Week 10: Build Your First Program
Scratch or Block-Based Programming
Last week we learned that computers follow instructions step by step.
This week we begin writing those instructions for real.
Instead of typing complicated code, we will use Scratch, a visual programming tool where programs are built by snapping blocks together.
Each block represents an instruction, like:
- move
- turn
- say something
- repeat an action
The big idea this week:
Programs are built from instructions connected in the right order.
- You do not need to teach every bullet on the page. Use the learning goal and one or two activities for the session you are teaching today.
- If time is short, teach one guided session well and leave the rest for later. The lessons are designed to stretch across the week.
- The independent session works best after the learner has already explored the main idea with you once.
Teacher Preparation
- Time needed: ~30–40 minutes per guided session; ~20 minutes for the independent session.
- Devices: A computer or tablet with a web browser. Scratch runs in the browser — no installation required.
- Accounts: A Scratch account is optional but helpful for saving projects. You can also save by downloading projects to the computer.
- Ensure access to Scratch:
- https://scratch.mit.edu
- Scratch is free and web-based — it works on most devices with a modern browser. If Scratch is not available, other block-based coding tools work for the same concepts. See Tool Alternatives for options.
- Log in or open the Scratch editor in advance to avoid delays.
- Confirm the student can use the mouse comfortably for dragging blocks.
- Prepare to demonstrate:
- dragging blocks
- connecting blocks
- running the program
- Set up a visual timer.
Focus on exploration, not mastery.
Scratch is a sandbox. The goal is simply for the student to discover:
“I can control what happens on the screen.”
Guided Session 1
Meet Scratch
Learning Goal
By the end of this session, the student can:
- analyze how connected Scratch blocks control what happens on the screen
- predict and test the behavior of a short program before and after it runs
- create a working sequence that produces an intended result
Activities
1. Tour the Scratch Interface
Open the Scratch editor.
Point out the main areas:
- Stage – where the character appears
- Sprite – the character that can move
- Block Palette – instructions we can use
- Script Area – where we build programs
Explain that the character is called a sprite.
Sprites follow the instructions we build.
2. First Program
Drag these blocks into the script area:
when green flag clicked move 10 steps
Click the green flag.
Observe what happens.
Explain:
The sprite moved because the program gave it instructions.
3. Build a Small Sequence
Add more blocks:
move 10 steps turn 15 degrees move 10 steps
Run the program again.
Ask the student:
“What do you think will happen next?”
Let them predict before running it.
Explain that this is called a sequence.
Reflection Questions
- “How did the blocks work together to control what happened on the screen?”
- Sentence starter: “The blocks made the sprite…”
- “What did you predict before running the program, and what evidence showed whether you were right?”
- Sentence starter: “I predicted ___ and then I saw…”
- “What sequence would you change if you wanted a different result?”
- Sentence starter: “To get a different result, I would change…”
Guided Session 2
Making the Sprite Do Something Fun
Learning Goal
By the end of this session, the student can:
- create a simple program that controls movement, pattern, or behavior
- analyze how changing numbers or blocks changes the program's output
- revise a program to better match a creative goal
Activities
1. Create a Movement Pattern
Try a simple pattern such as:
when green flag clicked repeat 10 move 20 steps turn 36 degrees
Run the program and watch the sprite move in a pattern.
Ask the student:
“Why do you think the sprite made that shape?”
Explain that repeating instructions creates patterns.
2. Make the Sprite Talk
Add a block like:
say "Hello!" for 2 seconds
Run the program again.
Explain that code can control actions and messages.
3. Let the Student Experiment
Encourage the student to try things like:
- changing numbers
- adding movement blocks
- adding a second sprite
- making the sprite say something silly
This is where curiosity matters most.
Reflection Questions
- “How did changing numbers or blocks change the behavior of your sprite?”
- Sentence starter: “When I changed ___, the sprite…”
- “Which change gave the most interesting or useful result, and why?”
- Sentence starter: “The most interesting change was ___ because…”
- “What revision would you make next to improve your program?”
- Sentence starter: “Next time I would try…”
Independent Session
Sprite Experiment Lab
Instruction
Open Scratch and build a small program with a clear purpose.
Before you begin, decide what you want your sprite to do.
As you build, test and compare different choices:
- Which blocks control the main action?
- What happens when you change a number or add a new block?
- Which version works best for your idea?
When you finish, give your project a name and be ready to explain what you changed, tested, and improved.
Examples:
- Dancing Cat
- Funny Robot
- Spinning Rocket
Skills Reinforced
- creating working sequences of coded instructions
- experimenting with and revising code blocks deliberately
- analyzing cause and effect in program behavior
- exploring programming as a creative design process
Setup
- Scratch editor open
- mouse ready for dragging blocks
- visual timer
🔄 Simplify or Extend
To simplify:
- Focus only on Session 1 — touring the interface and running one short program is plenty for a first encounter.
- Pre-build a simple project and let the learner press the green flag and observe before building their own.
- Reduce block choices by starting with only the “Motion” category.
To extend:
- Challenge the learner to add a second sprite and give it its own script.
- Introduce the “repeat” block and ask the learner to make a shape using movement and turning.
- Ask the learner to explain their program to someone else, narrating what each block does.
- Encourage the learner to remix a project from the Scratch Explore page.
💾 Save This Week’s Artifact
Save the learner’s Scratch project by clicking File → Save to your computer (downloads a .sb3 file), or take a screenshot of the finished script and stage. Place the file or screenshot in My Projects → Experiments. This is the learner’s first real program — it’s worth celebrating.
Remind the learner of good file-naming habits from Week 3: name the file something descriptive like "dancing-cat" or "spinning-rocket" rather than "project1".
If using a Scratch account, the project saves online automatically — but downloading a local copy to the portfolio folder is still a good practice.
✅ Success Indicators
By the end of this week, look for signs that the learner can:
- Open Scratch and identify the main areas: stage, sprite, block palette, and script area.
- Drag blocks into the script area and connect them into a working sequence.
- Click the green flag to run their program and describe what happened.
- Predict what a short sequence of blocks will do before running it.
- Make a small change (number, block, or order) and observe how the output changes.
- Show enthusiasm or curiosity about experimenting — “What happens if I…?” is a great sign.
Scratch • Sprite • Stage • Block • Script • Sequence • Loop (repeat) • Program
See the Glossary for definitions.