gbdjmjubups!sftpvsdft!gps;! - educator innovator · 2018-06-11 · part 3: page 188 scratch project...

Gbdjmjubups!Sftpvsdft!gps;!

For your convenience, we have gathered together here the projec on sheets, cards, and formal assessment used in

suppor ng the ac vi es found in Script Changers. See the Design Challenges within the book for detailed informa on

on how these materials may be used. The headings and page numbers match the same within Script Changers, but

note that some can be used more than once throughout the Design Challenges.

Pwfswjfx!'!Fyqmbobujpo!

Loca on Title Loca on Title

Projec on Sheets/Posters

Design Challenge 3 Design Challenge 4

Part 4: page 138 The Iceberg Part 1: page 166 Connec on Circle (Used throughout the book)

Part 3: page 188 Scratch Project Storyboard (used again in DC 6)

NOTE: Within the book you may see a handout listed as suitable for duplica on or projec on. If you wish to project any,

those items may be found within the Youth Handouts and Worksheets collec on.

Formal Assessment

APP C: 269–270 SCRIPT CHANGERS ASSESSMENT

Cards

(Cut apart and laminate for durability)

DC 1, Part 1:

Pages 83‐89 SCRATCH BUILDING BLOCKS CARDS

APPENDIX D SYSTEMS THINKING CONCEPT CARDS APPENDIX E SCRIPT CHANGERS CHALLENGE CARDS

TableofContents

© 2014 Massachusetts Institute of Technology

The publisher gives permission to duplicate and distribute the materials in this collection in classrooms or out-of-school settings in conjunction with the activities found in the volume Script Changers: Digital Storytelling with Scratch. All other rights reserved.

Qptufst!

!Jufnt!vtfe!

uispvhipvu!uif!cppl!

CONNECTION CIRCLE

Use the circle below to map connections within the system.

1. First, list the important elements of the system around the outside of the circle.Keep in mind that your elements should be things that increase or decrease overtime in the system.

2. Then use arrows to start mapping the connections between the elements in termsof one causing another to increase or decrease. Remember to:

a. Use arrows to indicate the “ direction ” of the relationship (which element iscausing, which element is being affected).

b. Use plus (+) and minus ( – ) signs near the heads of the arrows to indicatewhether the relationship is causing an increase or decrease in the affectedelement.

SCRATCH PROJECT STORYBOARD

SCENE#

Scratch Code Sketch

Description Dialogue

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

Bqqfoejy!D!

!Tdsjqu!Dibohfst!

Gpsnbm!Bttfttnfou!

Append ix C S C R I P T C H A N G E R S A S S E S S M E N T

Name: ___________________________ Date: ___________________________

1. What is the relationship between the following three things? You can explain your answer in words or pictures.

(a) studying, (b) grades, and (c) interest in the subject matter.

Based on your answer, what do you think would happen to studying and grades if your interest in the subject matter went down ?

2. Think of an example of a system you are a part of or have observed in your com-munity that is an example of either reinforcing or balancing feedback (or both). Briefly draw a picture or a model of the elements in that community, and explain how those elements interconnect.

What would happen to the system if one of the elements was removed?

2 7 0 A P P E N D I X C

3. Marla was reading a book called The River Ran Wild. The story tells about the Nashua River, which was bright and clean, and had many fish and wildlife living on it. But as a community settled around the river, things began to change. The abundant fish in the river caused more people to come and join the community. As time passed, towns were built, which attracted more people. Mills were built on the river, using the water to power the millwheels, and to take advantage of the fact that there was an existing community that could provide the mill with workers. The rivers were also used as a place to dump mill waste. Eventually these towns grew into cities, which attracted people more quickly than ever, and the increase in people (and thus mills) caused more pollution than ever.

(a) What kind of relationship can we see in this story? What are the elements of the system, how are they interacting, and what are the consequences?

A woman named Marion Stoddard organized her neighbors and her community to try to clean up the Nashua River, even though it seemed like an impossible task. Children brought jars of dirty river water to show to politicians. They told their parents, “ We just want this river the way it was when you were kids. You could swim in it. You could fish in it. ” Eventually people listened, so laws were passed to stop the paper mills from dumping chemicals and dyes into the river. The people also worked to get the first Clean Water Act passed — in Massachusetts.

(b) What did Marion Stoddard do to change the system? What did she identify as the leverage point? From the perspective of a system, how could you explain how her change impacted the way the system that you described in part A was working?

S C R I P T C H A N G E R S A S S E S S M E N T 2 7 1

4. What is the relationship between the amount of grass that is growing in a field, the number of rabbits who live in the area (rabbits eat grass), and the number of wolves in the area (wolves eat rabbits). Explain your answer in either words or pictures.

(a) If someone decided to kill all the wolves, what would happen to the rabbits and the grass?

(b) Is this an example of balancing feedback or reinforcing feedback? (circle the one that is correct)

Eftjho!Dibmmfohf!

Pof!

!Tdsbudi!Cvjmejoh!Cmpdlt!Dbset!

Cut out, fold in half, and laminate for durability

HID

E &

SH

OW

HID

E &

SH

OW

http

://s

crat

ch.m

it.ed

u

GET

REA

DY

SCEN

E 1

:

SCEN

E 2

:

TRY

TH

IS C

OD

ED

O IT

EXTR

A T

IP

Cho

ose

at le

ast o

ne s

prite

Clic

k th

e A

and

B b

utto

ns to

mak

e yo

ur s

prite

sho

w a

nd h

ide!

Rem

embe

r if

a sp

rite

is h

idde

n at

the

end

of a

prog

ram

, to

add

a sh

ow b

lock

at t

he b

egin

ning

so it

sho

ws

whe

n it

play

s ag

ain.

Also

, hid

e an

d sh

ow b

lock

s ca

n be

pai

red

with

oth

er o

rang

e co

ntro

l blo

cks,

like

broa

dcas

t and

rec

eive

blo

cks.

Show

and h

ide

a s

pri

te s

o it

only

appea

rs w

hen

you w

ant

Ori

gin

al c

onte

nt

pro

vided

by t

he

Scra

tch T

eam

fro

m t

he

MIT

Med

ia L

ab

MO

VIN

G A

NIM

ATI

ON

MO

VIN

G A

NIM

ATI

ON

http

://s

crat

ch.m

it.ed

u

GET

REA

DY

TRY

TH

IS C

OD

E

EXTR

A T

IP

Clic

k to

ope

n th

esp

rite

libra

ry

Cho

ose

a sp

rite

that

has

2 or

mor

e co

stum

es

Doe

s yo

ur s

prite

look

ups

ide-

dow

n?Yo

u ca

n ch

ange

its

rota

tion

style

all a

roun

d

left-

right

don’

t rot

ate

Clic

k th

e

Anim

ate

a c

hara

cter

as

it m

ove

s

SWIT

CH

ING

BA

CK

DRO

PS

SWIT

CH

ING

BA

CK

RO

UN

DS

http

://s

crat

ch.m

it.ed

u

GET

REA

DY

BA

CK

DRO

P 1

:

BA

CK

DRO

P 2

:

TRY

TH

IS C

OD

ED

O IT

EXTR

A T

IP

Impo

rt or

pai

nt a

new

back

drop

Hit

the

spac

e ba

r to

cha

nge

your

bac

kdro

p!

Clic

k on

the

“sta

ge”

area

nea

r w

here

the

sprit

es a

relo

cate

d

Diff

eren

t com

bina

tions

of t

he o

rang

e “w

hen”

cont

rol b

lock

s an

d pu

rple

“lo

oks”

blo

cks

can

also

mak

e ba

ckdr

op c

hang

es h

appe

n!

Som

etim

es w

hen

you’r

e te

lling

stori

es in

scr

atc

h,

you h

ave

dif

fere

nt

scen

es a

nd s

ettings

indif

fere

nt

part

s of

the

story

GLI

DE

GLI

DE

http

://s

crat

ch.m

it.ed

u

GET

REA

DY

TRY

TH

IS C

OD

ED

O IT

EXTR

A T

IP

Impo

rt a

costu

me

or p

aint

you

r ow

n

How

long

The

x po

sitio

nis

sho

wn

here

Her

e ar

e th

e x

and

ypo

sitio

ns o

n th

e sta

ge

x:

-240

y:1

80

x:

240

y:1

80

x:

240

y:-

180

x:

-240

y:-

180

Clic

k on

the

geen

flag

to s

tart

888888888888888888888888000000000000000000000 88880

80

80

80

80

80

80

800

8888000

880

80

8800

880

80

88880

80

Clic

k th

e

To s

ee a

spr

ite’s

x a

nd y

pos

ition

Hor

izon

tal p

ositi

on

Ver

tical

pos

ition

Try

diffe

rent

num

bers

Move

sm

ooth

ly f

rom

one

poin

tto

anoth

er

Ori

gin

al c

onte

nt

pro

vided

by t

he

Scra

tch T

eam

fro

m t

he

MIT

Med

ia L

ab

x:

0

y:0

SAY

SO

MET

HIN

GSA

Y S

OM

ETH

ING

http

://s

crat

ch.m

it.ed

u

GET

REA

DY

TRY

TH

IS C

OD

E

EXTR

A T

IP

Sele

ct a

spr

ite

Hey

! I d

idn’

t kno

whi

ppos

cou

ld fl

y!

Clic

k on

the

sprit

e to

sta

rt

What

do y

ou w

ant

your

spri

te t

o s

ay?

Ori

gin

al c

onte

nt

pro

vided

by t

he

Scra

tch T

eam

fro

m t

he

MIT

Med

ia L

ab

BRO

AD

CA

ST A

ND

REC

EIV

EBRO

AD

CA

ST A

ND

REC

EIV

E

http

://s

crat

ch.m

it.ed

u

TRY

TH

IS C

OD

E

DO

IT

EXTR

A T

IPU

se th

e dr

op-d

own

men

u in

the

broa

dcas

tbl

ock

to c

reat

e ne

w c

omm

ands

that

can

be

linke

d to

oth

er s

crip

ts. Y

ou c

an a

lso u

se b

road

cast

bloc

ks to

cha

nge

a sp

rite'

s co

stum

e, c

hang

eba

ckdr

ops,

or

to s

tart

diffe

rent

set

of s

crip

tsyo

u've

set

up.

Hey

!!

Hi!

How

are

you

?

Pres

s th

e gr

een

flag

to w

atch

the

story

unf

old!

Use

bro

adca

st a

nd r

ecei

veblo

cks

to m

ak

e sp

rite

s have

a c

onve

rsation

CREA

TE A

NEW

SPRIT

ECREA

TE A

NEW

SPRIT

E

http

://s

crat

ch.m

it.ed

u

You

can

draw

you

r ow

n Sp

rite

Use

a S

prite

from

the

exis

ting

libra

ry

You

can

impo

rt yo

ur fa

vorit

e pi

ctur

es, o

r ev

en u

se a

web

cam

to c

reat

e a

char

acte

r!

Add a

ny c

hara

cter

to y

our

pro

ject

AN

IMA

TE IT

AN

IMA

TE IT

http

://s

crat

ch.m

it.ed

u

Dup

licat

e a

costu

me

Use

the

pain

t too

ls to

mak

e th

e ne

w c

ostu

me

look

diff

eren

t

GET

REA

DY

TRY

TH

IS C

OD

E

DO

IT

Clic

k on

the

geen

flag

to s

tart

Mak

e a s

imple

anim

ation

Ori

gin

al c

onte

nt

pro

vided

by t

he

Scra

tch T

eam

fro

m t

he

MIT

Med

ia L

ab

Bqqfoejy!E!

!Tztufnt!Uijoljoh!

Dpodfqu!Dbset!

SYSTEMS THINKING CONCEPT CARDS:SCRIPT CHANGERS






06.

Identifying the different ways that a sys-

other through their

07.

works. Dynamics in a system are often

.

08.

insight into the of a component. A

dynamics and functioning

systemic changes.

09.

communicate about how things work. At

both the creator and the “reader” or “au-

10.

-

sign indicates an increase in that amount

sign indicates a decrease in the amount of a component in a system. There are other

most important thing about a good systems -

11.

-

and reinforcing.







17.

run out at a certain point. Keeping in mind

-mize resources.

16.

STOCKS & FLOWS

-

the rate at which stocks in a system change either through increasing or decreas-ing (money comes in and out of a bank

purchases. Fish come in and out of a pond

15.

-

-

14.

-

13.

-

keep in mind is that the same thing might

12.

-

growth or diminishment run out. This is

and .






26.

TIME DELAYS

-

the appearance of a fruit–bearing tree.

27.

something in order to understand it. For

and miss the effects of actions taken far into the past.

25.

-

-

-

-standing of how a system operates.

24.

-

23.

MODELS SHAPE ACTION IN A SYSTEM

SYSTEMS THINKING CONCEPTCARDS:SCRIPT CHANGERS

Bqqfoejy!F!

!Tdsjqu!Dibohfst!

Dibmmfohf!Dbset!

SCRIPT CHANGERS CHALLENGE CARDSUNDERSTANDING

SYSTEMS:DIGITAL DESIGN FOR A COMPLEX WORLD This deck contains

4 different categories of challenges from which to pick:

CATEGORIES

GOING DEEP IN SCRATCHAll of these challenges aim to extend and deepen skills and areas of Scratch that youth might not explore through the storytelling activities included in the book.

BE A FAN!All of these challenges aim to have youth bring in their existing interests in pop culture to create fan-based projects in Scratch that make them think about existing stories and characters in new ways.

REMIXING SCRATCH PROJECTSAll of these challenges aim to have young people learn to remix and appropriate parts of existing

the Scratch online community.

A NEW CHAPTERAll of these challenges aim to have young people create new kinds of stories. They can be used with Scratch, but also with other storytelling platforms including

other multimedia storytelling tools.

Script Changers Challenge Cards make your students take their Scratching to the next level! Each of the challenges offers inspiration for open-ended projects and offers hints that will help them dive right in. Challenges are rated from easy to hardcore and come with some hints to help get things started. Use with youth that come early to meetings or classes, have an extra lunch break and want to

during group projects.

LEVELS

EASYMEDIUMHARDHARDCORE

OVERVIEW

SCRIPT CHANGERS CHALLENGE CARDS

SCRIPT CHANGERSCHALLENGE CARDS



0201 03 LEVEL

MEDIUM

CATEGORY

GOING DEEP IN SCRATCH

Write a short story that involves two char-acters. Ask a friend or two to help you record the dialogue.

EXPLANATION

You can collaboratively create stories in Scratch by getting your friends involved. You can act as a director, asking them to do mul-tiple recordings until you get the dialogue to sound just the way you want.

HINTS

Find a nice quiet place to record so that

LEVEL

EASY

CATEGORY


Create a project using Sprites that you only draw yourself.

EXPLANATION

in Scratch using things from the Scratch library, but can you do it by drawing the sprites yourself?

HINTS

DRAW SOMETHING

FRIENDLY STORY

LEVEL

EASY

CATEGORY


Create a project that has characters danc-ing to music.

EXPLANATION

Scratch can be great for bringing together character movement with music. Using certain blocks,

“dance party.”

HINTS

under the “Sounds” tab on a sprite or on

DANCE PARTY




NEVER ENDING STORY

AMAZING MAZES

LEVEL

MEDIUM

CATEGORY


Make a story in Scratch that never ends.

EXPLANATION

First, come up with a story whose ending could cause the whole story

way to make that actually happen in Scratch, so that when the last scene in the story happens, it loops back to the beginning, and the whole thing keeps repeating itself.

HINTS

LEVEL

HARD

CATEGORY


Create a maze game in Scratch.

EXPLANATION

idea for a game that involves making your way through mazes.

HINTS

-

LEVEL

HARD

CATEGORY


Re-create a classic arcade game like PacMan, Pong, or Space Invaders in Scratch.

EXPLANATION

through the rules and design of a classic arcade game, and make a

long time, search the web or look at example projects in the Scratch community.

HINTS

-

-

CLASSIC ARCADE

060504




090807 LEVEL

HARD

CATEGORY


Create a Scratch project that makes a user move their body to interact with it.

EXPLANATION

block allows you to use a

movements. Use this block to make a whole new type of creative Scratch project.

HINTS

LEVEL

HARD

CATEGORY


Making a Scratch project that acts like an “etch-a-sketch” allows a user to draw things using the arrow keys.

EXPLANATION

The old etch-a-sketch was fun be-cause it gave its user a very limit-ed tool that actually made it a little

draw something it was that much more exciting when it turned out well. Can you recreate this sort of tool and experience in Scratch?

HINTS

your screen and the other blocks to con-

LEVEL

MEDIUM

CATEGORY


Make a Scratch project that involves the “pick random __ to __” block in some way.

EXPLANATION

Most Scratch projects play out exactly as you program them. But what if you added in some randomness? See if you can

the “pick random” block into a Scratch project.

HINTS

-

RANDOMNESS ETCH-A-SKETCH

MOVE YOUR BODY




LEVEL

HARDCORE

CATEGORY


Make a Scratch project that acts like a kalei-doscope to make new patterns depending on what the user does.

EXPLANATION

Kaleidoscopes combine many overlapping colors and movement in order to create a dazzling visu-al experience. Can you create an experience like this in Scratch?

HINTS

LEVEL

HARDCORE

CATEGORY


Make a Scratch proj-ect that reproduces the function of a type-writer by using the keyboard to input and edit text.

EXPLANATION

You might be used to using word processing programs to create text on a screen, but can you make a Scratch project that does this?

HINTS

LEVEL

HARDCORE

CATEGORY


Create a musical instrument in Scratch

EXPLANATION

lot of options that can let some-one make a musical instrument.

HINTS

SWEET MUSIC

TYPEWRITERKALEIDOSCOPE10 11 12




LEVEL

MEDIUM

CATEGORY


Share your project in the Scratch online community and then embed, email, or link to your project on your blog or other social network.

EXPLANATION

Being able to repost your proj-ects to communities outside of the Scratch website is one of the great parts of the Scratch online community. Give it a try to see if

view your project!

HINTS

-

LEVEL

MEDIUM

CATEGORY

BE A FAN!

Are you a fan? Recreate your favorite scene and even add yourself!

EXPLANATION

Create a project that recreates one of your favorite scenes or interactions from a book, comic, video game, TV show, graphic novel, or movie that you like.

HINTS

-

LEVEL

MEDIUM

CATEGORY

BE A FAN!

Create a project that involves a character that you like and tells a story about a new

themselves in.

EXPLANATION

have to stay in the books, movies, or games where you found them. In this project you can be a super fan by extending the storyline and imagining new situations. This is commonly called “fan-

different Internet sites devoted

HINTS

FANFIC IN SCRATCH

THAT SCENE…

BLOG IT!151413




TALEIMAGE MASHUP

CROSSOVER

LEVEL

MEDIUM

CATEGORY

BE A FAN!

Create a project that tells part of the story of a video game that you play.

EXPLANATION

Think about a game that you like and what kind of storyline it has around it. Can you take a part of that story and bring it into Scratch?

HINTS

-

-

LEVEL

MEDIUM

CATEGORY

BE A FAN!

Create a project that has sprites whose cos-tumes only come from images on the web.

EXPLANATION

this one; instead, mash up images

create unique characters.

HINTS

-

LEVEL

MEDIUM

CATEGORY

BE A FAN!

Create a project that in-volves characters from two different books, comics, video games, TV shows, graphic nov-els or movies.

EXPLANATION

Find two characters from separate television shows, video games, books, comics, graphic novels or

make a story where they interact.

HINTS

181716




LEVEL

EASY

CATEGORY

REMIXING SCRATCH PROJECTS

Take an existing Scratch project and modify its sprites in an interesting way to create an entirely new project.

EXPLANATION

Head to the Scratch example project library or to the online

catches your eye. Swap out the sprites and replace them with ones that change the original project in an interesting or funny way.

HINTS

-

LEVEL

HARDCORE

CATEGORY


“Mash up” or com-bine two existing Scratch projects to create a third.

EXPLANATION

Head to the Scratch example projects library or to the online

that you think could be interesting if they were combined in some way. Use the “import project”

functions to bring the content into Scratch and make these two existing projects into something entirely new.

HINTS

-

LEVEL

MEDIUM TO HARDCORE

CATEGORY


Find an existing Scratch project and “backwards engineer” it — recreate it without looking at its code.

EXPLANATION

Head to the Scratch online com-

catches your eye. Without looking

code, try to re-create it from the ground up, sprites, sounds, scratch blocks and all.

HINTS

Pay attention to both the look and feel of -

BACKWARDS ENGINEERING

FRANKENSTEINCOSTUME SWAP

19 2120




LIKE YOUR RULES

CHOOSE YOUR OWN ADVENTURE

NEWSCAST LEVEL

MEDIUM

CATEGORY

A NEW CHAPTER

Create a story in the form of a newscast.

EXPLANATION

Newscasts are particular types of stories. You can create one about something happening in your neighborhood or in the world, or even something you made up.

HINTS

LEVEL

HARDCORE

CATEGORY

A NEW CHAPTER

Create a “Choose Your Own Adventure” Story

EXPLANATION

Choose your own adventure stories create multiple pathways that a “reader” can take as they experi-ence the story, with divergent sto-rylines and even different endings.

HINTS

-

LEVEL

HARD

CATEGORY


Take an existing game made in Scratch and change the rules.

EXPLANATION

Either by going to the “Games” folder in the Scratch library or

online community, load a game and change the rules of an exist-ing game.

HINTS

242322




WHODUNNIT?25 26 LEVEL

MEDIUM

CATEGORY

A NEW CHAPTER

Create a story about one event told from multiple perspectives.

EXPLANATION

Every story can be seen from many different perspectives. Create a story that shows how one event can be seen totally differently depending on who you

experience of a certain event.

HINTS

LEVEL

MEDIUM

CATEGORY

A NEW CHAPTER

Create a story about a mystery that eventu-ally gets solved.

EXPLANATION

Make the experience of the story one that has some suspense, and gets the person who sees it to want to know the ending!

HINTS

ALL ABOUT PERSPECTIVE

LEVEL

HARD

CATEGORY

A NEW CHAPTER

Create a story about something in your local economy that shows

EXPLANATION

All economies are complex systems. Create a story that shows how things like feedback loops, unexpected consequences or leverage points might play out in a local economy, like your neighborhood.

HINTS

-

-

27SUPPLY & DEMAND




28 LEVEL

HARD

CATEGORY

A NEW CHAPTER

Create a story about something in the en-vironment that shows

EXPLANATION

-plex system. Think up a story that shows how things like feedback loops, unexpected consequences, or leverage points might play out in the environment.

HINTS

-

LEVEL

HARDCORE

CATEGORY

A NEW CHAPTER

Create a story about democracy that shows

EXPLANATION

Governments are complex systems. Think up a story that shows how things like feedback loops, unex-pected consequences, or leverage points might play out in a demo-cratically-governed country.

HINTS

-

LEVEL

HARDCORE

CATEGORY

A NEW CHAPTER

Create a story in Scratch that plays out differently every time someone reads it.

EXPLANATION

have to play out in the same way — make a project that has multiple ways that it unfolds.

HINTS

YOU NEVER STEP IN THE SAME RIVER TWICE

MR. SMITH GOES TO WASHINGTON

GOING GREEN

29 30



PSA

LEVEL

MEDIUM

CATEGORY

A NEW CHAPTER

Create a story that integrates pictures you took around your neighborhood.

EXPLANATION

Sometimes having real life pic-tures can show someone some-thing that might be hard to con-vey just in words. Take pictures from where you live, and think about how they can help you tell a story.

HINTS

-

LEVEL

MEDIUM

CATEGORY

A NEW CHAPTER

in the style of a “Public Service Announcement,” or PSA.

EXPLANATION

A PSA is a message on TV, billboards, or other media (e.g., “Say No to Drugs!”) to help raise awareness and change public at-titudes or behavior. Think of some kind of issue that you think the public should be better informed about and create a PSA around it. Aim to inform and empower; avoid scaring your viewers.

HINTS

THROUGH YOUR LENS

31 32

gbdjmjubups!sftpvsdft!gps;! - educator innovator · 2018-06-11 · part 3: page 188 scratch project...

Documents