
 Show a real-world example: "When we play a
game on a computer, coding tells it how the
characters move."
o Interactive Question:
 Ask: "Can you think of things you tell someone to
do? Like how to tie their shoes or wash their
hands?"
 Let kids share ideas.

2. Introduction (15 minutes)

o Topic: "Algorithms in Everyday Life"
 Explain: "An algorithm is a set of instructions.
Computers use algorithms to do tasks."
 Use an example: Brushing teeth.
 Break it into steps:
1. Pick up the toothbrush.
2. Put toothpaste on the brush.
3. Brush your teeth.
4. Rinse your mouth.
5. Put the toothbrush back.
o Hands-On Activity: "Write an Algorithm!"
 Hand out printed sheets with blank steps.
  Ask kids to write or draw their own steps for a
task, like making a sandwich or getting dressed.
 Example:
 Task: "How to make a peanut butter
sandwich?"
 Steps:
1. Take two slices of bread.
2. Spread peanut butter on one slice.
3. Put the other slice on top.

3. Hands-On Activity (20 minutes)

o Fun Activity: "Paper-Based Coding Game"
 Objective: Kids will act as programmers and
"code" a student pretending to be a robot.
 Setup:
1. Mark a simple path on the floor using tape
or chalk (e.g., from one side of the room to
the other, with obstacles like chairs or
cones).
2. Create basic "command cards" (arrows for
forward, left, right).
 Instructions:
1. One student is the "robot," and another is
the "programmer."
2. The "programmer" uses the cards to give
step-by-step directions to the "robot" to
reach a goal (e.g., pick up a toy at the end of
the path).
3. Test and debug: If the "robot" doesn't follow
the path correctly, adjust the instructions
and try again.
 Example Path:
 Start: "Robot" begins at Point A.
 Task: Move 3 steps forward, turn left, take 2
steps, and pick up the object.

4. Wrap-Up (15 minutes)

 o Review:
 Recap: "What is coding? Why do we use
algorithms?"
 Ask: "What was fun about acting as a robot? What
was hard?"
o Reflection Activity:
 Hand out small sheets with this question:
 "If you could code a robot to do anything,
what would it do?"
 Let kids draw or write their ideas.
o Reward:
 Hand out small stickers or badges with "Junior
Programmer" written on them.

Materials Needed
1. Blank step templates for writing algorithms.
2. Printed "command cards" (arrows for forward, left, right).
3. Tape or chalk for marking paths on the floor.
4. Small objects or toys for the "robot" to pick up.
5. Crayons or markers for drawing ideas.
Lesson Plan Week 3: Understanding
Sequences
Objective: Teach kids the importance of order in instructions
using sequences and practice creating step-by-step actions to
achieve a goal.
Duration: 1 hour

Lesson Outline with Activities

1. Warm-Up (10 minutes)
o Discussion: "What is a Sequence?"
 Explain: "A sequence is when we follow steps in
the right order to get something done."
 Real-life example: Getting dressed.
 Ask: "What happens if you put on your shoes
before your socks? Does it work?"
 Emphasize: "The order of steps matters!"
o Quick Activity: "Fix the Sequence!"
 Show a silly example:
 Steps to brush teeth in the wrong order:
1. Rinse your mouth.
2. Put toothpaste on the brush.
3. Brush your teeth.
 Ask kids to fix the order.

2. Introduction (15 minutes)

o Topic: "Order Matters in Coding"
 Explain: "Computers follow instructions step by
step. If the steps are out of order, the computer
gets confused."
 Use Blockly, Code.org, or alternatives like:
 Lightbot: A simple game teaching sequences
and loops.
 Scratch Jr.: Great for young learners to
create sequences with characters.
  Demonstrate:
 Open a Blockly puzzle or Lightbot level or
beebot games.
 Drag blocks to create a sequence (e.g., move
forward, turn, jump).
 Run the program and show what happens if
the sequence is wrong.

3. Hands-On Activity (20 minutes)

o Activity: "Make a Character Dance"
 Objective: Create a sequence of actions to make a
character (or themselves) perform a dance.
 Instructions for Digital Version:
1. Use Scratch Jr. or Blockly to create a
character (like a cat or robot).
2. Program a sequence of actions (e.g., move
left, jump, spin).
3. Run the sequence to make the character
"dance."
 Example sequence:
1. Move forward.
2. Spin in a circle.
3. Jump twice.
4. Clap hands.
 Instructions for Offline Version:
1. Kids work in pairs.
2. One student acts as the "programmer," and
the other is the "dancer."
3. The "programmer" writes or draws a
sequence of actions (e.g., step left, step
right, clap hands).
4. The "dancer" follows the sequence.
 Example sequence:
1. Step forward.
2. Turn around.
 3. Clap hands.
4. Jump twice.
 Challenge: Can you add more steps to make the
dance longer?

4. Wrap-Up (15 minutes)

o Review Game: "Sequence Detective"
 Show a sequence of steps on the board, but one
step is out of order.
 Ask: "What's wrong with this sequence?"
 Example: Cooking eggs:
1. Crack the egg.
2. Serve the egg on a plate.
3. Cook the egg in a pan.
o Reflection Activity:
 Ask: "What would happen if we didn’t follow the
sequence correctly?"
 Let kids draw or write a funny scenario where a
sequence goes wrong (e.g., trying to eat soup
before cooking it).
o Reward: Hand out fun stickers or "Sequence Star"
certificates.

Materials Needed
1. A laptop or tablet with Blockly, Code.org, Lightbot, or
Scratch Jr. installed.
2. Printed "action cards" for offline dance activity (e.g., arrows,
jump, spin, clap).
3. Space for kids to move around for the dance activity.
4. Crayons and blank sheets for the reflection activity.
Lesson Plan Week 4: Loops and
Repetition
Objective: Teach kids the concept of loops and how to use
repetition to simplify tasks in coding and everyday activities. Kids
will practice creating and using loops through fun and engaging
activities.
Duration: 1 hour
Lesson Outline

1. Warm-Up: What is a Loop? (10 minutes)

 Objective: Introduce the concept of loops and why repetition
is useful.
 Activities:
o Discussion:
 Explain: "A loop is when we do something over
and over again until we stop."
 Use a relatable example:
 Brushing your teeth: You move the brush
back and forth many times.
 Clapping: You clap your hands repeatedly to
make a rhythm.
 Ask: "Can you think of something we do over and
over again?"
o Quick Group Activity:
 Lead the class in a simple repeated action, like
clapping 4 times or stomping 3 times.
 Let them suggest their own repeated actions for
the group.

2. Introduction: Loops in Coding (15 minutes)

 Objective: Help kids understand how loops make coding
easier and reduce repetitive instructions.
 Activities:
o Demonstration:
 Show a simple task in Scratch Jr., Blockly, or
Code.org:
  Without a loop: Move forward 1 step, move
forward 1 step, move forward 1 step (three
separate commands).
 With a loop: Repeat "Move forward 1 step" 3
times (single repeat block).
 Highlight how loops save time and make
instructions simpler.
o Interactive Example:
 Open a Blockly or Scratch Jr. puzzle where
students must use a repeat block to solve the
challenge.
 Ask: "What happens if we don’t use a loop? What
happens if we repeat too many or too few times?"

3. Hands-On Activity: Using Loops (20 minutes)

 Objective: Practice creating and running loops in coding
tools.
 Activities:
Option 1: Digital Version
o Use Scratch Jr., Blockly, or Code.org.
o Challenge:
 Add a character and use a repeat block to make
them perform repeated actions.
 Examples:
 Move forward 5 steps using a loop.
 Spin in a circle 3 times.
 Jump and clap 4 times.
o Guide students to test and debug their loops.
Option 2: Offline Version
o Loop Drawing Activity:
 Provide paper and crayons.
 Teach kids to draw repeated patterns (e.g., circle-
square-circle-square).
 Challenge them to create their own repeated
designs (e.g., zigzag, flowers).
o Loop Movement Activity:
  Kids form pairs or small groups.
 One child is the "programmer" and gives repeated
actions (e.g., jump twice, clap three times).
 The other follows the instructions in a loop.

5. Wrap-Up: Loop Detective Game (25 minutes)

 Objective: Reinforce understanding of loops through
problem-solving.
 Activities:
o Game:
 Show a sequence of steps on the board and ask,
"How can we turn this into a loop?"
 Example:
 Move forward.
 Jump.
 Move forward.
 Jump.
 Answer: Repeat "Move forward and jump" 2
times.
o Reflection Discussion:
 Ask: "What did you like about using loops today?"
 "Can you think of other times we use loops in real
life?"
o Reward: Hand out "Loop Champion" stickers or
certificates.

Materials Needed
1. Tablets or laptops with Scratch Jr., Blockly, or Code.org.
2. Crayons, markers, and blank paper for offline drawing.
3. Rhythm instruments or items for body percussion.
4. Whiteboard or large screen for demonstrations.
5. Space for group movement activities.

Learning Outcomes
 Kids will understand the concept of loops and their practical
uses.
 They will gain hands-on experience with using repeat blocks
in coding tools.
 They will develop creativity through loop-based music and
art activities.
Lesson Plan Week 5: Introduction to
ScratchJr
Objective: Introduce kids to ScratchJr as a visual programming
tool. Teach them how to use blocks to make a character move,
jump, and create a simple animation.
Duration: 1 hour
Lesson Outline

1. Warm-Up: What is ScratchJr? (10 minutes)

 Objective: Familiarize students with ScratchJr and explain its
purpose.
 Activities:
o Discussion:
 Explain: "ScratchJr is a fun app where you can tell
stories, create games, and make animations by
giving instructions to characters."
 Show examples of simple ScratchJr animations on
a tablet or screen.
 Ask: "Have you ever told a story or made a
character do something fun? ScratchJr helps you
do that with coding!"
o Exploration:
 Let students explore the ScratchJr interface on
their devices for a few minutes.
 Point out key features:
 Workspace (where you drag and drop
blocks).
 Character selection.
 Play button to run the program.

2. Introduction: Making Characters Move (15 minutes)

 Objective: Teach kids how to use ScratchJr blocks to make a
character move or jump.
 Activities:
o Demonstration:
  Open ScratchJr and select a character (e.g., a
cat).
 Show how to:
 Add a "Move Right" block to make the
character move.
 Use a "Jump" block to make the character
jump.
 Run the program to show the character's actions.
 Highlight: "Each block is like giving the character
an instruction. When we put the blocks together,
it makes the character do fun things!"
o Guided Practice:
 Help students add their first blocks:
 Move the character forward 3 steps.
 Make the character jump 2 times.
 Encourage students to test and tweak their
programs.

3. Hands-On Activity: Create a Simple Animation (20 minutes)

 Objective: Let students use ScratchJr to create a short
animation with a character performing actions.
 Activities:
o Challenge:
 Add a background to the scene.
 Choose a character and make it perform at least 3
different actions (e.g., move forward, jump, spin).
o Instructions:
 Use blocks to program the sequence of actions.
 Test and adjust the program to make the
animation smooth.
o Examples:
 A cat moves across the screen, jumps over a log,
and spins in a circle.
 A dog chases a ball, barks, and wags its tail.
o Peer Sharing:
  Pair up students to share their animations and
give positive feedback.

4. Fun Activity: Animation Showcase (10 minutes)

 Objective: Celebrate creativity and reinforce learning
through a group activity.
 Activities:
o Showcase:
 Each student presents their animation to the
class.
 Encourage applause and supportive comments
after each presentation.
o Game:
 Guess the action:
 Play a student’s animation and ask the class
to identify the actions used (e.g., move,
jump, spin).

5. Wrap-Up and Reflection (5 minutes)

 Objective: Reinforce key concepts and allow students to
share their thoughts.
 Activities:
o Discussion:
 "What did you like about making your animation?"
 "What actions would you add next time?"
o Review:
 Recap: "Today, we learned how to use ScratchJr to
make characters move, jump, and create
animations. Coding is all about being creative and
trying new things!"
o Reward: Hand out "Junior Animator" certificates or fun
stickers.

Materials Needed
1. Tablets or laptops with ScratchJr installed.
2. Projector or large screen for demonstrations.
 3. Printed instruction cards for ScratchJr blocks (optional).
4. Certificates or stickers for rewards.

Learning Outcomes
 Kids will understand how to navigate the ScratchJr interface.
 They will learn how to use blocks to make characters
perform actions.
 They will create their first animation and gain confidence in
their coding skills.

Lesson Plan Week 6: Events and

Interactvity
Objective: Introduce kids to the concept of events in coding.
Teach them how actions (like clicking or tapping) trigger
responses using ScratchJr, culminating in the creation of an
interactive story.
Duration: 1 hour
Lesson Outline

1. Warm-Up: What are Events? (10 minutes)

 Objective: Help students understand the concept of events
and how they connect actions and responses.
 Activities:
o Discussion:
 Explain: "An event is something that happens to
make something else happen."
 Examples from daily life:
 Pressing a doorbell (event) makes it ring
(response).
 Turning on a light switch (event) makes the
light turn on (response).
 Ask: "Can you think of other examples where one
thing makes another thing happen?"
o Quick Group Activity:
 Play "Action and Response" Game:
  Teacher claps hands (event), students jump
once (response).
 Teacher raises a hand (event), students
freeze (response).
 Let students take turns creating events for
the group to respond to.

2. Introduction: Events in ScratchJr (15 minutes)

 Objective: Teach how events work in ScratchJr to make
characters respond to actions like clicking.
 Activities:
o Demonstration:
 Open ScratchJr and select a character (e.g., a
cat).
 Show how to:
 Use the "When Tapped" block to make the
cat move forward.
 Use the "Start on Green Flag" block to make
actions happen when the program starts.
 Highlight how events trigger specific
responses.
 Example:
 "When I click the cat, it will move forward 5
steps."
o Interactive Example:
 Let students predict what will happen before
running the program.
 Test different event-triggered responses (e.g.,
make the cat jump, spin, or meow when clicked).

3. Hands-On Activity: Create an Interactive Story (20 minutes)

 Objective: Let students practice using events to create an
interactive story.
 Activities:
Challenge:
 o Create a short story where a character reacts to an
event (e.g., being clicked or a green flag starting the
program).
o Example:
 A cat runs across the screen when clicked, then
says "Meow!"
 A dog barks when tapped and chases a ball.
Instructions:
o Add a background to set the story's scene (e.g., a park
or a house).
o Choose at least one character and program its
responses using event blocks.
o Test and debug the program to make sure the events
work as expected.
Support:
o Walk around and help students troubleshoot if their
events don’t trigger correctly.
o Encourage creativity by asking, "What else can your
character do when tapped?"

4. Fun Activity: Event Showcase (10 minutes)

 Objective: Reinforce learning and celebrate creativity.
 Activities:
o Story Presentation:
 Each student presents their interactive story to
the class.
 Classmates can interact with the stories by
clicking the characters to trigger events.
o Guess the Event Game:
 Run a student’s story and ask the class, "What
event made the character move, jump, or make a
sound?"

5. Wrap-Up and Reflection (5 minutes)

 Objective: Review key concepts and let kids share their
thoughts.
  Activities:
o Discussion:
 "What did you learn about events today?"
 "Can you think of more events you could add to
your stories next time?"
o Review:
 Recap: "Events are what make things happen in
our stories. They help us create fun interactions!"
o Reward: Hand out "Event Explorer" badges or stickers.

Materials Needed
1. Tablets or laptops with ScratchJr installed.
2. Preloaded example projects demonstrating events.
3. Drawing materials for optional offline story planning.
4. Certificates or stickers for rewards.

Learning Outcomes
 Kids will understand the concept of events and how they
trigger responses.
 They will learn to use event blocks in ScratchJr to create
interactivity.
 They will create and present their first interactive stories,
building confidence and creativity.
Lesson Plan Week 7: Problem-Solving
and Debugging
Objective: Teach kids about debugging as a problem-solving
process. Help them identify and fix errors in ScratchJr projects,
building patience and resilience.
Duration: 1 hour
Lesson Outline

1. Warm-Up: What is Debugging? (10 minutes)

 Objective: Introduce the concept of debugging and its
importance in coding.
 Activities:
o Discussion:
 Explain: "Debugging is finding and fixing mistakes
in our code so it works correctly."
 Real-life analogy:
 "Imagine you're baking cookies, but you
forgot the sugar. What happens? Debugging
is like checking the recipe and fixing the
mistake!"
 Show a simple ScratchJr animation that doesn’t
work as expected.
 Example: A cat moves in the wrong
direction.
 Ask: "What’s wrong? How can we fix it?"
o Quick Group Activity:
 Play a "Spot the Mistake" game:
 Display step-by-step instructions for
brushing teeth, but include a mistake (e.g.,
"Brush teeth before applying toothpaste").
 Ask: "Can you find and fix the mistake?"

2. Introduction: Debugging in ScratchJr (15 minutes)

 Objective: Teach students how to identify and fix errors in
ScratchJr projects.
 Activities:
 o Demonstration:
 Open a pre-made ScratchJr project with
intentional bugs.
 Example:
 A character doesn’t move far enough.
 A character moves in the wrong
direction.
 Run the program to show the errors.
 Debugging steps:
1. Identify the problem: "What’s not working?"
2. Check the code blocks: "What might be
causing the issue?"
3. Fix the mistake: Adjust or replace blocks.
4. Test the program again.
 Highlight: Debugging is about trying, testing, and
not giving up!
o Guided Practice:
 Provide a simple ScratchJr project with one bug.
 Work together as a class to identify and fix the
bug.

3. Hands-On Activity: Debug a Broken Animation (20 minutes)

 Objective: Let students practice debugging in a fun and
interactive way.
 Activities:
o Challenge:
 Provide each student with a pre-made ScratchJr
project that contains bugs. Examples:
 A character moves too far or not far enough.
 A character doesn’t jump when it should.
 Actions happen in the wrong order.
o Instructions:
1. Run the project and observe what goes wrong.
2. Use debugging steps to fix the problem:
 Check each block.
 Adjust or replace blocks as needed.
  Test the program after each change.
o Support:
 Walk around to guide students and provide hints
if they get stuck.
 Encourage teamwork by pairing students who can
debug together.
o Extension Activity (Optional):
 Let advanced students create their own projects
and intentionally add bugs for their peers to
debug.

4. Fun Activity: Debugging Relay (10 minutes)

 Objective: Reinforce debugging skills with a fun group
activity.
 Activities:
o Game Rules:
 Divide the class into teams.
 Show a buggy ScratchJr project on the projector
or tablet.
 Teams take turns identifying and fixing one bug at
a time.
 Points are awarded for each correctly fixed bug.
o Example Bugs:
 A character moves backward instead of forward.
 The program doesn’t stop running.
 Actions happen too quickly or too slowly.

5. Wrap-Up and Reflection (5 minutes)

 Objective: Summarize the lesson and encourage a positive
mindset toward problem-solving.
 Activities:
o Discussion:
 "What was the most fun or challenging part of
debugging today?"
 "Why is it important to fix mistakes in coding?"
 o Review:
 Recap the debugging process: "Identify the
problem, check the code, fix it, and test again!"
o Encouragement: Share a story about a famous
programmer who fixed bugs to create something
amazing.
o Reward: Hand out "Bug Buster" badges or stickers.

Materials Needed
1. Tablets or laptops with ScratchJr installed.
2. Pre-made ScratchJr projects with intentional bugs.
3. Projector or large screen for group activities.
4. Certificates or stickers for rewards.

Learning Outcomes
 Kids will understand what debugging is and why it’s
important.
 They will learn to identify and fix mistakes in ScratchJr
projects.
 They will develop problem-solving skills and resilience
through hands-on practice.
Lesson Plan Week 8: Introduction to
Conditions
Objective: Introduce kids to the concept of conditions in coding.
Teach them how "if" statements work using ScratchJr, and create
a simple project where conditions trigger different outcomes.
Duration: 1 hour
Lesson Outline

1. Warm-Up: What Are Conditions? (10 minutes)

 Objective: Help kids understand conditions through
relatable examples.
 Activities:
o Discussion:
 Explain: "A condition is a rule that decides what
happens. If something is true, we do one thing. If
it’s not true, we do something else."
 Real-life examples:
 "If it’s raining, we use an umbrella."
 "If you’re hungry, you eat."
o Quick Activity:
 Play "What Would You Do?"
 Present scenarios and ask kids to respond.
 Example:
 "If the light is red, what do we do?"
(Stop.)
 "If the light is green, what do we do?"
(Go.)
 Discuss how the decision changes based on
the condition.

2. Introduction: Conditions in Coding (15 minutes)

 Objective: Explain how conditions work in coding using
ScratchJr.
 Activities:
o Demonstration:
  Open ScratchJr and introduce the "if" statement
block.
 Example: Create a project where a character
moves only if tapped.
1. Drag a condition block: "When tapped" (the
event).
2. Add an action: "Move forward."
 Run the project and show how the action only
happens when the condition is met.
o Guided Practice:
 Ask kids to set up a simple project where a
character reacts to being tapped.
 Steps:
1. Add a character.
2. Add an "if" statement.
3. Test: Tap the character to see it move.

3. Hands-On Activity: Sun and Moon Project (20 minutes)

 Objective: Create a project using conditions to switch
between a sun and a moon based on "day" and "night."
 Instructions:
o Setup:
1. Add a sun character and a moon character to the
project.
2. Create a background for "day" (blue sky) and
"night" (dark sky).
o Program the Conditions:
 For the sun:
1. Use the "if" block: "If day" → Show the sun.
 For the moon:
1. Use the "if" block: "If night" → Show the
moon.
o Run the Project:
 Test by switching between the "day" and "night"
conditions.
 o Challenge (Optional):
 Add other characters, like stars or clouds, and
make them appear only at night or day.

4. Fun Activity: Condition Relay (10 minutes)

 Objective: Reinforce the concept of conditions with an
interactive game.
 Game Rules:
o Divide the class into two teams.
o Teacher says a condition, and kids respond with an
action.
 Example:
 "If it’s sunny, jump once!"
 "If it’s raining, spin around!"
 "If it’s nighttime, pretend to sleep!"
o Teams take turns responding to the conditions.

5. Wrap-Up and Reflection (5 minutes)

 Objective: Review the key concepts and encourage
creativity.
 Activities:
o Review:
 Ask: "What did we learn about conditions today?"
 Highlight: "Conditions let us make decisions in
coding, just like in real life!"
o Reflection Activity:
 Let kids share their projects and explain their
conditions.
 Discuss how they could use conditions in other
projects.
o Reward: Hand out "Condition Creator" badges or
stickers.

Materials Needed
 1. Tablets or laptops with ScratchJr installed.
2. Printed visual aids for "day" and "night" scenes.
3. Space for the Condition Relay game.
4. Certificates or stickers for rewards.

Learning Outcomes
 Kids will understand the concept of conditions and their
importance in decision-making.
 They will learn to use "if" statements in ScratchJr to create
interactive projects.

Lesson Plan Week 9: Building Mini-

Games
Objective: Introduce kids to the basics of game development
using ScratchJr. Guide them in creating a simple game where a
character collects items, incorporating previously learned
concepts like sequences, events, loops, and conditions.
Duration: 1 hour
Lesson Outline

1. Warm-Up: What Makes a Game? (10 minutes)

 Objective: Help kids understand the key components of a
game.
 Activities:
o Discussion:
 Ask: "What do you think makes a game fun?"
 Key points:
 Characters (Who is in the game?)
 Goal (What do you want to achieve?)
 Actions (What can you do?)
 Challenges (What makes it tricky?)
o Examples:
 Show simple games like "Pac-Man" or "Mario"
(explain briefly).
  Highlight: "You collect items to win, just like we’ll
do today!"

2. Introduction: Mini-Game Basics (15 minutes)

 Objective: Explain how to create a game in ScratchJr.
 Activities:
o Demonstration: Build a simple game:
 Step 1: Add a character (e.g., a cat) and items to
collect (e.g., stars, apples).
 Step 2: Create a goal: "The cat collects 3 stars."
 Step 3: Use blocks:
 Movement: Make the character move to the
items.
 Events: When the character touches an item,
it disappears.
 Conditions: If the character collects all
items, display a "You Win!" message.
o Explain Key Blocks:
 Move, event ("when tapped"), and condition ("if
item is touched").
o Interactive Q&A: Ask kids how they would design their
own games.

3. Hands-On Activity: Create Your Own Mini-Game (20 minutes)

 Objective: Let kids build their own games in ScratchJr, with
guidance.
 Instructions:
o Setup:
1. Add a character (e.g., a dog, bunny, or robot).
2. Add collectible items (e.g., fruits, stars, or toys).
o Design the Game:
 Use movement blocks to guide the character
toward items.
 Add an event: "When the character touches the
item, it disappears."
  Add a win message or sound when all items are
collected.
o Challenge (Optional):
 Add obstacles (e.g., a wall the character must go
around).
 Include a timer to increase the challenge.

4. Fun Activity: Play and Share (10 minutes)

 Objective: Encourage collaboration and showcase creativity.
 Activities:
o Pair up kids to test each other's games.
o Ask:
 "What did you like about their game?"
 "What would you add to make it even better?"
o Celebrate creativity with a round of applause for each
game.

5. Wrap-Up and Reflection (5 minutes)

 Objective: Reinforce learning and encourage exploration.
 Activities:
o Review:
 Ask: "What was the most fun or challenging part
of making your game?"
 Highlight: "You just created a game like a real
game designer!"
o Reflection Activity:
 Let kids draw or write about their game idea for
next week.
o Reward: Hand out "Game Creator" certificates or
stickers.

Materials Needed
1. Tablets or laptops with ScratchJr installed.
2. Printed "goal cards" (e.g., "Collect 3 apples to win!") for
guidance.
3. Space for kids to move around if needed.
4. Certificates or stickers for rewards.

Learning Outcomes
 Kids will understand the basics of game design.
 They will practice sequencing, events, and conditions in
ScratchJr.
 They will develop problem-solving and creativity skills.
Lesson Plan Week 10: Game Review
and Programming Logic in Virtual
Games
Objective: Reinforce concepts from Week 9 (game design in
ScratchJr) by reviewing mini-games created last week.
Introduce programming logic through mobile or PC games
where players control characters or navigate paths, such as
"Code Karts" or "Lightbot."
Duration: 1 hour
Lesson Outline

1. Warm-Up: Reflect on Mini-Games (10 minutes)

 Objective: Encourage kids to recall what they learned about
game design in Week 9.
 Activities:
o Discussion:
 Ask: "What do you remember about making your
mini-game?"
 Key points:
 Characters (Who did you use in your game?)
 Actions (What could your character do?)
 Goals (What did your character need to
achieve?)
 Highlight: "When we program a game, we tell the
computer what to do step by step. That’s just like
controlling a character in another game!"
o Show-and-Tell:
 Invite 1–2 kids to briefly describe their game or
show it (if saved).

2. Review: Programming Logic in Games (15 minutes)

 Objective: Revisit programming concepts like sequences,
events, and conditions.
 Activities:
o Interactive Activity:
  Use a simple ScratchJr game from last week as an
example.
 Ask:
 "What happens when the character collects
an item?"
 "What blocks did you use to make it move or
win?"
o Relating to Mobile/PC Games:
 Demonstrate or show a short video of a game like
"Code Karts" (program a car to navigate a track)
or "Lightbot" (guide a robot by programming
steps).
 Discuss similarities:
 Sequences: Creating steps for the character
or car to move.
 Conditions: "If the car reaches a turn, it
must turn left or right."

3. Hands-On Activity: Program a Character in a Game (20

minutes)
 Objective: Translate programming logic to a virtual game.
 Instructions:
o Setup:
 Select a game like "Code Karts" or "Lightbot" that
introduces basic programming tasks.
 Provide devices with the game pre-installed or
ensure easy access.
o Programming Tasks:
 Challenge 1: Program the character or car to
navigate a simple path.
 Challenge 2: Include obstacles or conditions (e.g.,
"Turn left at the blue tile").
o Guidance:
 Ask: "What steps does the character need to
follow to win?"
 Relate back to mini-games: "This is like telling
your game character how to move!"
4. Fun Activity: Game Challenges and Sharing (10 minutes)
 Objective: Encourage collaboration and creativity.
 Activities:
o Pair kids to play and discuss strategies for completing
levels.
o Ask:
 "What did you do to solve the challenge?"
 "How is this like programming your own game?"
o Celebrate each group’s effort with applause and cheers
for completed levels.

5. Wrap-Up and Reflection (5 minutes)

 Objective: Reinforce connections between game design and
virtual programming.
 Activities:
o Discussion:
 Ask: "What did you enjoy more—programming in
ScratchJr or programming in this game?"
 Highlight: "Both use the same skills to solve
problems!"
o Reflection Activity:
 Let kids draw a picture or describe a new level
they’d like to create for the game.
o Reward:
 Hand out "Programming Explorer" certificates or
stickers.

Materials Needed
1. Tablets, laptops, or PCs with games like "Code Karts" or
"Lightbot" pre-installed.
2. ScratchJr for review (optional).
3. Certificates or stickers for rewards.
Lesson Plan Week 11: Creativity and
Showcase Preparation
Objective: Encourage kids to apply their programming skills
creatively by designing their own projects (stories, games, or
animations) in ScratchJr. Guide them in refining their ideas and
preparing for a showcase.
Duration: 1 hour
Lesson Outline

1. Warm-Up: Inspire Creativity (10 minutes)

 Objective: Get kids excited about creating their own projects
by exploring possibilities.
 Activities:
o Discussion:
 Ask:
 "What kind of project would you love to
create—a story, a game, or an animation?"
 "What makes your idea special or fun?"
 Encourage sharing: Let a few kids briefly describe
their ideas.
o Examples for Inspiration:
 Show 2–3 examples of simple ScratchJr projects:
 A short story with characters and dialogue.
 A mini-game where a character collects
items.
 An animation, like a rocket flying into space.

2. Brainstorming and Planning (15 minutes)

 Objective: Help kids outline their project ideas and plan the
steps.
 Activities:
o Group Brainstorming:
 Discuss the key elements:
 Characters: "Who is in your project?"
  Goal or theme: "What happens in your story,
game, or animation?"
 Actions: "What will your characters do?"
o Project Planning Sheets:
 Hand out a simple planning sheet:
 Draw or describe the main idea.
 List the blocks or actions they’ll need (e.g.,
movement, events).
 Guide kids individually as they complete their
sheets.

3. Hands-On Creation: Build Your Project (25 minutes)

 Objective: Let kids create their projects in ScratchJr with
guidance.
 Instructions:
o Set Up:
 Ensure all devices are ready with ScratchJr.
 Encourage kids to work independently or in pairs.
o Building Steps:
 Add characters and backgrounds related to their
project.
 Use blocks to create sequences, events, and
conditions.
 Test their project as they build to ensure it works
as expected.
o Teacher Guidance:
 Move around the room to offer help.
 Ask questions:
 "How will this part of your project work?"
 "What happens next?"

4. Peer Feedback and Refinement (5 minutes)

 Objective: Encourage collaboration and project
improvement.
 Activities:
o Pair up kids to test each other’s projects.
o Ask:
 "What did you like about their project?"
 "What’s one idea to make it even better?"

5. Wrap-Up and Showcase Preview (5 minutes)

 Objective: Celebrate progress and prepare for the final
showcase.
 Activities:
o Discussion:
 Ask: "What are you most excited to share in your
project?"
 Encourage confidence: "Your project is unique and
amazing!"
o Showcase Reminder:
 Highlight that next week, everyone will present
their projects to the group.
 Provide tips:
 "Practice showing how your project works."
 "Think about what you want to say about
your project."
o Reward:
 Hand out "Creative Programmer" badges or
stickers.

Materials Needed
1. Tablets or laptops with ScratchJr installed.
2. Printed project planning sheets.
3. Stickers or badges for rewards.

Learning Outcomes
 Kids will apply their programming skills to create original
projects.
 They will practice planning, designing, and implementing
their ideas.
 They will develop confidence in presenting and showcasing
their work.
Lesson Plan Week 12: Project
Showcase
Objective: Provide kids with the opportunity to present their
projects to parents and classmates, celebrate their creativity,
and recognize their achievements.
Duration: 1 hour
Lesson Outline

1. Warm-Up: Welcome and Preparation (10 minutes)

 Objective: Set a positive tone for the showcase and help
kids feel confident presenting their work.
 Activities:
o Welcome Speech:
 Greet parents, kids, and guests.
 Highlight the journey over the past weeks: "The
kids have learned about programming, created
amazing projects, and today, they’re here to
share them with you!"
o Preparation Time:
 Give kids 5 minutes to set up their projects on
tablets or laptops.
 Encourage them to practice what they’ll say about
their projects:
 "What is your project about?"
 "What was the most fun or challenging part
of making it?"

2. Project Presentations (30 minutes)

 Objective: Allow each child to showcase their work in a
supportive environment.
 Activities:
o Presentations:
 Each child has 2–3 minutes to present their
project.
 Encourage them to:
  Demonstrate how their project works.
 Share one feature they’re proud of.
 Answer simple questions from classmates or
parents.
o Teacher Moderation:
 Introduce each child briefly.
 Keep time to ensure everyone gets a chance to
present.
o Applause:
 Lead a round of applause after each presentation
to celebrate their effort.

3. Fun Activity: Explore Each Other’s Projects (10 minutes)

 Objective: Foster collaboration and enjoyment by letting
kids and parents interact with the projects.
 Activities:
o Interactive Session:
 Set up a "gallery walk" where kids display their
projects.
 Allow parents and classmates to walk around, try
out the projects, and ask questions.
o Feedback Cards:
 Provide small cards where parents and
classmates can write positive comments (e.g., "I
loved how your character moved!" or "Your story
was so creative!").

4. Wrap-Up: Certificates and Celebration (10 minutes)

 Objective: Celebrate the kids’ achievements and end the
program on a high note.
 Activities:
o Certificate Presentation:
 Hand out "Young Programmer" certificates to
each child.
 Take a group photo with kids holding their
certificates.
 o Closing Speech:
 Thank parents for their support and kids for their
hard work.
 Encourage kids to keep exploring programming
and creating new projects.
o Celebratory Treat:
 Offer small treats (e.g., cookies or snacks) to
wrap up the celebration.

Materials Needed
1. Tablets or laptops with kids’ projects ready to display.
2. Certificates of Achievement.
3. Feedback cards for parents and classmates.
4. Treats or snacks for celebration.

Learning Outcomes
 Kids will develop confidence in presenting their work.
 They will learn to value their achievements and receive
constructive feedback.
 Parents and classmates will gain insight into the kids’
learning journey and creativity.