Stephanie Forward – Five Random Facts About Me! – Lesson Idea

We decided to select a starter project ‘5 Random facts about me’ and then adapt this into a lesson scenario. The backdrop section clearly explain the objective of the scratch, however we agreed that this should be explained by the teacher at the beginning of, and then can be referred back to by the students if reinforcement is needed. It is obvious how children can challenge themselves at differentiated levels, the task can be adapted at a basic level – just changing the font to a more intermediate level such as adapting the colours, adding sprite and the motions through computing, and adding music! Once the scratch has been adapted the instruction page can be deleted and final artefacts shared.

We decided this piece of programming could be incorporated into a starter session, following a half term. It could be used as an access opportunity to explore what the children did during their half term, making clear links to Literacy and PSHE. We decided the piece could be presented anonymously and children could use their communication skills to determine who’s piece belonged to who! It would be a nice way to enhance community cohesion and develop an understanding of one and other. The same piece could also be used in Science or English for an opportunity to assess, eg: Children create 5 facts about the topic explored or based around a character in a book read in English. The lesson also offers a really good opportunity to assess the individuals computational understanding and knowledge from previous lessons and gauge were the children are, helping the teacher with further lesson planning targets and objectives!

It is clear how this scratch could be used as a starter point to more complex programming lessons such as, creating illustrated story boards with sprites and further commands and producing interactive holiday cards!
The lesson targets multiple computational thinking concepts and approaches, these are outlined below:
> Tinkering experimenting and playing: Children would be encouraged to use their prior knowledge, from previous computing lessons to adapt the scratch at a challenging level
>Algorithms making steps and rules: More able and confident children can adapt the scratch to follow their own algorithm for example instead of using the space bar to change slides, it could be controlled with a timed algorithm.
>Creating, designing and making: By personalising the piece, it would enhance the probability of students being able to determine who’s presentation belongs to who!’

Below is the Scratch!


Follow this link to my blog –

Leave a Reply

Your email address will not be published. Required fields are marked *