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Speaking Code: Making a Video Game
Lesson 7 (of 7)

By Jen Perry 75+ minutes
Grades 4-6
English Language Arts,
Science and Technology,
  • Programming
Tools & Languages

Key Coding Concepts

  • Algorithms
  • Conditional Statements
  • Debugging
  • Events
  • Loops
  • Sequences



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



Identifying a series of steps necessary to complete a task



Running the same sequence multiple times



Making connections based on conditions (ie. if it is raining, then open your umbrella)



When one thing causes another thing to happen



Finding problems in code and solving them

This is the last of seven lessons. As a final assessment, learners will create their own video game.


The educator should have some knowledge of coding concepts and experience with Scratch. Completing the individual activities ahead of time would be helpful as you may have to model how to complete activities. There is an option to see the solution for each activity.

  1. Review KWL Chart and have learners write down ideas and concepts they have learned about coding. Review questions they had - are they now able to answer them? What questions do they still have?

  2. Complete ‘Coding Concept Matching Assessment’.

  3. Ask learners to use what they have learned to be a computer programmer and design their own game.

  4. Note: In order for learner projects to be saved, they must have an account. You can sign them up for their own account and also review their progress here.


  • Provide additional opportunities to explore ‘Hour of Code’ activities
  • Learners can create their own games and projects using their knowledge of coding concepts using Scratch


  • For this lesson series, learners could use a digital or regular journal to include the coding vocabulary taught.
  • Learners can create a script or story map for their video game. This could also include detailed character descriptions.
  • In a journal, learners could complete a video game-related writing prompt (Building Creative Ideas, 2020)


  • Have a class discussion about what math skills video game programmers need to code video games.

Technology & Society (History of Technology)

Flocabulary Coding Concept Videos:

‘Make your Own Game’ Activity (

Coding Concepts - Matching Quiz Assessment

ScratchEd Assessment Rubric (Karen Randall, Natalie Rusk)

‘Hour of Code’ Activities (

3rd Grade Writing Prompts #1: Video Games (

Evolution of Video Games in 3 Minutes (TheGamer)

Black Girl Gamers (BBC London)

Teach lessons that are tied to your existing curriculum!


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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 ➝


    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.


    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.


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