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ScratchJr Cat Says… (Part 2)

By Jen Perry 45 minutes
Pre K-K
English Language Arts,
Science and Technology,
  • Programming
  • Technology and Society
Tools & Languages
Scratch Jr.

Key Coding Concepts

  • Algorithms
  • Debugging
  • Sequences



A step-by-step set of operations to be performed to help solve a problem



Finding problems in code and solving them new by changing or adding to it



Identifying a series of steps necessary to complete a task; computers read and perform tasks in order from top to bottom

After completing unplugged lessons on what coding is and identifying ScratchJr blocks, learners will work in partners to create their own ScratchJr game. This is an appropriate first lesson on how to use ScratchJr.


Learners would benefit from completing “ScratchJr Cat Says... Part 1” (30 minute unplugged lesson).


  • Devices with ScratchJr app

Before the lesson...

  1. (5 minutes) With learners, complete a ‘Scratch Cat Says…’ warm up.

    Hold blocks up and have learners complete the actions.

    Possible Script:
    Do: Hold 'move right' block up.
    Say: “Scratch Cat says move 5 steps right”

  2. (2 minutes) Before passing out devices, have learners practice sitting in the EEKK (elbow to elbow, knee to knee) position. The educator should model this! Have one partner pretend to be the driver and the other partner be the navigator. Have learners also practice turning off their car by pretending to carefully turn their device screen down.

  3. (10 minutes) Pass out devices and launch the ScratchJr app. Set a timer and let each learner have 5 minutes to be the driver and freely explore ScratchJr.

  4. (20-25 minutes). Tell learners you are going to play ‘Scratch Cat Says…’ again, but this time instead of moving their bodies to complete the actions, they are going to use the blocks on the app! The educator should display the blocks (either printed format or on screen). Devices should be ‘turned off’ when the educator is speaking.

    Possible Blocks Suggestions (Educator Script):
    Note: Have learners switch driver/navigator after every 3 blocks.

    Say: Scratch Cat says find a…

    I. green flag block. This means when you click the green flag your program will be ready to go. This is a yellow triggering block.
    II. blue move right block. Change the block to 10 steps.
    III. blue move up block. Change the block to 8 steps. Switch driver and navigator.
    IV. blue move down block. Change the block to 6 steps.
    V. blue turn right block. Change the block to 12 steps.
    VI. blue turn left block. Change the block to 15 steps.

    Say: Test out your blocks by clicking the green flag. What do you notice? Scratch Cat says find a…

    VII. blue hop block. Change the block to 9 steps.

    Say: Now we are going to use some purple look blocks to change how Scratch Cat looks. Scratch Cat says find a…

    VIII. purple grow block. Change the block to 10.
    IX. purple say block. This block says “Hi” and can make your Scratch Cat say whatever you want. Type your names after the “Hi” so Scratch Cat can say hi to you!
    X. purple grow block. Change the block to 10 steps.
    XI. purple grow block. Change the block to 10 steps.

    Say: Now we are going to find a green sound block. This makes your Scratch Cat speak. Scratch Cat says...

    XII. find the green block that has the word pop in it!
    XIII. click on the green flag and see what happens. What is your cat doing?
    XIV. find the green sound block with a microphone. This block lets you record your own sounds. Click record and make some cat meow sounds.
    XV. find the red end block. The red end blocks end your program.

    Say: Wow! You have created your own computer program using coding. This is called a sequence (write sequence on the board). Computer programmers create sequences, which are a series of steps to complete a task. Computers read and perform tasks in order from top to bottom.

  5. If time permits, allow learners to continue exploring with ScratchJr.
    Possible challenges:

    • make a loop
    • use the blocks to find a pattern
    • add a background
    • change Scratch Cat’s colour
    • add a new friend (add a character)
    • additional time to explore
  6. Closure: Have learners put devices away and discuss what they found enjoyable about programming. What was challenging? Which blocks did they like the most? How could they use these blocks to create their own games?

Assess ability to work together and follow multi-step instructions.

Formatively assess or use a use a listening rubric such as Learn Alberta’s Div 1 Listening Rubric.


  • Free exploration of ScratchJr.



  • In ScratchJr or using the printable coding cards, learners can challenge themselves to make patterns with the blocks.

Technology and Society (Safe Communication)

  • Have a group discussion: How can computers and learning to code help make our world a better place to live?

Scratch Getting Started Guide

Scratch Jr. Learn Blocks (teacher guide):

Scratch Printable Blocks:

Learn Alberta Division I Listening Rubric

Make Beliefs Comix

Comics Pages (Printable Paper)

Create Your Own Cartoons! | Interview with Rebecca Sugar | Cartoon Network

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