Municipal state educational institution

"Novousmanskaya secondary school No. 3" Novousmansky municipal district of the Voronezh region

WORKING PROGRAMM

basic general education

on programming basics

for students of grade 6b

for the 2015 - 2016 academic year

Teacher: Belomyltseva E.A.

Explanatory note

The work program of the intra-subject educational module “Programming Fundamentals” is compiled on the basis of the Federal State Educational Standard of General Education - M.: Prosveshchenie, 2012.

Learning Objectives intra-subject educational module of computer science in 6th grade:

introducing schoolchildren using an example programming language (and environment) Scratch with programming elements;

formation in students of basic ideas about programming languages, algorithms, performers, methods of writing an algorithm;

formation of the scientific worldview of schoolchildren, development of thinking through the study of programming and algorithmization issues;

fostering a responsible and selective attitude to information; development of cognitive, intellectual and creative abilities of students.

Study Objectives:

promote the formation of information and functional competence in schoolchildren, the development of algorithmic thinking;

give students an idea of ​​the modern approach to studying the real world, the widespread use of algorithms and computer technology in scientific research;

to develop in students the ability to use a computer as a means of solving practical problems;

create conditions for the introduction of new information technologies into the educational process of the school;

realize the growing interest of students in in-depth study of programming through improving their algorithmic and logical thinking;

to develop skills and abilities to independently use a computer as a means for solving practical problems.

The implementation of these tasks will contribute to the further formation of schoolchildren’s view of the world, the disclosure of the role of computer science in the formation of the natural science picture of the world, the development of thinking, including the formation of an algorithmic style of thinking, and the preparation of students for life in the information society.

The main forms of organizing training sessions are: educational lessons, mini-projects, combined lessons, conversation, computer workshops, sample assignments (using instructions).

Summing up forms implementation of the educational module program: educational and research conference, defense of projects.

General characteristics of the educational module

The program of the intra-subject educational module “Fundamentals of Programming” is compiled based on the fundamental core of the content of general education (section “Mathematics and Computer Science”) and sets a list of questions that are subject to mandatory study in primary school.

The Scratch programming environment is a visual object-oriented programming environment for teaching primary and secondary school students. A teacher and students create projects using Scratch. The results of this activity are open for viewing, and Internet technologies are also being mastered. Collaborative work on Scratch projects is possible.

The choice of the Scratch programming language is due to the following considerations:

The software environment should be easy to learn and understandable even to a young student, but at the same time, it should provide the fundamental opportunity to compose complex programs. This allows you to gradually direct the student’s activities towards scientific and educational research, without wasting energy on learning a new software environment each time.

The environment we need should allow us to engage in both programming and the creation of creative projects. This will allow children to be involved in an in-depth study of the subject “Informatics” not only with abstract-logical, but also with predominant visual-figurative thinking.

This software tool, around which an active, creative, multidirectional, positively-minded online community has developed, will allow schoolchildren to use it as a space of ideas for their own projects, as an incentive for creation.

By Scratch resources we mean all its features as a language and programming system. First of all, these include: object orientation, support for event-oriented programming, parallel execution of scripts, a user-friendly interface, a reasonable combination of abstraction and clarity, organization of program texts from elementary blocks, the availability of means for interaction of Scratch programs with the real world through additional devices, built-in object library, built-in graphic editor, active online user community.

The most significant capabilities of Scratch are aimed at studying the basics of algorithmization, modeling objects, processes and phenomena, organizing project activities, both individual and group, organizing scientific and educational activities, establishing interdisciplinary connections in the process of project and scientific and educational activities.

Thus, the pedagogical potential of the Scratch programming environment allows us to consider it as a promising way of organizing project-based scientific and educational activities of a schoolchild, aimed at his personal and creative development.

The listed features of Scratch influence the development of such personal qualities of the student as responsibility and adaptability, communication, creativity and curiosity, critical and systematic thinking, the ability to work with information and multimedia, the ability to pose and solve problems aimed at self-development and responsibility.

Place of the educational module in the curriculum

The intra-subject educational module “Programming Fundamentals” is implemented within the framework of the subject “Informatics” through part of the curriculum formed by the participants in the educational process.

The program contains a list of the amount of required theoretical knowledge in the subject, thematic planning, a list of teaching materials for teachers and educational materials for students, as well as a list of practical work. The module can be recommended for study in grades 5–7 as an addition to the computer science program for grades 5–9 by L.L. Bosova. and Bosova A.Yu..

1 hour per week is allocated for the implementation of the program (one lesson per week for 45 minutes), a total of 17 hours per year.

The program is focused on teaching materials: Schoolchildren’s project activities in the Scratch programming environment / V. G. Ryndak, V. O. Dzhenzher, L. V. Denisova.

Personal, meta-subject and subject results of mastering the educational module Fundamentals of Programming

Personal results:

the readiness and ability of students for self-development and the realization of creative potential in spiritual and subject-productive activities through the development of their imaginative, algorithmic and logical thinking;

readiness to improve their educational level and continue learning using computer science tools and methods;

interest in computer science, the desire to use the acquired knowledge in the process of teaching other subjects and in life;

the ability to connect educational content with one’s own life experience and personal meanings, to understand the importance of training in the field of a subject module in the context of the development of the information society;

readiness for independent actions and actions, taking responsibility for their results, for carrying out individual and collective information activities;

ability and readiness to accept the values ​​of a healthy lifestyle through knowledge of the basic hygienic, ergonomic and technical conditions for the safe operation of ICT equipment.

Meta-subject results:

possession of the skills of organizing one’s own educational activities, including goal setting, as setting an educational task based on the correlation of what is already known and what needs to be established;

planning a sequence of intermediate goals taking into account the final result, dividing the task into subtasks, developing a structure of actions necessary to achieve the goal using a fixed set of means;

forecasting - anticipation of the result;

control – interpretation of the obtained result, its correlation with the available data in order to establish compliance or non-compliance (error detection);

correction – making the necessary additions and adjustments to the action plan if an error is detected;

assessment - the student’s awareness of how well he solved the educational and cognitive task;

possession of basic universal skills of an information nature, formulation and formulation of a problem;

search and selection of necessary information, application of information retrieval methods;

structuring and visualization of information, choosing the most effective ways to solve problems depending on specific conditions;

independent creation of activity algorithms when solving problems of a creative and search nature;

mastery of the basics of productive interaction and cooperation with peers and adults, the ability to correctly, clearly and unambiguously formulate a thought in a form understandable to the interlocutor;

the ability to carry out joint information activities in a team, in particular when implementing a project;

the ability to speak in front of an audience, presenting the results of their work using ICT tools;

use of communication technologies in educational activities and everyday life.

Subject results:

Picture of

the functional structure of the Scratch software environment and the main structural elements of the user interface;

assignment and use of basic blocks of commands, states, programs;

possibilities and methods for debugging a written program;

performers and systems of their teams, the possibility of direct control of the performer;

the ability to use the built-in raster editor, the availability and purpose of basic tools;

algorithm as a formal description of the sequence of actions of the performer leading from the initial data to the final result;

using a schematic description of the algorithm;

writing programs for performers who create geometric shapes on the screen as they move;

types of cyclic algorithms and their applications;

organizing program interactivity;

the ability for performers to interact with each other in different layers of the image;

using the project method to model objects and systems;

the ability to describe real problems using a software environment;

Students will be able to:

independently install the software environment on your home computer;

change some standard user interface settings (for example, information display language);

use various methods of debugging programs, including step-by-step debugging;

confidently use the tools of the built-in graphics editor, including working with image fragments and creating gradients;

simplify programs through the use of cyclic commands and apply them;

create programs and games using interactive technologies;

Section 3. Algorithms and executors

Section 4. Design activities and modeling of processes and systems

Thematic planning with identification of the main types of educational activities

Section name

Qty.

hour

Type of educational activity

We continue our acquaintance with the Scratch software environment

Basic elements of the user interface of the Scratch software environment. Appearance of the working window. Block structure of information systematization. Functional blocks. Blocks of commands, states, programs, launches, actions and executors. Installing Russian language for Scratch.

Creating and saving a document. Concepts of sprite, scene, script. Cleaning the screen.

The main character as a program performer. Executor command system (SKI). Block structure of the program. Direct control of the performer.

Character library. Scene and scene variety based on data library. Systematization of data from libraries of characters and scenes. Hierarchy in organizing the storage of character costumes and backgrounds for scenes. Import costume, import background.

Analytical activities:

highlight computer hardware and software;

identify technical devices for input and output of information;

understand the hierarchical organization of the software environment data library;

highlight the path to library elements;

Practical activities:

select and launch the Scratch software environment;

work with the basic elements of the user interface of the software environment;

resize and move the program window, select the required window mode;

enter the file name using the keyboard;

select the required file from the desired program library folder;

create, copy, rename, move, copy and delete files;

comply with safety requirements when working in a computer lab.

with ICT tools;

Review ready-made projects in the Scratch environment.

Computer graphics

Computer graphics. Built-in raster graphics editor. The main tools of the graphic editor are a brush, an eraser, filling (with color or gradient), drawing lines, rectangles, squares, ellipses and circles, selecting a fragment of an image and reflecting it horizontally or vertically, using the print tool to copy a selected area of ​​the image, working with text . Image fragment scale. Color picker, setting foreground and background colors, selecting colors from an image using the eyedropper tool. Changing the center of the suit. Changing suit size.

The main possibilities for changing the appearance of the performer: 1) using the built-in data library by importing its element; 2) editing the selected element using the tools of the built-in raster graphic editor and importing them into the Scratch software environment.

Analytical activities:

select image fragments for further work with them;

plan work on creating complex images by copying and scaling simple ones;

choose the most suitable graphic editor tool to create a fragment of an image;

distinguish between the top and bottom colors of the image;

invent and create various gradients for filling a closed area;

plan the creation of symmetrical images.

Practical activities:

use simple raster and vector editors to create and edit images;

change the center of the image;

make changes to images from the built-in library;

create complex graphic objects by copying and modifying simple objects and their fragments,

use the possibilities of working with color.

Algorithms and executors

Algorithm. Creation of flowcharts.

Linear algorithms

Basic features of a linear algorithm. Software control of the performer. Creation of programs for moving the performer across the screen field.

Creation of programs for drawing lines. Writing a program for the performer to leave a dotted line when moving across the screen field.

Writing programs for the performer to move along the sides of a square or rectangle. Making changes to the square drawing program if you need to get a different side size of the square.

Program interruption.

Cyclic algorithms

Features of using a loop in a program. Schematic notation of the cyclic algorithm.

Types of cyclic algorithms. Basic constructions of the software environment used to write programs for executors using loops.

Writing and debugging programs using the loop-in-a-loop design.

Endless cycle. Repeatedly changing the performer's appearance to imitate the character's movement. Using an infinite loop to create animation.

Getting a different program playback effect when changing the Scratch performer's costume.

Analytical activities:

come up with tasks for executors of the software environment;

identify situations that can be described using a linear algorithm, an algorithm with branches, and repetitions;

determine an effective way to solve a given problem;

find parallelism in the actions being performed and program them using several performers;

plan the sequence of events for a given project.

Practical activities:

compose and debug program code;

use software environment constructs to create linear, branched and cyclic algorithms;

organize parallel calculations;

organize the sequence of program events, transfer of control from one performer to another.

Design activities and modeling of processes and systems

Multimedia project. Description of plot events. Animation. Creating an animation effect using sequential changes of images. Simulation models. Interactive projects. Games.

Analytical activities:

create an event plan to reflect a specific theme;

select illustrative material from the built-in library;

choose an animation method for a specific task;

plan a sequence of events to create an animation effect according to the selected scenario.

Practical activities:

use the capabilities of the Scratch software environment to create multimedia projects;

create simulation models, interactive projects and games using the software environment.

Description of educational, methodological and material and technical support for educational activities

List of ICT tools required for program implementation

Hardware

• A personal computer is a universal information processing device; The basic configuration of a modern computer provides the student with multimedia capabilities.

  Interactive whiteboard – increases the level of visibility in the work of the teacher and student; qualitatively changes the methodology of conducting individual lessons.

  Printer – allows you to record information on paper.

  Scanner - for entering graphic information.

  Telecommunications unit, devices that provide connection to the network - ensures the operation of the local network, provides access to Russian and global information resources, and allows for electronic correspondence.

  Audio information output devices – audio speakers and headphones for individual work with audio information, loudspeakers for voicing the entire class.

  Devices for manually entering text information and manipulating screen objects - keyboard and mouse.

  USB 2.0 video camera Logitech Webcam C 170 for developing communication skills online.

  Video camera - for visualization of project activities.

  Camera.

Software

Operating system.

File manager.

Antivirus program.

Archiver program.

Text editor, raster and vector graphic editors.

Software environment Scratch 1.4.

List of educational and methodological support

Resources of the Unified Collection of Digital Educational Resources ( );

The main Scratch site containing a variety of examples;

A nationwide educational project with international participation, containing a Scratch training course;

Schoolchildren’s project activities in the Scratch programming environment: educational and methodological manual / V. G. Ryndak, V. O. Dzhenzher, L. V. Denisova. - Orenburg: Orenb. state int. management, 2009. - 116 pp.: ill.

Description of the circle “We program in the Scratch environment”

Goals and objectives of the circle “We program in the Scratch environment”

The “Programming in the Scratch environment” circle is intended for students in grades V-VI to improve the level of logical thinking. The club program is designed for 34 hours (1 hour per week) and is designed in such a way as to obtain, expand and improve the knowledge, skills and abilities of schoolchildren in the field of programming.

Purpose of the circle- development of logical thinking using the Scratch programming environment.

Tasks:

• - formation of practical skills in algorithmization and programming;
• - developing the ability to plan your activities.

Forms of classes:

Classes are held once a week for 1 lesson. In the proposed program, the number of hours for studying the material is determined for blocks (modules) of classes related to the study of the main topic of the block. Within the blocks, the breakdown of study time is made by the teacher independently. Taking into account the regular repetition of previously studied topics, the pace of studying individual sections of the block is determined by subjective and objective factors. Practice is performed by students in every lesson.

Forms of control:

• - testing;
• - design work.

Explanatory note.

Program of additional education for children with a scientific and technical orientation “Fascinating programming” compiled on the basis of the author’s program “Creative tasks in the Scratch programming environment”, which is included in the collection “Informatics. Mathematics. Extracurricular activity programs for primary and secondary schools: grades 3 – 6” / M.S. Tsvetkova, O.B. Bogomolova. – M.: BINOM. Laboratory of Knowledge, 2013. – 128 pp.: ill. The program has been modified.

The program involves training children 9-13 years old.

The duration of the program is 1 year, only 72 hours.

Target: to form in students a basic understanding of programming languages, algorithms, performers, and ways to write an algorithm; organize project scientific and educational activities of a creative nature; to form a student’s cognitive interest in learning and research skills.

The classes are aimed at solving the following problems.

Program objectives:

Educational:

master the skills of creating algorithms;

master the concepts of “object”, “event”, “control”, “event processing”;

study the functionality of the main algorithmic structures;

form an idea of ​​the profession “programmer”;

develop skills in developing, testing and debugging simple programs;

introduce the concept of the project and the algorithm for its development;

develop skills in developing projects: interactive stories, quests, interactive games, educational programs, cartoons, models and interactive presentations.

Educational:

promote the development of critical, systematic, algorithmic and creative thinking;

develop attention, memory, observation; cognitive interest;

develop the ability to work with computer programs and additional sources of information;

develop project planning skills and the ability to work in a group.

Educational:

develop a positive attitude towards computer science and ICT;

develop independence and develop the ability to work in pairs, small groups, and teams;

develop the ability to demonstrate the results of your work.

ABOUT general X characteristics To ursa

We live in the age of informatization of society. Information technologies penetrate our lives from different sides. One of the most amazing and exciting activities of the present time is programming.

Teaching the basics of programming to schoolchildren should be carried out in a special programming language that will be understandable to children, will be easy to learn and correspond to modern trends in programming.

This course is intended to teach programming in a playful, fun way.

Scratch is an object-oriented environment in which program blocks are assembled from colorful bricks.

Scratch is a multimedia system. Most of the language operators are aimed at working with graphics and sound, creating animation and video effects. Manipulation with media information is the main goal of creating Scratch.

Main features of Scratch

Block programming . To create programs in Scratch, you simply combine graphic blocks together in stacks. The blocks are made so that they can only be assembled in syntactically correct structures, which eliminates errors. Different types of data have different forms, highlighting the incompatibility. You can make changes to stacks even while the program is running, allowing you to experiment more with new ideas over and over again.

Data manipulation. With Scratch, you can create programs that manipulate and mix graphics, animation, music, and sounds. Scratch expands on the visual manipulation capabilities that are popular in today's culture—for example, by adding programmability to Photoshop-like filters.

Collaboration and sharing . The Scratch project website offers inspiration and an audience: you can look at other people's projects, use and modify their pictures and scripts, and add your own project. The biggest achievement is the overall environment and culture created around the project itself.

Scratch offers a low floor - easy to get started; high ceiling - the ability to create complex projects; and wide walls - support a wide variety of projects. When working on Scratch, we paid special attention to simplicity, sometimes even at the expense of functionality, but with the goal of greater accessibility.

When students work on a project in Scratch, they have a chance to learn important computing concepts such as iterations, conditions, variables, data types, events, and processes. Scratch has already been used to introduce these concepts to children of various ages, from elementary school to college. Some students switched from traditional, text-based programming languages ​​after being introduced to Scratch programming.

Scratch is an open source project, but with a “closed” development team. The source code is freely available, but the app is developed by a small team of scientists at the MIT Media Lab.

One of the main concepts of the Scratch language is the development of your own ideas from the first idea to the final software product. Scratch has all the necessary tools for this:

– standard for procedural type languages: following, branching, loops, variables, data types (integer and real numbers, strings, logical, lists - dynamic arrays), pseudo-random numbers;

– object-oriented: objects (their fields and methods), message passing and event processing;

– interactive: processing the interaction of objects with each other, with the user, as well as events outside the computer (using a connected sensor unit);

– parallel execution: launching object methods in parallel threads with the ability to coordinate and synchronize;

– creation of a simple user interface.

Relevance and novelty of the program .

The relevance of the program lies in the fact that the Scratch multimedia environment allows children to develop a strong interest in programming and meets all modern requirements of object-oriented programming.

Learning a language greatly facilitates the subsequent transition to learning other programming languages. The advantage of Scratch, among similar programming environments, is also the availability of versions for various operating systems: for Windows, Mac OS, GNU / Linux. Nowadays, it makes sense to consider open source programs, which allows students to develop a broader understanding of the possibilities of working with digital technology.

Scratch-free p distributed a program that you can download, for example, from the site: h ttp :// info . scratch. mit. e du / Scratch 1.4 Downlo a d .

The aspect of novelty lies in the fact that Scratch is not just a programming language, but also an interactive environment where the results of actions are visualized, which makes working with the program understandable, interesting and exciting.

The peculiarity of the Scratch environment, which allows you to create cartoons, animations and even simple games in the program, makes the educational program “Fun Programming” practically significant for the modern schoolchild, because makes it possible to see the practical purpose of algorithms and programs, which will contribute to the development of interest in professions related to programming.

Depending on the assigned tasks, various teaching methods are used in classes. All tasks are arranged in increasing order of difficulty. Practical activities accessible to children help to avoid mental fatigue.

Organization of student activities:

Forms of organization of student activities:

group,

individual;

Teaching methods

verbal methods (lecture, explanation);

demonstrative and visual (demonstration of work in the program, diagrams, scripts, tables);

design methods (project development according to the spiral of creativity, modeling, activity planning)

work with the Internet community (publishing projects in the Internet scratcher community).

explanatory - illustrative (teaching methods, when used, children perceive and assimilate ready-made information);

partially search methods of teaching (children’s participation in

collective search, solving the problem together with the teacher). research methods of teaching (children mastering methods of scientific knowledge, independent creative work).

Distinctive features. This training program is based on

benefits of additional education and is designed to provide the necessary knowledge and

skills in the field of studying computer technology for schoolchildren, as well as to identify

capable, talented children and develop their abilities, provides great opportunities for the creative development of children, providing an individual approach to the child.

Pedagogical feasibility of this educational program

is that when studying programming in the Scratch environment, students

not only logical thinking is formed, but also skills in working with multimedia;

conditions are created for active, exploratory learning, and ample opportunities are provided

possibilities for a variety of modeling.

Enrollment of students is free, at the request of children and their parents.

Class organization mode:

The total number of hours per year is 72 hours;

Hours per week: 2 hours.

Predicted results.

As a result of training, students will be able to:

independently plan ways to achieve goals, consciously choose the most effective ways to solve educational and cognitive problems;

correlate your actions with the planned results atami, implement control of your activities in the process of achieving the result;

evaluate the correctness of completing the educational task, one’s own capabilities for solving it;

create, apply and transform signs and symbols, models and diagrams to solve educational and cognitive problems;

mastery of the basics of self-control, self-esteem, decision-making and making informed educational choices educational activities;

the ability to organize educational cooperation and joint activities between teachers and peers;

formation and development of competence in the field of use use of information and communication technologies

formation of a responsible attitude towards heaping;

formation of communicative competence in communication and cooperation with peers, older and younger children age, adults in the process of educational, creative and other activities.

for the formation atmenius formalization and structuring of information, the ability to choose a method of presenting data in accordance with the assigned task and use the corresponding data processing software;

formation of safe and purposeful skills different behavior when working with computer programs IVI Internet, skills comply with information ethics and law.

Requirements for the level of mastery of the material.

As a result, a student participating in project-based scientific and educational activities will:

Know:

individual methods of activity planning;

drawing up a plan for the upcoming project in the form of a drawing, diagram;

drawing up a plan for the upcoming project in the form of a table of objects, their properties and interactions;

breaking a task into subtasks;

distribution of roles and tasks in the group;

Be able to:

draw up a project plan, including: choosing a topic; domain analysis; breaking a task into subtasks; analyze the result and draw conclusions;

find and correct errors;

prepare a short report on the work; make a public presentation;

outline further ways of project development;

Will gain skills:

group work;

conducting a discussion;

communicating your thoughts to others.

Will get the opportunity:

gradually learn programming;

realize your creative impulses;

participate in the interactive process of creating games and animating various stories, both individually and together with your peers from different countries;

receive live feedback from like-minded people; evaluate your creative abilities.

Educational and thematic plan.

Getting to know the environmentScratch .

Introduction to the Scratch programming environment. Scratch interface. Scratch main menu. The concept of an algorithm, ways to write an algorithm. The concept of sprite and object. Collections of sprites and backgrounds. Using the Internet to import objects. Features of the graphic editor of the Scratch environment.

Practical work:

Installation of the Scratch program, compilation of algorithms. Studying the environment interface. Creating and editing sprites and backgrounds for the scene, creating new sprites and scenes. Search, import and edit sprites from the Internet. Saving and opening projects.

Sprite management.

Theoretical knowledge and skills:

Commands and blocks. Program units: procedures and scripts. Navigation in the Scratch environment. Coordinate system. Coordinate axes. Control commands. Degree measure of angle. Drawing tools group pen. Familiarity with regular geometric shapes.

Practical work:

Determining sprite coordinates. Orientation by coordinates. Project “Robot Draws”, “Magelan’s Round the World Trip”.

Cycles.

Theoretical knowledge and skills:

The concept of a cycle. Team repeat. Design Always. Motion cursor control. Team turn in the direction.

Practical work:

Drawing patterns and ornaments. "Beware of the car" project. Project "Vertical racing". Project "Airplane Flight".

Creation of animation projects.

Theoretical knowledge and skills:

Animation. Stages of project creation. Change of costumes.

Practical work:

Project "Octopus". Project “Girl Jumping Rope”. Project "Running Man". Creation of the animated story “The Cat and the Bird”.

Branching algorithms.

Theoretical knowledge and skills:

Introduction to branch commands. . The concept of condition. Simple and compound conditions. Sensors. Block If. Executing scripts with branching. Nested branch commands.

Practical work:

Project “Beware of puddles”. Project "Controlled Robot".

Games “Labyrinth”, “Dangerous Labyrinth”. Project “Walking along the corridor”. Project "Blind Cat". Project "Memory Trainer".

Coincidences to order.

Theoretical knowledge and skills:

Random number sensor, sensors.

Practical work:

Project "Cat and Mouse". Project "Flower". Project "Timer"

Launching and self-control of sprites.

Theoretical knowledge and skills:

Launch sprites using the keyboard. Launch sprites using the mouse. Signal transmission. Sensors

Practical work:

Project "Perodevaika". Project "Thumbelina". Project "Lamp". Project "Presentation"

Variables and levers.

Theoretical knowledge and skills:

Variables. Variable types. Levers.

Practical work:

Game "Hungry Cat". Project "Flowers". Project "Regular Polygons"

Lists.

Theoretical knowledge and skills:

List concept. List elements. Creating a list. Adding and removing elements to a list.

Practical work:

Project "Fortune telling". Project “Annoying Interlocutor”. Project "interactive interlocutor". "Project "Test". Game "Guess the word."

Music of numbers.

Theoretical knowledge and skills:

Introducing the musical capabilities of Scratch. Volume. Tone. Timbre. Sound recording. Sound file formats. Voice acting for Scratch projects.

Practical work:

Project "Musical Instrument". Project "Composer"

Free design.

Theoretical knowledge and skills:

Introduction to design stages. Compiling a table of objects, their properties and interactions. We create our own game, cartoon. Project storage.

Practical work:

Inclusion of project discussions in activities. Public presentations of performance results

Methodological support for the continuing education program.

Chapter

Forms of classes

Techniques and methods

Basic skills

Technical equipment

Diagnostic materials for control

Introducing the Scratch environment

Get acquainted with the Scratch programming environment. Be able to create and edit sprites and backgrounds for scenes. Run and save projects.

Computer

Sprite management.

Educational and practical, creative activities

Explanation, exercise, practical work

Know navigation in the Scratch environment, coordinate system, control commands, drawing tools and pen groups. Be able to draw up projects.

Computer

Educational and practical, creative activities

Explanation, exercise, practical work

Be able to create algorithms and projects with cycles.

Computer

Creation of animation projects.

Educational and practical, creative activities

Explanation, exercise, practical work

Know the stages of creating projects.

Know how to use animation in projects.

Computer

Branching algorithms.

Educational and practical, creative activities

Explanation, exercise, practical work

Be able to create algorithms and branching projects.

Computer

Coincidences to order.

Educational and practical, creative activities

Explanation, exercise, practical work

Be able to use random number generators and sensors in projects.

Computer

Running and self-managing sprites sprites

Educational and practical, creative activities

Explanation, exercise, practical work

Know the concept of sensors. Be able to launch sprites in projects using the keyboard and mouse.

Computer

Variables and levers

Educational and practical, creative activities

Explanation, exercise, practical work

Know the concepts of saddles and levers.

Be able to apply them in projects.

Computer

Educational and practical, creative activities

Explanation, exercise, practical work

Know the concept of lists. Be able to use them in programs.

Computer

Music of numbers.

Educational and practical, creative activities

Explanation, exercise, practical work

Be able to create musical projects.

Computer

Free design.

Educational and practical, creative activities

Explanation, exercise, practical work, presentation

Be able to create projects and present them.

Computer

Literature and materials for teachers: Lomakin Stanislav

Programming for Children, 2015

Internet resources

http://scratch.mit.edu – official Scratch website

http://letopisi.ru/index.php/Scratch - Scratch in Letopisi.ru

http://setilab.ru/scratch/category/commun - Learn with Scratch

The course “Creative tasks in the SCRATCH programming environment” is intended for organizing extracurricular activities in several interrelated areas of personal development, such as general intellectual, general cultural and social, which is relevant in the context of the introduction of the Federal State Educational Standard.

Download:

Preview:

The name of the program

Direction of student’s personality developmentgeneral intellectual

Number of hours to implement the program 35

Class 6

Planning is based onauthor's program by M. S. Tsvetkov, O. B. Bogomolov “Informatics. Mathematics. Extracurricular activity programs for primary and secondary schools: grades 3-6" - M.: BINOM. Knowledge Laboratory, 2013

Explanatory note

Regulatory framework

This Program is developed in accordance with:

1. Federal Law “On Education in the Russian Federation” dated December 29, 2012 No. 273-FZ;

2. Federal state educational standard for basic general education (approved by order of the Ministry of Education and Science of Russia by order of the Ministry of Education and Science of the Russian Federation on December 17, 2010 No. 1897;

3. Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1015 “On approval of the procedure for organizing and implementing educational activities in basic educational programs - educational programs of primary general, basic general and secondary general education”;

4. Order of the Ministry of Education and Science of Russia dated December 31, 2015 No. 1577 “On amendments to the federal state educational standard of basic general education, approved by order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010 No. 1897”;

5. SaNPiNom 2.4.2.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions”, approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 No. 189, registered with the Ministry of Justice of Russia on March 3, 2011 (No. 19993) (as amended as of December 25, 2013 No. 3);

6. Letter of the Ministry of Education and Science of the Russian Federation dated October 28, 2015 No. 08-1786 “On the Work Programs of Academic Subjects”;

7. Letter of the Ministry of Education and Science of the Ulyanovsk Region dated August 26, 2014 No. иogv-010201/5553 “On the formation of curricula for educational organizations implementing the Federal State Educational Standard LLC”;

8. The curriculum of MBOU Secondary School No. 4 of the Baryshsky District(federal and regional components, public relations components);

9. Basic educational program of basic general education MBOU Secondary School No. 4 MO "Baryshsky District";

10. Regulations on the organization of extracurricular activities of MBOU Secondary School No. 4 of the Baryshsky District municipality.

Purpose of the program

The course “Creative tasks in the SCRATCH programming environment” is intended for organizing extracurricular activities in several interrelated areas of personal development, such as general intellectual, general cultural and social, which, under the conditions of the introduction of the Federal State Educational Standard, is current

Is it possible to learn to program by playing? It turns out that it is possible. American scientists, when conceiving a new learning environment for teaching programming to schoolchildren, sought to ensure that it was understandable to any child who could read.

Just as children who are just beginning to speak learn to put together phrases from individual words, Scratch teaches how to assemble entire programs from individual brick commands.

Scratch is pleasant to the touch. Its blocks, easily connected to each other and just as easily, if necessary, disassembled, are clearly made of plastic materials. They can be stretched and compressed repeatedly without a hint of wear. Scratch calls for experimentation! At the same time, an important feature of this environment is that it is fundamentally impossible to create a non-working program in it.

In Scratch, you can compose stories, draw and animate invented characters on the screen, create presentations, games, including interactive ones, and explore parametric dependencies.

Since any character in the Scratch environment can perform several actions in parallel - move, turn, change color, shape, etc., young scratchers learn to think of any complex action as a set of simple ones. As a result, they not only master basic programming concepts (loops, branching, logical operators, random numbers, variables, arrays), which will be useful to them when learning more complex languages, but also become familiar with the full cycle of problem solving, from the stage of describing the idea to the end testing and debugging of the program.

Scratch easily bridges the gap between programming and other school sciences. This is how interdisciplinary projects arise. They will help to make clear the concepts of negative numbers and coordinates or, for example, the equations of plane figures studied in geometry lessons. Historical events and geographical maps will come to life in them. And tests in any subjects will make the learning process fun and exciting...

Scratch is good as something optional in the school curriculum, but that’s why it’s the most attractive, because, as you know, it’s the optional things that make our lives so diverse and interesting!

Scratch is a freely distributed program. It installs equally well on Windows, Macintosh, and Ubuntu.

Relevance The real additional educational program lies in the fact that interest in learning new technologies among the younger generation and among the parent community is currently appearing already in preschool and early school age. Therefore, today, fulfilling the social order of society, the system of additional education must solve a new problem - to prepare the younger generation for life, creative and future professional activities in a highly developed information society.

The program provides for the inclusion of tasks and assignments, the difficulty of which is determined not so much by the content as by the novelty and unusualness of the situation. This contributes to the emergence of personal competence, the formation of the ability to work in search conditions, the development of intelligence and curiosity. Creating situations of active search in the classroom, providing the opportunity to make their own “discovery”, getting acquainted with original ways of reasoning will allow students to realize their potential, gain confidence in your abilities.

Age of children participating in the program

The course “Creative tasks in the SCRATCH programming environment” presents a system of intellectual and developmental activities for 6th grade students.

Implementation deadlines

The program lasts 1 year. The course includes 35 lessons.

Duration of classes

Classes are held once a week. Lesson duration is 45 minutes.

Purpose of study

The main goal of the training course is “Creative tasks in the SCRATCH programming environment"is teaching programming through the creation of creative computer science projects. The course develops the creative abilities of students, and also lays down the propaedeutics of the most significant topics of the computer science course.

Tasks:

1) Development of problem solving skills in schoolchildren using such approaches to solution, the most typical and widespread in areas of activity traditionally related to computer science:

Application of formal logic in solving problems - drawing conclusions by applying logical operations “if - then”, “and”, “or”, “not” and their combinations - “if... and... then...” to known statements. ;

An algorithmic approach to problem solving is the ability to plan a sequence of actions to achieve a goal, as well as solving a wide class of problems for which the answer is not a number or a statement, but a description of the sequence of actions;

Systematic approach - consideration of complex objects and phenomena in the form of a set of simpler components, each of which plays its role for the functioning of the object as a whole; consideration of the impact of a change in one component on the behavior of the entire system;

Object-oriented approach - placing objects, not actions, at the forefront, the ability to combine individual objects into a group with a common name, highlight the common features of objects in this group and the actions performed on these objects; the ability to describe an object according to the principle “what it consists of and what it does (can be done with it).”

2) Broadening one’s horizons in areas of knowledge closely related to computer science. Despite the introductory approach to these concepts and methods, in relation to each of them, training in solving the simplest standard problems included in the test material is assumed, i.e., the emphasis is on the ability to apply even the simplest knowledge.

3) Development of students’ skills in solving logical problems and familiarization with general techniques for solving problems - “how to solve a problem that has not been solved before” - with a focus on problems of formalization and creation of models (search for patterns, reasoning by analogy, induction, plausible guesses, development of creative imagination, etc.).

Forms of work organization:

formulation and solution of problematic issues, game moments, practical work.

According to the number of children participating in the lesson: collective, group, pair.

For didactic purposes: introductory classes, classes to deepen knowledge, practical classes, combined forms of classes.

No.	Program section	Number of hours	List of personal and meta-subject results			Forms and types of organization of extracurricular activities
			Regulatory	Cognitive (Communicative)	Personal
	Introduction to the SCRATCH software environment		Goal setting, including setting new goals, transforming a practical task into a cognitive one; Plan ways to achieve goals Accept and save the learning task; plan their action in accordance with the task and the conditions for its implementation	The student will learn: Exercise mutual control and provide the necessary mutual assistance in cooperation	formation of communicative competence in communication and cooperation with peers; ability to avoid conflicts and find ways out of controversial situations	Frontal, group, pair, individual
	Computer graphics		Be able to independently control and manage your time; Transform a practical task into a cognitive one; carry out final and step-by-step control based on the results	The student will learn: Take into account different opinions and strive to coordinate different positions in cooperation; Carry out the logical operation of establishing generic relations, limiting the concept; Generalize concepts - carry out the logical operation of transition from specific characteristics to a generic concept, from a concept with a smaller volume to a concept with a larger volume; Construct logical reasoning, including establishing cause-and-effect relationships.	The ability to emotionally perceive graphic information.Formation of the concept of connection between various phenomena, processes, objects and human information activities; updating information from personal life experience in information activities	Frontal, group, steam room
	Algorithms and executors		Plan ways to achieve the goal and determine methods of action within the framework of the proposed conditions; correlate their actions with planned results; I adjust my actions in accordance with the changing situation; evaluate the correctness of the task; Distinguish between the method and the result of an action; show cognitive initiative in cooperation.	The student will learn: Define concepts; Select the most effective ways to solve problems depending on specific conditions; Select the most effective ways to solve problems depending on specific conditions	determine and express, under the guidance of a teacher, the simplest rules of behavior in cooperation common to all people (ethical standards). Attentive attitude to the information received, the desire to organize one’s own activities by developing an action plan	Frontal, group, individual
Total:		35 h

Calendar and thematic planning

No.	Program sections	Lesson topics	date		Auditor.	External auditor.
			plan.	fact.
	1. Introduction to the SCRATCH software environment	TB instruction. Introduction to the Scratch environment. Concept of sprite and object
		Creating and editing sprites and backgrounds for the scene
		We use the help of the Internet.. Search, import and edit sprites and backgrounds from the Internet
		Go , Turn to a corner, Clear
		Sprite Control: Command Go, Raise pen, Lower pen
	2. Computer graphics	Coordinate plane. Reference point, coordinate axes
		Coordinate plane. Distance unit, abscissa and ordinate
		Navigation in the Scratch environment. Determining sprite coordinates. TeamGo to a point with given coordinates
		Creation of the project “Magellan’s Round the World Voyage”. TeamSail to a point with given coordinates
		Creation of the project “Magellan’s Round the World Voyage” (continued). Presentation Mode
	3. Algorithms and executors	The concept of a cycle. Team Repeat . Drawing patterns and ornaments
		Design Always . Creation of projects “Beware of the car!” and "Vertical Racing". TeamIf it's edge, push off
		Orientation by compass. Motion cursor control. TeamTurn in direction. Project "Airplane Flight"
		Sprites change costumes. Animation. Creation of the projects “Octopus”, “Girl Jumping Rope” and “Running Man”
		Creation of the animated story “The Cat and the Bird”
		Creation of the animated story “The Cat and the Bird” (continued). Presentation Mode
		Compliance with conditions. Sensors. Block If . Arrow-controlled sprite
		Creation of a collection of games: “Labyrinth”, “Spinning Kitten”
		Replenishment of the game collection: “Dangerous Labyrinth”
		Composite conditions. Projects “Walking along the corridor”, “Blind cat”, “Memory simulator”
		Random number sensor. Projects “Colorful Screen”, “Chaotic Movement”, “Cat and Mouse”, “Let’s Grow a Flower Garden”
		Conditional loops. Project "Alarm Clock"
		Launch sprites using mouse and keyboard. Projects “Dressing Rooms” and “Thumbelina”
		Self-government of sprites. Exchange of signals. BlocksTo send a message And When will I receive the message. Projects “Lamp” and “Dialogue”
		Finalization of projects "Magellan", "Labyrinth"
		Sensors Projects “Glutton Kitten”, “Presentation”
		Variables. Their creation. Using counters. Project "Hungry Cat"
		Entering variables. Project "Flowers". Finalization of the Labyrinth project - remembering the name of the best player
		Entering variables using the lever. Projects “Flowers” ​​(option 2), “Regular polygons”
		A list is an ordered set of information of the same type. Creating lists. Adding and removing elements. Project “Fortune telling”, “Annoying interlocutor”
		Let's play with words. String constants and variables. String Operations
		Creation of the game “Guess the word”
		Creating tests - with and without multiple choice
		Creation of projects according to your own ideas.
		Registration in the Scratch community. Publishing projects on the Internet

Information and methodological support

1. M. S. Tsvetkova, O. B. Bogomolova. Computer science. Mathematics. Extracurricular activity programs for primary and secondary schools: grades 3-6. – M: BINOM. Knowledge Laboratory. 2013. – 128 p.: ill.
2. Pashkovskaya Yu. V. Creative tasks in the Scratch environment: workbook for grades 5-6. – M.: BINOM. Knowledge Laboratory, 2013. – 201 p.
3. Introduction to Scratch. A series of programming lessons for children. http://younglinux.info
4. Eremin E.A. Newspaper "Informatics". The Scratch environment is a first introduction. – M.: September 1, 2008 – No. 20 (573) – pp. 17–24.
5. Eremin E.A. Newspaper "Informatics". The Scratch environment is a first introduction. – M.: September 1, 2008 – No. 20 (573) – P. 16–28.
6. Video tutorials on Sretch

Expected course performance

Regulatory universal learning activities

The student will learn:

Goal setting, including setting new goals, transforming a practical task into a cognitive one;

Independently analyze the conditions for achieving the goal based on taking into account the action guidelines identified by the teacher in the new educational material;

Plan ways to achieve goals;

Be able to independently control and manage your time.

Communicative universal learning activities

The student will learn:

Establish and compare different points of view before making decisions and choices;

Argue your point of view, argue and defend your position in a manner that is not hostile to opponents;

Ask questions necessary to organize your own activities and cooperation with a partner;

Exercise mutual control and provide the necessary mutual assistance in cooperation.

Cognitive universal learning activities

The student will learn:

Create and transform models and diagrams to solve problems;

Select the most effective ways to solve problems depending on specific conditions.

BUDGETARY EDUCATIONAL INSTITUTION OF ORYOL REGION

"MEZEN LYCEUM"

Reviewed

Head of the Ministry of Defense

Ovsyannikova L. P.

_________________

"___"_________2015

Agreed

Deputy Director of HR

Tsup S. N.

__________________

"___"________2015

Approved

Director

Zhidova T. S.

__________________

"___"_________2015

EXTRA-CURRICULAR ACTIVITY PROGRAM

"We create games"

for 1 year of study

(5-6 grade)

IT-teacher:

Sopneva Svetlana Viktorovna

2015-2016

Explanatory note

The “Creating Games” program was developed on the basis of the author’s program “Creating Games Together” by P. A. Chepasov. for organizing extracurricular activities of general intellectual orientation.

The course is designed in such a way as to help students become interested in programming in general and find answers to questions that they encounter in everyday life when working with large amounts of information; when solving practical and life problems.

If previously, when organizing extracurricular activities, they used mainly material that introduced them to the structure of a computer and the simplest computer programs, then the “Designing Games” program allows you to create your own programs to solve a specific problem. This is a distinctive feature of the Game Design program.

Novelty and relevance of the “Designing Games” program

Scratch is based on a graphical programming language that allows you to control actions and interactions between different types of data. The environment uses the metaphor of Lego bricks, from which even the youngest children can assemble the simplest structures. But by starting small, you can further develop and expand your ability to build and program.

Formation of the scientific worldview of schoolchildren, development of thinking through the study of programming and algorithmization issues.

Preparing students for successful mastery of the basic and specialized course “Informatics” in high school.

The “Designing Games” program is pedagogically appropriate because introduces students to a program that allows programming, simplifying some issues of working with branches and loops.

Target:

to form in students a basic understanding of programming languages, algorithms, performers, and ways to write an algorithm.

Tasks:

Educational:

Training in basic basic algorithmic constructs.

Training in problem algorithmization skills.

Mastering the main stages of solving a problem.

Training in the skills of developing, testing and debugging simple programs.

Training of the project, its structure, design and development

Educational:

To develop the cognitive interest of schoolchildren.

Develop creative imagination, mathematical and figurative thinking of students.

Develop the ability to work with computer programs and additional sources of information.

Develop project planning skills and ability to work in a group

Educators:

Cultivate interest in computer science classes.

Foster a culture of communication between students.

Foster a culture of safe work when working at a computer.

Foster a culture of working on the global network.

Duration of the program: 1 year.

1 hour per week is allocated for the implementation of the program (one lesson per week for 45 minutes), a total of 34 hours per year.

Forms and methods of teaching are determined by the age of the students. When conducting classes, computers with the Scratch program installed, a projector, scanner, printer, and a computer network with Internet access are used. Theoretical work alternates with practical work, and interactive forms of training are also used.

Forms of conducting classes: conversations, games, practical exercises, independent work, quizzes and projects.

Using the project method makes it possible to provide conditions for children to develop the skills of independently setting problems and choosing the optimal option for solving them, independently achieving a goal, and analyzing the results obtained from the point of view of solving the problem.

The program provides teaching methods: explanatory-illustrative, partially search (variable tasks), creative, practical.

Personal and meta-subject results of mastering a course of extracurricular activities.

The program is implemented based on the following principles:

Learning in active cognitive activity . Students study all topics in practice, performing various creative tasks, ...., communicating in pairs and groups with each other.

Individual training . Teaching students to work on a computer makes it possible to organize students’ activities at an individual speed and in an individual volume. This principle is implemented through the organization of a workshop on mastering computer skills.

The principle of conformity with nature . The main activity of schoolchildren is play, through which children learn about the world around them, therefore, the lessons include game elements that contribute to the successful development of the course.

Continuity . The course program is structured in such a way that each subsequent topic is logically related to the previous one. This principle helps students understand the importance of the material already studied and the significance of each individual lesson.

Integrity and continuity meaning that this level is an important part of a unified school-wide training in computer science and information technology. Within the framework of this stage of preparation, the implementation of introductory, introductory training for schoolchildren continues, preceding a more in-depth study of the subject in grades 8-9 (main course) and 10-11 (profile courses).

Practice-oriented, ensuring the selection of content aimed at solving the simplest practical problems of planning activities, searching for the necessary information, instrumenting all types of activities on the basis of generally accepted means of information activities that implement the basic user capabilities of information technologies. In this case, the starting point is that a computer can greatly enhance a person’s capabilities, but not replace him.

The principle of the didactic spiral as the most important factor of structuring in the methodology of teaching computer science: first, general acquaintance with the concept, taking into account the existing experience of students, then its subsequent development and enrichment, creating the prerequisites for scientific generalization in high school.

The principle of developmental education(training is focused not only on acquiring new knowledge in the field of computer science and information technology, but also on activating thought processes, forming and developing generalized methods of activity in schoolchildren, and developing independent work skills).

Requirements for learning outcomes

Personal results:

broad cognitive interests, initiative and curiosity, motives for knowledge and creativity; the readiness and ability of students for self-development and the realization of creative potential in spiritual and subject-productive activities through the development of their imaginative, algorithmic and logical thinking;

readiness to improve their educational level and continue learning using the tools and methods of computer science and ICT;

interest in computer science and ICT, the desire to use the acquired knowledge in the process of teaching other subjects and in life;

the ability to connect educational content with one’s own life experience and personal meanings, to understand the importance of training in the field of computer science and ICT in the context of the development of the information society;

readiness for independent actions and actions, taking responsibility for their results; readiness to carry out individual and collective information activities;

the ability to have a selective attitude towards the information received due to the skills of its analysis and critical evaluation; responsible attitude towards information, taking into account the legal and ethical aspects of its dissemination;

ability and readiness to accept the values ​​of a healthy lifestyle through knowledge of the basic hygienic, ergonomic and technical conditions for the safe operation of ICT equipment.

Meta-subject results:

possession of the skills of organizing one’s own educational activities, including: goal setting as setting an educational task based on the correlation of what is already known and what needs to be established;

planning - determining the sequence of intermediate goals taking into account the final result, dividing the task into subtasks, developing the sequence and structure of actions necessary to achieve the goal using a fixed set of means;

forecasting - anticipation of the result;

control – interpretation of the obtained result, its correlation with the available data in order to establish compliance or non-compliance (error detection);

correction – making the necessary additions and adjustments to the action plan if an error is detected;

assessment - the student’s awareness of how well he solved the educational and cognitive task;

possession of basic universal skills of an information nature: setting and formulating a problem;

search and selection of necessary information, application of information retrieval methods;

structuring and visualization of information; choosing the most effective ways to solve problems depending on specific conditions;

independent creation of activity algorithms when solving problems of a creative and search nature;

mastery of the basics of productive interaction and cooperation with peers and adults: the ability to correctly, clearly and unambiguously formulate a thought in a form understandable to the interlocutor;

the ability to carry out joint information activities in a team, in particular when implementing a project;

the ability to speak in front of an audience, presenting the results of their work using ICT tools;

use of communication technologies in educational activities and everyday life.

Subject results:

ability to use the terms “information”, “message”, “data”, “algorithm”, “program”; understanding the differences between the use of these terms in everyday speech and in computer science;

ability to create linear, branching and cyclic algorithms for controlling performers in the Scratch programming language;

ability to use logical values, operations and expressions with them;

mastering the concepts of class, object, event processing;

the ability to formally execute algorithms described using branching (conditional statements) and repetition (cycles) constructs, auxiliary algorithms;

ability to create and execute programs to solve simple algorithmic problems in the Scratch program;

ability to use ready-made application computer programs and services;

skills in choosing a method for presenting data depending on the task at hand.

As a result of educational activities, in order to solve various educational-cognitive and educational-practical tasks, students will form and develop the necessary universal educational actions and special educational skills, which will lay the foundation for successful educational activities in middle and high school.

Forms for summing up the implementation of the extracurricular activity program: educational and research conference, defense of projects.

Thematic plan

Name of topics

Number of hours

Characteristics of students' activities

Introduction to Computer-Aided Design

Analytical: summarizing the information received about computer devices, selecting the necessary algorithmic design to solve the problem.

Practical: using various devices for input, output and storage of information, creating a description and testing the algorithm

Basic programming and project creation techniques

Analytical: comparison of algorithmic structures in the form of block diagrams with entries in the Scratch program.

Practical: creating and debugging a software algorithm in the Scratch language.

Creating a personal project

Analytical: Justification for choosing the project topic.

Practical: Implementation and protection of the project.

Description of educational, methodological and logistical support for the course of extracurricular activities.

Logistics support for the course of extracurricular activities.

Characteristics of a computer class

Number of RMU: 9

Peripheral devices: Scanner, printer, projector, local network.

Local network, Internet access.

Operating system: Windows, Linux

Main program: Scratch v 1.4.

Educational and methodological support for the course of extracurricular activities.

Work program of the course.

Practical work.

Development of games, quizzes.

Calendar-thematic plan

Col. hours

V including

practice

Dates

1.Introduction to computer-aided design (7 hours)

Computer device.

Safety regulations.
Quiz "What do we know about computers"

The concept of a performer.

The concept of performer, algorithm and program, their purpose, types and use. Types of performer management.

Game "Performer and Programmer"

Methods for writing an algorithm.

Methods for writing algorithms. Flowcharts. Programs.

Introduction to the Scratch performer and the programming environment.

Basic elements of the Scratch program interface. Create, save and open projects.

Scratch game tournament "Shooting Range"

Scratch performer command system.

The main groups of commands are their colors and purpose.

Basic algorithmic constructions. Linear and branching

Linear algorithm. Branching. Recording in the form of flowcharts

Project “Changing parameters of the game Shooting Range”

Basic algorithmic constructions. Cycles.

Project “Changing parameters of the game Shooting Range”

Stages of solving the problem

Setting up, algorithmization, coding, testing, debugging of the program.

Project "Game Labyrinth"

Use of borrowed codes and objects, copyright. Rules for working on the network.

Quiz "Safe Internet"

Exploring Scratch Objects

The concepts of object, object instance, properties and methods of an object. Event processing.

Project “Project “Game Labyrinth” continued

Basic basic algorithmic structures and their implementation in the Scratch performer environment

Linear algorithm. Movement of an object along a given route. Recording in Scratch language

Project "Automatic Turtle"

Branching.

Branching. Event processing. Change the color and thickness of the line. Recording in Scratch language

Project "Tame Turtle"

Cycle. Repetition of drawings. Ornaments. Recording in Scratch language

Project "Tireless Turtle"

Variable and its use.

Variables and their types. Rules for using variables in the Scratch language. Basic arithmetic operations

Project "Calculator"

Random number function. Project design.

Overview of main functions. Random number function. Rules for using colors. Working in a raster editor.

Project “Guess the Number Game”

Working with sound.

Inserting sound files. Software processing of audio signals.

Project "Musical Synthesizer"

Main stages of project development.

Formulation of the problem. Choosing a game theme. Preparation of design elements.

Working with the project.

Development and creation of a computer game using pre-prepared materials.

Testing and debugging of the project.

Group check of the created game Elimination of errors.

Project protection.

Project protection. Publication of the project on the website.

Reserve – (2 hours).

Total 34 hours

1.Introduction to computer-aided design (7 hours)

The concept of performer, algorithm and program, their purpose, types and use. Types of performer management. Methods for writing algorithms. Flowcharts. Programs. Basic elements of the Scratch program interface. Create, save and open projects. The main groups of commands are their colors and purpose. Linear algorithm. Branching. Recording in the form of block diagrams, Cycles.

Projects: Game “Executor and Programmer”, game “Shooting Range”, “Changing parameters of the game Shooting Range”

2.Basic programming techniques and project creation (20 hours)

Setting up, algorithmization, coding, testing, debugging of the program. The concepts of object, object instance, properties and methods of an object. Event processing. Linear algorithm. Movement of an object along a given route. Recording in Scratch language. Branching. Event processing. Change the color and thickness of the line. Recording in Scratch language. Cycle. Repetition of drawings. Ornaments. Recording in Scratch language. Variables and their types. Rules for using variables in the Scratch language. Basic arithmetic operations. Overview of main functions. Random number function. Rules for using colors. Working in a raster editor. Inserting sound files. Software processing of audio signals. Formulation of the problem. Choosing a game theme. Preparation of design elements.

Projects: “Game Labyrinth”, “Automatic Turtle”, “Manual Turtle”, “Tireless Turtle”, “Calculator”, “Game Guess the Number”, “Music Synthesizer”

3.Creating a personal project (5 hours)

Development and creation of a computer game using pre-prepared materials. Group check of the created game Elimination of errors.

Project: on a free topic. Publication of the project on the website.

Reserve – (2 hours).

Planned learning outcomes.

At the end of the course, the student must learn to create linear, branching and cyclic algorithms for controlling performers in the Scratch programming language, and publish their projects on the global network.

In addition, students must develop a cognitive interest in the subject of computer science. The acquired knowledge and skills of students contribute to the development of thinking and the formation of information culture of schoolchildren.

This program is aimed at achieving the first level of educational results, that is, at acquiring by the student social knowledge, understanding of social reality

Literature

1. Evgeny Patarakin. Let's learn to cook in Scratch. Version 2.0

2. V.G. Ryndak, V.O. Genger, L.V. Denisova. Student project activity

3.In the Scratch programming environment. Educational and methodological manual. Orenburg - 2009.

Additional sources

1. – developers page where the code is posted

2. - official website of the Scratch project

3. - download the latest Russian version of Scratch

4. C IT "Learn with Scratch»