Block Coding Jss 2 Lesson Plan

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LESSON PLAN

BLOCK CODING

Subject	Digital Technologies
Class	JSS 2
Term	Second Term
Week	3
Topic	Block Coding
Duration	80 Minutes (Double Period)
Date/Period	________________________

Instructional Objectives

By the end of the lesson, students should be able to:

1. Explain the meaning of block-based coding.
2. Identify basic blocks in the Scratch programming environment.
3. Explain how programming blocks are connected to form instructions.
4. Create a simple animation using Scratch.
5. Test a Scratch project and make simple improvements.

Previous Knowledge

Students have learned about programming and algorithms, including the importance of arranging instructions in a logical order.

Instructional Materials

• Computer systems
• Scratch programming environment
• Projector, where available
• Sample Scratch animations
• Whiteboard and markers

Reference Materials

• Digital Technologies lesson note on Block Coding
• Teacher-prepared Scratch examples and practical exercises

Lesson Presentation

Stage/Time	Teacher's Activities	Students' Activities
1. Introduction 5 minutes	The teacher reviews algorithms and asks students how they would give instructions to make a character move and speak. The teacher introduces block coding.	Students suggest instructions and explain why they should be arranged in the correct order.
2. Meaning of Block Coding 10 minutes	The teacher defines block coding, explains its importance, and introduces Scratch as a visual programming environment.	Students define block coding and mention projects that can be created with Scratch.
3. Scratch Interface and Blocks 15 minutes	The teacher identifies the Stage, sprite, Blocks Palette, and Code Area. The teacher demonstrates Motion, Looks, Events, and Control blocks.	Students identify the parts of the Scratch interface and state the functions of the different block categories.
4. Demonstration 15 minutes	The teacher demonstrates how to connect a green-flag event block, a move block, and a say block to create a simple animation.	Students observe the demonstration, identify the order of the blocks, and predict what the sprite will do.
5. Practical Activity 25 minutes	The teacher guides students to create an animation in which a sprite displays a greeting, moves, and changes direction. The teacher assists students in testing and correcting their projects.	Students create their animations, run them with the green flag, observe the results, and make at least one improvement.
6. Evaluation and Conclusion 10 minutes	The teacher asks questions about block coding, Scratch, and the animation activity. The teacher summarises the lesson.	Students answer questions, demonstrate their projects, and explain how the blocks work together.

Evaluation

1. What is block coding?
2. What is Scratch?
3. State four parts of the Scratch interface.
4. Mention four categories of Scratch blocks and state their functions.
5. Describe the steps involved in creating a simple animation.
6. State three advantages of block coding.

Assignment

1. Define block coding and state three advantages.
2. Draw and label the main parts of the Scratch interface.
3. List six Scratch block categories and explain the function of each.
4. Describe how to create an animation in which a sprite displays a greeting and moves across the Stage.

Teacher's Reflection

Were students able to identify Scratch blocks and create a simple animation independently?

Remarks: ____________________________________________________

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