Title: Exploring the “Go To” Command in Scratch

Grade Level: 4th-6th grade

Duration: 1 hour

Subject: Computer Science

Standards: - CSTA (Computer Science Teachers Association) Standards: 2-AP-10, 2-AP-11 - ISTE (International Society for Technology in Education) Standards: 1c, 2a, 2b, 2d

Materials: - Computers with Scratch installed - Scratch project template (optional) - Scratch activity worksheet (optional)

Engage (5 minutes): 1. Begin the lesson by asking students if they have ever played a game where they had to follow specific instructions to reach a goal. 2. Discuss the importance of giving clear instructions in order to achieve desired outcomes. 3. Introduce the concept of the “Go To” command in Scratch, which allows us to control the flow of our programs.

Explore (15 minutes): 1. Provide a brief overview of Scratch and its interface. 2. Demonstrate how to use the “Go To” command in Scratch by creating a simple program together. 3. Explain that the “Go To” command allows us to jump to a specific point in our program, similar to following a set of instructions in a game.

Explain (10 minutes): 1. Discuss the purpose and functionality of the “Go To” command in more detail. 2. Explain that the “Go To” command is useful when we want to repeat a set of instructions or create loops in our programs. 3. Emphasize that the “Go To” command should be used carefully to avoid creating infinite loops or confusing program flow.

Elaborate (20 minutes): 1. Divide students into pairs or small groups. 2. Provide them with a Scratch project template or have them create a new project from scratch. 3. Instruct students to create a program that uses the “Go To” command to make a sprite move in a specific pattern or repeat a set of actions. 4. Encourage students to experiment with different values and combinations of the “Go To” command to achieve desired outcomes. 5. Circulate the classroom to provide guidance and support as needed.

Evaluate (10 minutes): 1. Have students share their programs with the class. 2. Ask students to explain how they used the “Go To” command in their programs and what outcomes they achieved. 3. Assess students’ understanding of the “Go To” command based on their ability to explain its purpose and functionality.

Extend (optional): 1. Provide an activity worksheet with additional challenges involving the “Go To” command. 2. Encourage students to explore other Scratch commands and concepts related to program flow and control.

Note: This lesson plan can be modified based on the grade level and prior knowledge of the students.