Phase 1 included the challenge to create a car game.   Firstly, I had to change the background colour to green, then draw a grey road and then draw a red horizontal line at the end of the road.  I developed the sequence which would have the car begin at the starting position and stopping at the red finish line using the control elements such as the arrows keys to direct the car in the correct direction.  Scratch can be used in the classroom in this way to customise and differentiate activities. Students can work at their own pace and complete projects they way they want to and still meet the
objective of the activity. Students will use their problem solving skills along
with creative and critical thinking with creating or extending a Scratch
Draft Australian Curriculum: Technology (ACARA, 2013).
The activities from phase one, align with the following  descriptors:

 2.4 – Identify, explore and use digital systems (hardware and software
components) for personal and classroom need.
2.5 – Follow, describe, represent and play with a sequence of steps and
decisions needed to solve simple problems
4.5 – Define simple problems, and follow and describe the algorithms
(sequence of steps and decisions) needed to solve them
4.6 – Design and implement simple visual programs with user input and
6.6 – Follow, modify and describe simple algorithms involving sequence of
steps, decisions, and repetitions that are represented diagrammatically and in
plain English
 6.7 – Design and implement digital solutions using visual programs with user
input, branching and iteration


Next activity I had to create a Ping Pong game by creating a paddle and a ball. I then followed directions to develop a program sequence for the game. I found this one very difficult as my computer kept freezing on me.  This is not ideal while using Scratch :(


Leave a Reply