Robert Irving▸ Task 7: Visual Programming

option 2
using a visual programming aid in the classroom

In the Marine and Aquaculture Technology Area, students learn about food webs and food chains in the oceans and rivers. We begin with a Scratch example of a cat catching a mouse, which can open up discussion about other animals and opportunities to replace the cat and mouse with other sprites (characters) from the marine environment
Prior to looking at the Scratch Game, students play a game of tag (linking with the PE learning area) in the courtyard.
Two students are selected to act as primary feeders (catchers) and the other students are secondary feeders (being caught).
You might provide the 'pf' with a netball bib, sharks dorsal fin. Begin by changing aspects of the game – asking students to run only in a certain area of the court or run on lines only, similar to a coral reef, then a river estuary.
Ask students how the changes affected their game play or the game. #cserTask7

One aspect of computational thinking and the design of programs is that you can manipulate and change code to alter programs. We will explore this in both the chasey game and the Scratch game

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