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Get The Three Little Pigs Home

By Amanda Slaven
Level
Grades 1-3
Subjects
English Language Arts,
Mathematics
components
  • Programming
  • Design
Tools & Languages
Block-based,
Scratch

Key Coding Concepts

  • Events
  • Loops
  • Sequences

Terminology

Events

One thing causing another thing to happen i.e. ‘when clicked’ block

 

Loops

Running the same sequence multiple times i.e. repeat or forever blocks

 

Sequence

Identifying a series of steps for a task. Computers and Scratch read and perform commands in order from top to bottom

In this lesson, learners will use Scratch to get the three little pigs back to their appropriate homes, in the order that they were built in the story.

Prerequisites

Learners should have an understanding of how to code and move sprites in Scratch. We recommend Wildlife Soundscapes.

Materials

Hard copy or digital version of the 3 Little Pigs story

Introduction

Begin your lesson by reading/playing the “3 Little Pigs”.

Before reading, ask learners to predict what will happen in the story.

Ask: Which house is the most sturdy?

Discuss the sequence of events in the book and how the pigs built their homes.

Activity

Open the Scratch starter project on your computer.

Remind learners how to move a sprite, and demonstrate how to move the three little pigs to their houses (in the order that they were built).

Prior to learners going on their computers, have them write down what each pig will say when they get to their appropriate house. Depending on your group, you may want to write examples down on chart paper for them to copy.

Have learners go to scratch.mit.edu and log in.

Have them access the starter project. Either add it to your class studio in Scratch, or direct them to this link: bit.ly/3pigsgr2

Have learners “Remix” the starter project and rename it.

Ask learners to move the pigs to their appropriate homes in the order that they were built. Learners will use the following blocks (review these blocks, if necessary):

  • Events category --> 'When sprite is clicked'
  • Motion category --> 'Go to x(____) y(____)'

After the 3 pigs move to their houses, make them say something in a speech bubble:

  • Looks category --> 'Say (This is going to be my straw house!) for (2) secs'

Learner can replicate the sequence of events in the 3 Little Pigs story in their own animation
Learner is able to write a relevant sentence within the speech bubble as it relates to prior animation
Learner can independently create a media text that is connected to the story
Learner can share their animation, as well as any challenges they may have faced

Programming

  • Code the Big Bad Wolf to go to each house looking for the pigs.
  • Move the pigs from one house to the other before the Big Bad Wolf moves in.
  • Include dialogue for the Big Bad Wolf as he goes to each house.
  • Have learners describe the movement of each pig, and then share their code solution with a peer.

Language/Writing/Design

Explain to learners that a Fractured Fairy Tale is when you change the story components of a familiar Fairy Tale to add a fun twist. Example: The Three Little Aliens and the Big Bad Robot. Have learners write their own twist to the Three Little Pigs story by changing the characters. Have learners share what aspects would make a visually appealing character. Then have learners draw and create new Sprites in Scratch paint. Finally, have learners create new dialogue and code the new story in Scratch.

Science

Learners can research different types of shapes and building materials on the internet using the Kiddle Search Engine. Then learners can build a stable structure using only paper and tape. Structures can be tested by using books or a blow dryer to demonstrate live load or sheer force.

Modifications

Code the first pig together as a whole class and then have them code the other two independently.

Code in pairs (pair programming!)

Fairy Tales - The 3 Little Pigs Story (KiddoStories)
https://www.youtube.com/watch?v=CtP83CWOMwc

The Three Little Aliens and the Big Bad Robot (AHEV Library)
https://www.youtube.com/watch?v=5-FJVYaxuRg&feature=youtu.be

Structural Engineering Facts for Kids (Kiddle Search Engine)
https://kids.kiddle.co/Structural_engineering

Teach lessons that are tied to your existing curriculum! https://bit.ly/CLClessons

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    The K-12 Computer Science Framework

    Although learning how to build digital projects is a key part of Computer Science education, students should also learn a wider set of skills and competencies that will help them to harness the power of digital technologies as both creators and consumers. A comprehensive approach to K-12 Computer Science education includes learning about the following five focus areas:

    View Framework ➝

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    By the end of high school, students should be able to create a simple computer program.

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    By the end of high school, students should understand and be able to use the tools and devices commonly used to build digital projects.

    Data

    By the end of high school, students should be able to explain how we use computers to create, store, organize, and analyze data.

    Technology and Society

    By the end of high school, students should be able to explore the ways in which technology and society have mutually shaped each other.

    Design

    By the end of high school, students should be able to apply design principles to the digital projects they create.