Skip Navigation

Paint with Gobo Interactive Art

By Melissa Sariffodeen 45 minutes
Level
Grades 1-3
Subjects
Art,
Mathematics
components
  • Programming
  • Computing and Networks
  • Design
Tools & Languages
Block-based,
Scratch

Key Coding Concepts

  • Algorithms
  • Events
  • Loops

Terminology

Interactive

Something you can interact with, where your actions create some sort of result or change. A video game is more interactive than a printed book (e.g.) because your actions can affect the outcome of the game.

Build a very simple piece of interactive art in Scratch with only a few commands, but big effects!

Introduction

Ask: What is Code? (A: A set of instructions that tells the computer what to do)

Optional: Do the Robot! (See lesson plan here: canadalearningcode.ca/lessons/do-the-robot)

Code Along

  1. Open up a new Scratch project at scratch.mit.edu and click on “create” (top, left corner) - or open the offline Scratch App.
  2. Point out the main elements: Stage, Sprites, and Scripts.
  3. Demonstrate how to drag and connect blocks.
  4. Give learners a few minutes to click on blocks and explore. Go through 1-2 challenges with the group, where learners are tasked with trying to make something happen in Scratch. For example, “Try to make Scratch move” or “Try to make Scratch say something when the space key is pressed” (See the Code-Along Challenges doc (bit.ly/scratch-challenge-solutions-doc) for more examples and solutions)

Activity

Show the example project (bit.ly/gobo-example) so learners know what they are working towards.

Ask them what they see - what is happening in this project?

Use the solution sheet to guide learners through the following steps:

  1. Create a new project
  2. Follow the mouse pointer
  3. Rainbow trail

Give learners time to work on their projects, and use the Add-Ons as additional extension ideas.

Learning Outcomes

I can use code to tell the computer what to do.
I can use events to control when things happen in my project.
I can use loops to make things happen more than once.
I can use Scratch to create interactive artwork.

User Design Elements: Discuss how this activity could be adapted to address a specific audience that would be playing it. For example, to include learners with visual impairments, you might add sounds or audio instructions to the project. Discuss how adding choice, challenge, and chance to a game can increase the interest in playing the game. How can we make our projects more interactive? Use as many Add-Ons as time allows.

Peer Feedback on User Design Elements: Have learners try each other’s games after editing and adding to the projects. Allow learners to give feedback to each other in the form of One Star and A Wish (one complement and one suggestion for next time).

Have learners use the elements of design (e.g. colour, shape) to portray a chosen emotion or theme in their project.

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

r

More Lesson Plans For Grades 1-3

    View All Lesson Plans

    Explore lessons based on components

    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 ➝

    Programming

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

    Computing and Networks

    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.