Gametech Program Guide

Program Guide
2009 Boys & Girls Clubs of America
game tech Program guide
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Boys & Girls Clubs of America
1275 Peachtree St. NE
Atlanta, GA 30309-3506
(404) 487-5700
www.bgca.org
boys & girls clubs of america
page 2
Prose is an art form, movies and acting

in general are art forms, so is music,
painting, graphics, sculpture, and so on.
Some might even consider classic games
like chess to be an art form. Video games
use elements of all of these to create
something new. Why wouldnt video
games be an art form?
Sam Lake
Writer, developer of Max Payne video game series
page 3
Acknowledgements
Boys & Girls Clubs of America (BGCA) gratefully acknowledges the contributions and support of
the following organizations and individuals to the development of Game Tech.
The Todd Wagner Foundation
The AMD Foundation
Established in 2000, the Todd Wagner

Foundation is dedicated to improving
the lives of at-risk children and building
strong communities through education,
technology, healthcare and enrichment
opportunities. From the beginning, the
trailblazing Todd Wagner Foundation set out to change the not-for-profit world
by avoiding expensive fundraisers and excess overhead so that more dollars
could be invested in high-impact programs. Employing a start-up-to-merger
model more familiar to the business world than the non-profit sector, the
Foundation:
AMD Changing the Game,

the signature education
initiative of the AMD
Foundation, is designed
to take gaming beyond
entertainment and inspire youth to learn critical education and life skills by
equipping them to create digital games with social
content. The programs purpose is to promote the use
of youth game development as a tool to inspire learning, improve science, technology, education and math
(STEM) skills, and spur career interest in game development or a similar field. The initiative is rooted in AMDs
commitment to and experience in supporting education and the companys expertise in the graphics processor and gaming industries.
Creates and/or supports targeted programs that address service gaps within
the community;
Nurtures and builds those programs in order to refine concepts and to

encourage meaningful results; and
Looks for opportunities to scale proven programs to the next level and reach
even more families, while ensuring that the programs continue their level
of innovation and measurable success. This is often accomplished through
partnerships with complementary organizations whereby the whole
becomes greater than the sum of its parts.
Like its namesake, the Todd Wagner Foundation believes it answers first and
foremost to the communities we serve. In 2008 alone, the Foundation changed
the lives of thousands of children by providing approximately $2.3 million for
charitable programs, organizations and activities.
page 4
BGCA also recognizes the following professionals and organizations for their expertise and efforts in the development of
Game Tech:
Project Advisor
Alex Quinn
Executive Director, Games for Change
PETLab
PETLab (Prototyping, Evaluation, Teaching and Learning lab)

is a joint project of Games for Change and Parsons The New
School for Design.
Game Tech Course Development
John Sharp -Savannah College of Art and Design, Atlanta, GA

Colleen Macklin - Parsons The New School for Design, New
York City
Eric Nunez - Parsons The New School for Design, New York City
Project Evaluator
James Diamond - Center for Children and Technology

Education Development Center, Inc.
Acknowledgements
The insights and expertise from the following Boys & Girls Clubs
were invaluable in shaping the course design and content:
The Salvation Army Boys and Girls Clubs of Greater Atlanta

The Boys & Girls Clubs of Santa Monica
The Boys & Girls Clubs of Newark
Boys & Girls Clubs of the Austin Area
Boys & Girls Clubs of Chicago
Boys & Girls Clubs of Larimer County
Boys & Girls Clubs of Metro West, Inc.
The following staff members of Boys & Girls Clubs of America

have been instrumental in bringing Game Tech to fruition:
Judith J. Pickens, Senior Vice President, Program & Youth

Development Services
Karen MacDonald, Vice President, Program & Youth

Dan Rauzi, Senior Director, Youth & Technology Programs

Katie Kimple, Lead Director, Club Tech
The BGCA Project Development TeamProgram & Youth
Cindy Rondeau, Director, MIRACLES Technology Program &
Project Manager
Christine Kotula, Director, Technology Programs & Training
Mary Grybeck, Director, Technology Programs & Training
Lisa Sunarth, Program Coordinator
Nichole Richardson, Program Assistant
And a special thanks to PBJS, Inc. who devoted much time, energy
and expertise to ensure Game Tech is as much fun to read as it is to
implement.
page 5
Before You Begin
Executive Summary
Program Overview
Scratch Overview
Program Materials
10
Reference Poster Overview
12
Tips for Success
15
page 6
Executive Summary
The Boys & Girls Clubs of America Game Tech
Program is a modular, active learning program

focused on the creation and playing of games.
Members will learn how the the open source
application Scratch can be used to create games.
Game Tech covers a range of skills including
systems thinking, introductory programming

concepts, principles of game design, and the
iterative design process.
The Program Guide serves as an overview and
implementation guide.
Three Posters are included to address the
terminology and concepts for the areas covered

by the program: The Design Process, All About
Games, and Introducing Scratch.
The program is made up of two units: Game Tech
101 and Introducing Scratch.
Unit 1: Game Tech 101 is made up of two
Activities that each introduces a core concept for

Game Tech: the iterative game design process,
and the fundamental principles of computer
programming.
Unit 2: Introducing Scratch is made up of six
Activities, each introducing a basic set of Scratch

techniques important for game design.
There are four components of all Activities:
Think, Design, Play Test, and Change.
The Program Guide includes the Activity Guide,
Member Activity Guides, and a Resources

section.
The Resource section provides additional cards
and information to help your members, if they

choose, to take Game Tech to the next level and
create an original game.
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Program Overview
Key Points
The BGCA Game Tech Program is a two-unit
program utilizing principles of active learning to
teach how to program computer games.
Game Tech uses Scratch, an open source
programming environment that uses a puzzle
piece metaphor to create animations and games.
The program is made up of two units that work
together to give participating members the basic
knowledge and skills to understand computer
game programming:
Unit 1: Game Tech 101

Unit 2: Introducing Scratch
The BGCA Game Tech Program is a two-unit program utilizing principles of active
learning to teach how to program computer games. The curriculum is designed
to expose Club members to a number of important skill setssystems thinking,
introductory programming concepts, principles of game design, and the process of
iterative design. The program utilizes a four-phase system modeled on the iterative
design processThink, Design, Play Test and Change. (See Anatomy of an Activity
on page 20 for a detailed discussion of the four phases.)
The program uses Scratch, an open source programming environment that uses a
puzzle piece metaphor to create animations and games. We have created a number
of Activities and support materials to help facilitators and participating members
learn to work with Scratch. (See Scratch Overview on page 9 for more on Scratch and
its use in the Game Design Program. See Program Materials on page 10 for more on the
support materials.)
Game Tech is made up of two units that work together to give participating members
the necessary knowledge and skills to understand game and programming
fundamentals.
Unit 1, Game Tech 101, lays the conceptual foundation for thinking about
games, the relationship between games and social issues, and basic
programming concepts.
Unit 2, Introducing Scratch, is comprised of six Activities that function as a
primer in the Scratch environment and the basic techniques and scripts for
creating animations, interactivity and games.
The Resources Appendix includes additional materials to assist your members if

they decide to use their knowledge of Scratch to create their own games.
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Scratch Overview
Key Points
Game Tech uses Scratch, an open source programming environment that uses a puzzle piece
metaphor to create animations and games.
Some support materials for Scratch are
provided with Game Tech; the Scratch website

has additional materials and references.
Scratch will run on most older computers.
Scratch is the computer application members will use to learn about game
programming. Scratch is a multilingual programming language targeting children
ages eight and up. Games as well as animation projects can be created using Scratch.
As a more robust programming environment, Scratch provides a rich introduction to
logic, programming and the potential of computation.
Scratch can be downloaded for free at http://scratch.mit.edu
A portion of the program, such as Unit 2 of the Activity Guide, offers support materials
for Scratch. If additional support is needed, the Scratch website has additional
materials and references:
Support Materials: http://info.scratch.mit.edu/Support
Educator Forums: http://scratch.mit.edu/forums
Sample Projects: http://scratch.mit.edu/channel/recent
System Requirements:
OS: Windows 98 or later, Mac OS X 10.3 or later

Display: 1024 x 768 or larger, thousands or millions of colors (16-bit color or
greater)
Disk: at least 120 megabytes of free space to install Scratch (see note below)
CPU & Memory: CPU speed and memory requirements have soft limits. Most
computers have enough memory to run Scratch. Older computers may run
Scratch slowly, but it will run.
Internet: A connection to the Scratch website. Alternately, Scratch can be
downloaded to a single machine, loaded onto a jump drive or burned onto a

CD, and then installed on individual machines from the jump drive or CD.
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Program Materials
Key Points
Game Tech is made up of several components. Their general use is
described in this section. This table show where each component
is used in the GDP:
Component
Program Guide
Reference Posters
Member Activity Guides
Sample Scratch Files
Resources
Unit 1
Unit 2
Program Guide
The primary guide for facilitators is the Program Guide (the document
you are currently reading). This document provides the how-to information for Game Tech as a whole, explains how all the moving parts work
together, and contains the information youll need to run each Activity.
Reference Posters
Because there is little in the way of traditional instruction in Game
Tech, we have created three Reference Posters that will address
core vocabulary and concepts. The Reference Posters are The Design
Process, All About Games, and Introducing Scratch. The Reference
Posters should ideally be displayed in the program work space at
all times to help members understand and remember key concepts
and terms that will be used throughout the program. (For detailed
information on each Reference Poster, see the section Reference Poster
Overview on page 12.)
page 10
Program Materials
Member Activity
Challenge
For Unit 1 Activity 1 and all Unit 2
Activities, members will be provided with a Member Activity Challenge. These include the challenge
for the Activity, the list of materials
needed to complete it, and instructions on how to carry out the challenge.
Scratch Reference
Guide
Members can refer to the Scratch
Reference Guide to learn more
about the Scratch interface, components, and commands.
The Scratch Reference Guide can be
found online at:
http://info.scratch.mit.edu/
Support/Reference_Guide_1.4
It would be useful to download a
PDF copy of the Reference Guide to
your desktop.
Most people think video games are all about a child staring at a TV
with a joystick in his hands. I dont. They should belong to the entire
family. I want families to play video games together.
Shigeru Miyamoto
Creator of Donkey Kong, Super Mario Bros., The Legend of Zelda, and StarFox
page 11

Key Points
Game Tech Reference Posters function as the
dictionaries for the three key areas of the program:
the iterative design process, games, and Scratch.
The Design Process shows the iterative design

process
All About Games explains the elements of

games, including rules
Introducing Scratch provides an overview of

the programming elements in Scratch
THE DESIGN PROCESSPoster 1

The Design Process poster uses sketches, paper prototypes, images of digital prototypes and screenshots of the final version of a computer or video game to show the
iterative design process. The guiding statement for this poster is:
Design is a four-step process. It starts with a design challenge. You THINK about
games you can make to meet this challenge, and then you DESIGN one. To see if your
game is good, you PLAY TEST it. You then CHANGE your design until the game is fun.
Think
Think about your game design challenge. Many game designers draw pictures, create characters and use game
tokens to help them think about their
game design ideas.
Design
Once you have thought about your
game design idea, it is time to make
your game. Creating the goals and rules
for your game are two important parts
of game design.
Play Test
Once you have made your game, have other members play it. Watch to see if they
are having fun.
Change
Once the play test is over, think about how fun the game was and if the players
understood how to play. Then make changes to your game and play test it again.
page 12
ALL ABOUT GAMESPoster 2

The All About Games poster uses a game like basketball that most members will be
familiar with to serve as the visual explanation. The guiding statement of the poster
is:
All games have rules players follow to reach their goal. The rules of a game let
players know what actions they can take, which play pieces they can use, and what
play space they play in as they try to reach the games goals.
Players
All games have players. In games like
basketball, players are on teams. In
games like checkers, players play against
one other player. In a game like Super
Mario Brothers, players play alone.
Goal
All games have goals. In Super Mario
Brothers, the goals are collecting coins,
completing the level and rescuing
Princess Peach.
Decisions
Decisions are the choices players make during the
game. In Super Mario Brothers, decisions include
whether to jump over or on enemies.
Play Pieces
Play pieces are the object used in a game. In checkers,
the play pieces are the red and white discs.
Play Space
The play space is the boundaries of the game. In
basketball, it is the court.
Competitive & Cooperative Play

In competitive games, players compete against one
another. Checkers is an example of competitive play. In
cooperative games, players work together to achieve
the goals of the game. In basketball, teammates play
cooperatively to win the game.
Rules
All games have rules that explain how to play and make the game fun. The rules of
basketball include not being able to run with the ball without dribbling.
Actions
Actions are the things players do to reach the games goals. In checkers, the actions
include moving your play pieces and capturing your opponents play pieces.
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INTRODUCING SCRATCHPoster 3
This poster provides an overview of the things you can do with Scratch Blocks, the
programming elements used to create programs in Scratch. The poster describes
different piece types and how you manipulate and connect pieces. The guiding
statement of this poster is:
Scratch Blocks are used to create computer programs like video games. The main
Scratch Blocks used to create games are Motion, Sound, Looks, Controls, Sensing,
Numbers and Variables. Scratch Blocks come in three types: Hats, Stacks and
Reporters.
Motion
Motion Blocks control the movement of
Sprites.
Sound
Sound Blocks trigger sounds you have
recorded or imported into your computer.
Looks
Looks Blocks can change the appearance of objects in your game, such as
switching Costumes, adding a speech
bubble, or changing the objects size.
Controls
Control Blocks tell your program what to do when something happens in your game.
Sensing
Sensing Blocks check to see what the player is doing with the keyboard keys or
mouse, and also checks to see what might be happening between Sprites.
Numbers
Numbers allow you to use math to make things happen
in your game, like picking a random number or adding
numbers together.
Variables
Variables are ways to keep track of things that change
during your game, like keeping score.
Stacks
Stack Blocks can be put together to tell Sprites what
to do and when to do it. Stack Blocks also have input
areas where you can select an option from a dropdown menu or add your own numbers. Some Stack
Blocks have an opening where you can insert other
stack blocks.
Hats
Hat Blocks start scripts. Hat Blocks wait for an event like
a button press or a message to be broadcasted starting
the Blocks that are stacked below them.
Reporters
Reporter Blocks tell other Blocks information about
what is going on. Reporter Blocks are used to find out
if a button is being pressed, the location of an object or
to report a value for score keeping.
Sprites
Sprites are the images and sounds that you work with
in Scratch. In order for a picture to appear in a scene,
you must make a sprite. Sprites can be pictures you
scan, photographs or drawings.
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Tips for Success

Key Points
Do the Activities in advance

Double-check the technology
Prepare materials in advance
Keep it simple, facilitator
Springboard, not a class
Groups are the key
Let parents and caregivers know
This chapter features a set of ideas for making the most of Game Tech. These tips
are based on the pilot testing and discoveries made during other technology-based
programs.
Do the Activities in Advance

It is important that you run through the Activity in advance to ensure you are prepared
to guide members and answer their questions. It is suggested that facilitators set
aside 60-90 minutes to prepare for each Activity. Though it is time-consuming, it is
the best means to prepare for each Activity and anticipate member questions. This
will allow you not only to better prepare, but also to think through the timing and
flow of the Activity within the culture of your Clubhouse.
Game festival
Double-Check the Technology
Recognize member achievements
Make sure the Scratch application is properly installed on all machines to be used by
members during these units. The best means of doing this is to open the application
on all machines and try to do a simple task such as making the default sprite, the Cat,
move.
Prepare Materials in Advance

To avoid wasting precious time, prepare the materials necessary for Activities in
advance. A list of the necessary materials for each Activity is provided in the Materials
section of the Activity Guide and the Member Activity Challenge Cards given to
members. Plastic containers are the best way to store and distribute the non-digital
materials to participating members. File pockets or plastic bins are the best way to
store the Activity Guide, Member Activity Challenge Cards, Scratch Recipe Cards, and
Game Action Cards.
page 15
In order to get back all the materials, facilitators may collect member
ID cards that are returned to the member once they have brought
back the materials they checked out.
Keep It Simple, Facilitator

Most Club members have played many other games prior to
participating in Game Tech. They are going to have grand visions
of the complex games they will make as part of the program.
An important job of Club facilitators will be managing member
expectations about the games that will be created during Game
Tech. The many published games they play are far beyond the scope
of what can be created with the limited time and technologies
utilized in this curriculum.
Though members will undoubtedly conceive of many amazing
ideas for games, it is important to keep the game ideas simple and
focused on the specific challenges of the given Activity. During Unit
2: Introducing Scratch, they are scripted on the Activity Guides given
to the members. It is important that members execute the script as
presented to ensure they understand the basic ideas and principles
of Scratch. Members that quickly grasp Scratch, and those that have
used Scratch before, can expand upon the Unit 2 Activities as time
permits.
Tips for Success
Groups Are the Key

It is very important that members work in groups on the Activities.
Collaboration will lead to better, stronger ideas. Some members may
be more comfortable with computers, and so will be able to assist
their group members who are less technically adept. Some groups
may finish activities sooner than others. Have these members
help out groups that are moving more slowly through an activity.
If enough computers are available, consider allowing members to
work alone or in pairs.
Let Parents and Caregivers Know

Attendance is often a problem with any program. Game Tech has
been designed in a way that there is no explicit requirement for
members to attend all sessions. However, the Activities in Unit 1:
Game Tech 101 and Unit 2: Introducing Scratch build upon one
another.
Sending a flyer home with interested members in advance of the
launch of the program at your Club will help with consistent attendance.
Suggest that members with access to computers at home take their
games home to share with their friends, families and caregivers. This
is an excellent way to demonstrate the relevance of the program.
Springboard, Not a Class

Game Tech is designed to serve as an introduction to the iterative
design process, game principles and general programming concepts. Members will learn the fundamentals of game design and
programming, which they can put into practice in the later, more
advanced programs.
page 16
Tips for Success
Game Festival
GameTechis designed
to serve as an introduction
to the iterative design process,
game principles and general
programming concepts.
If members choose to use the skills theyve acquired in Game Tech and the materials
in the appendix to create their own games, consider hosting a Game Festival for
members to present the games they have made. Parents, caregivers, friends and
interested community members can be invited to play the games and to learn about
the program in general.
This could also be handled as a monthly Game Night if your Club regularly runs the
program.
Recognize Member Achievements

The more ways members can be recognized for their accomplishments, the better.
Conceive of ways that individuals and groups can be recognized publicly, such as a
certificate for completing Game Tech.
page 17
Activity Guide
Video games are bad for you?

Thats what they said about rock and roll.
Shigeru Miyamoto
Creator of Donkey Kong, Super Mario Bros., The Legend of Zelda, and StarFox
page 18
Table of Contents
Anatomy of an Activity
20
22
Games 101
23
Programming
26
Unit 2: Introducing Scratch!
35
Working with Images
36
Working with Sound
46
Working with Motion
53
Working with Animation
62
Working with Sensing
70
Working with Backgrounds
76
Appendix: Resources
81
Scratch Recipe Cards

Game Action Cards
page 19
Activity Guide
Anatomy of an Activity
Key Points
The heart of Game Tech is the Activity and its
iterative design process:
Think: Conceptualize a game

Design: Produce a playable version
Play Test: Observe game play to see what
works
Change: Implement solutions to problems

with the game
Unit
The heart of Game Tech is the Activity and its iterative design process: Think, Design,
Play Test and Change. With the exception of Unit 1, Activity 2: Programming, all
Activities use this process. The typical allotment of time for each phase in the design
cycle is 15 minutes. Note that some Activities suggest different allocations of time
based on that Activitys particulars. Below is a description of each phase in the design
process:
Think
From the first Activity on, members will engage in the conceptualization process of
game design. First, groups of two to four members will conceive of a game based on
the game design challenge in that Activity. During the Think phase, groups should
be sketching, writing down ideas, and discussing games theyve played that are
similar to or inspiring their game.
The facilitators key job during Think is to keep groups on task, and to help address
any road blocks keeping the groups from successfully conceiving of a game within
the given parameters.
Design
With ideas for their game in place, members will design and produce a playable
version of their game. The most important part of the Design phase is producing a
playable version of their game.
The facilitators key job during the Design phase is to keep groups focused on
producing a playable version of their game. During the Design phase, members will
inevitably discover problems with their original ideas. They should be encouraged to
make design decisions to fix the issues.
page 20
Activity Guide
Play Test
Attheend,
groups should have
complete, playable
versions of their games.
Once the groups have created a playable game, they are ready for Play Test. To
ensure that all games receive play testing, have the groups rotate around to play
test one anothers games. If possible, have two different groups play test each game.
It is important that one member of each group stays with the game they created.
They will be responsible for explaining how the game is played, and observing the
players to see what is and isnt working.
The facilitators key task during Play Test is to ensure groups are playing games, and
watching the clock to make sure the allotted time is split equally between the group
play tests. It is also helpful for facilitators to ask questions and make comments that
keep the relevant game design concepts in the front of the members minds as they
play the games.
Change
The key to the game design process is iteration. During Change, members start by
thinking about the feedback received and the problems they observed during Play
Test. A set of questions found on the Member Activity Challenge Cards are provided
to facilitate this process. The groups will then conceive of design solutions to these
problems, and will make the corresponding changes to their games.
The Change phase will require the most attention from the facilitator, as the
members may have a hard time grasping both the problems they need to address
and appropriate design solutions on their own. Facilitators should spend time with
each group to ensure they are making progress in refining their game.
At the end of the Change phase, groups should have a complete, playable version
of their game.
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Activity Guide
Activity 1: Games 101
23
Introduces the design process and the basics of game design.
Activity 2: Programming
26
Reveals how computer programs work.
page 22
unit 1 / activity 1 / games 101
activity
Games 101
Overview
This Activity introduces the design process and the basics of game
design. Members will design a non-digital game using the fourstep game design process that will be used throughout Game Tech.
This process is Think, Design, Play Test and Change.
Depending upon the time of year, members can design a game to
be played outdoors or in a gym using balls, pylons, sidewalk chalk or
other similar materials or for play indoors using dice, spinners, decks
of cards and other similar materials better suited for table top play.
Goals
Introduce the game design process.

Show that games can be made using only a few basic items.
Introduce collaborative creative process essential to the Game
Design Program.
Outcomes
At the end of Unit 1, Activity 1, Games 101, members will have:
Experienced the game design process.

Made and played a game.
Worked in small teams to collaboratively create a game.
unit
1 1
Vocabulary
For this Activity, please have the The Design Process and All About
Games posters hanging in the program work space.
The Design Process Poster

Read aloud this summary, pointing to the elements on the poster:
Design is a four-step process. It starts with a design challenge. You
THINK about games you can make to meet this challenge, and then
you DESIGN one. To see if your game is good, you PLAY TEST it. You
then CHANGE your design until the game is fun.
All About Games Poster

Call attention to the poster and read aloud this summary:
All games have rules players follow to reach their goal. The rules of
a game let players know what actions they can take, which play
pieces they can use, and what play space they play in as they try to
reach the games goals.
Talk about the main components of games:
Players
Decisions
Rules
Play Pieces
Goals
Play Space
Actions
Competitive &
Cooperative Play
page 23
materials
Unit 1 Member Activity Challenge Card
All About Games poster
Play Piece materials (use objects from one or the
other list below based on whether members will

make indoor or outdoor games).
Instructions
1. Set up (2 min)
Put members into groups of three or four. Have them quickly give their group a name.
2. Introduce the Game Design Program (3 min)

With The Design Process and All About Games posters hanging in clear view of
everyone, quickly review the four steps in the design process. Let members know
this is the system they will be using throughout the Game Design Program to create
games.
Outdoor
indoor
Tennis Balls
Rubber Bands
3. Picking Materials (5 min)
Basketballs
Paperclips
Ping Pong Balls
Dice
Next, have the groups take turns picking one item at a time from the set of materials
you assembled until each group has three items.
Volleyballs
Spinner
4. The Challenge (5 min)
Dodgeballs
Egg Timer
Hula Hoops
Plastic Utensils
Give the groups the Member Activity Challenge: Activity 1 Card, and then read
aloud their challenge:
Streamers
Paper Plates
Pylons
Cups
Sidewalk Chalk
Flashlights
Flags
Clay
Stopwatch
Straws
Whistle
Deck of Cards
Ping Pong Balls
Tape
Index Cards
Using the three objects you picked, design a game in which the
players goal is to score the most points in one minute.
Briefly review the requirements for their games:
The game must use all three of the items they selected
The game should involve players scoring points
The game must be played in one minute
Make reference to the All About Games poster and its vocabulary to give members
a reference point for thinking about their games.
page 24
5. Think & Design (15 min)
Encourage groups
to write their rules
down so that they can
play the game with their
friends and families.
Give the groups 20 minutes to come up with their game. As the groups work on their
games, the facilitator should walk around from group to group to make sure they
are staying on task. Directed questions are useful for keeping members focused and
thinking about the think and design process:
What are the rules of the game?

What is the play space of the game?
What actions do players do with the play pieces?
6. Play Test & Change (10 min)
Next, have the groups play test their game themselves for ten minutes. After playing
their game once or twice, give the groups five minutes to make any necessary
changes to the rules of their game.
7. Play Test with Others (10 min)

Now it is time for more play testing. Have groups play test one anothers games. If
there is an uneven number of groups, have them rotate around so that each group
plays at least one game and has their game played at least once.
During the play test, have the game makers watch the play testers. They should be
watching to make sure the game rules are easy to follow, and that the game is fun
for players.
8. Change (10 min)

Once all games have been play tested, give the groups five or ten minutes to think
about changes to their games, and to make these design changes.
The facilitator should walk from group to group to make sure the groups are staying
on task. Directed questions are useful for guiding the groups as they make changes
to their games:
What did play testers tell you about your game?

What did you see players do that you did not expect?
What can you change about your game to make it more fun?
page 25
unit 1 / activity 2 / Programming
activity
Programming
Overview
This Activity consists of four exercises that reveal how computer
programs work. Members will work together to write and then enact
four different programs.
Goals
2 1
Vocabulary
For this Activity, please have the Introducing Scratch poster hanging
in the program work space.
Introducing Scratch
Point out the elements as you read aloud to the members:
Learn about the fundamental process of computer
Scratch Blocks are used to create computer programs like video

games. The main Scratch Blocks used to create games are Motion,
Sound, Looks, Controls, Sensing, Numbers and Variables. Scratch
Blocks come in three types: Hats, Stacks and Reporters.
programming: writing and executing instructions.
Create instructions for people-driven programs.

Gain exposure to how computer programming can create
games.
Outcomes
At the end of Unit 1, Activity 2, Programming, members will have:
Gained exposure to the writing and execution of instructions.

Written and executed instructions.
Used instructions to program a game.
unit
Talk about the main components of Scratch Blocks:
Hats
Stacks
Reporters
Sprites
Motion
Sound
Looks
Controls
Sensing
Numbers
Variables
page 26
materials
Introducing Scratch poster
100+ colored index cards
Pens or Pencils
Note: Be sure to create the instruction cards using
these materials before the lesson begins.
Instructions
1. Set up
There are four kinds of instruction cards you need to prepare: Walk, Turn, Repeat
and Collision. Make 15 of each of the following:
On the Walk cards, write Walk ___ Steps
On five Walk cards, write in the blank space different number values for the
number of steps the members will take: 1, 2, 3, 4, 5. Leave the space blank on
the remaining ten for use during the exercise.
On the Turn cards, write Turn ______
On six Turn cards, write in the blank: left, right or around. Leave the other
nine cards alone for use during the exercise.
On the Repeat cards, write Repeat ______
On six Repeat cards, write in the blank: once, twice or forever. Leave the other
nine cards alone for use during the exercise.
On the Collision cards, write If bump into other member, then play sound
________
On 15 Collision cards, leave the second blanks empty for use during the
exercise.
2. Physical Programming INtroduction (10 min)

In this Activity the facilitator assigns each member in the session a set of instructions
to carry out based on the cards. For example, everyone in the class will walk three
steps, turn right, walk one step, turn right and repeat forever until the program is
stopped (the facilitator says stop). Note: Every member has the same instructions
on their card, so they should be moving in unison, without bumping into each other.
They should also count one and two and three... to time their steps.
page 27
3. Members make up their own

actions (10 min)
In this Activity, members write in their own numbers
on the cards, and choose the order they will go in.
Each member can have up to five instruction cards.
They repeat these instructions until the facilitator
ends the program (by saying stop). By this time, you
will notice that the Club members might bump into
each other (gently, we hope!) This is a collision, the
basic building block for game programming. Most
games have some form of collision detectionracing
games check to see if cars are hitting each other or
the edge of a track, for example. Ask the members to
trade stacks for the next Activity.
4. What to do when theres a

collision? (15 min)
In this Activity members will choose sounds and
actions to perform when they bump into each other.
First, have the members choose a number from one to
four. Have them think of four sounds to make (quack
like a duck, beep, or honk, for example). Write
these sounds in a list members can see with numbers
next to them. Now hand out the cards that say If
bump into other member, then play sound ________.
Some members will have different numbers, some
will will have the same ones. But everyone will now
have something to do when they bump into each
other. What other actions other than sounds can be
added? Ask the members to save their Walk, Turn,
and Repeat cards for the next activity.
5. What About a Game? (25 min)

So far, we have created an interesting set of
possibilities with just some simple instructions. This
is called emergencecreating complexity out of
simple instructions or rules. However, theres no goal,
or primary player. In this Activity, Club members will
make a game based on the state of the last activity.
Choose one Club member to be the main avatar
(player-character), and one to be the player (person
playing the game), who will give instructions to the
main avatar.
The goal of the game is to get the avatar through
the group of moving non-player-characters or
NPCs, progressing from a starting line to a finish line
(mark these in the room however you want) without
colliding into the NPCs. NPCs will follow the same
set of Walk, Turn, and Repeat cards they used in the
previous activity. The player can give the following
verbal instructions to the avatar: forward, left,
right, stop. The avatar moves at a speed of one step
per second, and keeps moving unless the player tells
them to change direction or stop.
This is a physical representation of a computer game.
However, instead of verbal commands, we usually use
a controller or keyboard to move our avatar on the
screen. NPCs often follow sequences of movement,
just as this Activity does. Theres a goal (the finish line)
and a challenge (dont get bumped).
If theres time, discuss what changes could be made
to the game to make it more interesting, fun, or
challenging.
page 28
inspire
The Unit 1 Member Activity Challenge presents a

Game Design Challenge and explains what to do for
three of the Design Process steps: Think, Play Test, and
Change.
Member Activity Challenge
share
For Unit 1, Activity 1 and all Unit 2 Activities, members

will be provided with a Member Activity Challenge.
These include the Challenge for the Activity, the list of
materials needed to complete it, and instructions on
how to carry out the challenge.
unit
cut
Unit 1: Member Activity Challenges
Be played in one minute
Involve players scoring points
Include all three of the items you picked
What actions do players do with the play pieces?
What is the play space of the game?
What are the rules of the game?
What can you change about your game to make it more

fun?
What did you see players do that you did not expect?
What did play testers tell you about your game?
Here are a few things to think about during the Change phase:
Change: Once all games have been play tested, your group
should think about what happened during the play test, and to
make any necessary design changes.
During the play test, someone from your group should watch to
make sure the game rules are easy to follow, and that the game is
fun for players.
Now it is time for more play testing. Your group will play test other
groups games. Your facilitator will help you decide which games
to play test.
you notice things that arent working, make changes to your rules.
[This Card intentionally left blank]
Play Test: Once you have your game designed, try playing it. If
Think: Spend time thinking about your game. Here are questions
to keep in mind:
To help you think about what games are made of, look at the All
About Games poster.
Game Design Challenge: Using the three objects you picked,

design a game in which the players goal is to score the most
points in one minute. The game your group designs should:
Unit 1 Activity 1
1 Games 101
unit
activity
activity
activity
Walk _____ Steps
1 2 Games 101
unit
Walk _____ Steps
1 2 Games 101
unit
Walk _____ Steps
1 2 Games 101
unit
activity
activity
activity
Turn _____
1 2 Games 101
unit
Turn _____
1 2 Games 101
unit
Turn _____
1 2 Games 101
unit
activity
activity
activity
Repeat _____
1 2 Games 101
unit
Repeat _____
1 2 Games 101
unit
Repeat _____
1 2 Games 101
unit
activity
activity
activity
If bump into other member,

then play sound ________
1 2 Games 101
unit

1 2 Games 101
unit

1 2 Games 101
unit
Activity Guide
Unit 2: Introducing Scratch!
Activity 1: Working with Images
36
Explains how to import, create, and edit sprites.
Activity 2: Working with Sound
46
Explains how to import, create, and control sounds.
Activity 3: Working with Motion
53
Explains how to move sprites on the Scratch stage.
Activity 4: Working with Animation
62
Explains how to create animations using sprites and scripts.
Activity 5: Working with Sensing
70
Explains how to create interactions between objects.
Activity 6: Working with Backgrounds
76
Explains how to import, create, and control images to use as backgrounds.
page 35
unit 2 / activity 1 / Working With Images
activity
Working with Images

Overview
In this Activity, members will begin to use Scratch. They will learn
about the Scratch workspace and the use of sprites. Members will
also learn to import, edit, and create sprites.
Goals
At the end of Unit 2, Activity 1, Working with Images, members will

have:
Developed familiarity with the Scratch puzzle-based

environment.
Learned to find the basic tools within Scratch.

Successfully imported, edited, and created sprites.
1 2
Vocabulary
Introducing Scratch
Familiarize members with the puzzle piece metaphor of Scratch.

Introduce the layout of Scratch.
Show members how to import, edit, and create sprites.
Outcomes
unit
Sprites are the images and sounds that you work with in Scratch.
In order for a picture to appear in a scene, you must make a sprite.
Sprites can be pictures you scan, photograph or draw.
Hats
Stacks
Reporters
Sprites
Motion
Sound
Looks
Controls
Sensing
Numbers
Variables
page 36
materials
Scratch Reference Guide: http://info.scratch.

mit.edu/Support
Member Activity Challenge: Unit 2 Activity 1: Part 2

Instructions
Part 1: The Scratch Workspace
1. Begin part one of this Activity by instructing Club members to open Scratch.
2. Introduce Club members to the Scratch workspace. A description of the
workspace and its parts is available on pages two through seven of the Scratch
reference guide.
3. Ask members to identify the object on the stage. All of the members should see
an orange cartoon cat.
4. Explain to Club members that objects, such as the orange cartoon cat, are known
as sprites in Scratch.
5. Direct the members attention to the sprite list in the workspace and point out
that that the orange cartoon cat is currently identified by the name sprite1.
page 37
6. Instruct members to change the name of the orange cartoon cat, by using the
text box located in the current sprite info section. Tell members to name the
cat orange cat. Before moving on explain that it is important to name sprites
because it makes it easier to tell that sprite what to do.
7. Instruct your members to save their file by clicking the save button.
8. When the save project window pops up, instruct members to create a new folder
by pressing the new folder button. Tell members to include their name in the
folder name so it can be found easily in the future.
9. Once the folder they have created appears in the save project pop-up window,
instruct Club members to double-click that folder and name their file using the
new filename textbox at the bottom of the pop-up window.
10. When members are done naming their files, tell them to click the OK button.
page 38
Part 2: Changing Images

1. Begin part two of the Activity by explaining that Scratch includes a number of
tools that allow them to make changes to their sprites.
2. Direct members attention to the toolbox above the stage.
3. Encourage members to quickly try out the tools on the orange cartoon cat.
4. Once members have had enough time to try out the tools, ask them to explain
what each of the tools does. If you feel that members do not understand the use
of specific tools, make sure to explain it to them.
5. Instruct members to use the duplicate tool to create a few additional copies of
the orange cartoon cat.
6. Direct their attention to the names of each of the orange cartoon cats in the
sprite list.
7. Explain that every time a new sprite is created or duplicated it is automatically
named sprite followed by a number. Tell members to get used to changing the
name of sprites as they are added to a file or duplicated.
8. Instruct members to use the delete tool so that only one cat is left on the stage.
If the original cat named orange cat has been deleted, instruct Club members
to name the remaining cat orange cat.
9. Tell them that they will now be adding their first script to the cat. Explain that
a script is a set of instructions that are triggered by actions such as clicking a
mouse, pressing a certain key on the keyboard or in this case clicking the green
flag in the Scratch workspace.
10. Pass out the Member Activity Challenge for this script and instruct members
to assemble the script as shown in the handout. As members complete this part
of the Activity remind them to save their progress by clicking the save button.
page 39
Part 3: Creating New Images

1. Begin part three of the Activity by explaining that besides changing images,
Scratch lets you create your own images.
2. Instruct Club members to open a new file by selecting New from the File menu.
3. Instruct members to use the delete tool to remove the orange cartoon cat from
the stage.
4. Tell members that in order to create their own sprites they have to open up the
paint editor by clicking on the paint new sprite button. Once the paint editor
pop-up window has opened, tell them to select the color red from the color
palette and then click on the ellipse tool in the toolbar.
5. Instruct members to create a circle in the canvas section by holding down the
shift button on the keyboard as they drag the mouse.
6. Explain to Club members that the shift button can be used in the paint editor to
create perfect circles, squares and straight lines.
7. Instruct them to click on the OK button in order to save the circle to the sprite list.
The paint editor pop-up window should disappear and the circle should appear
on the stage and in the sprite list.
8. Instruct members to name the red circle red circle using the textbox in the
current sprite info section.
9. Tell members that they will now be adding script to the red circle. Explain to
them that this script will be similar to the earlier example they worked on, but
the instructions will be triggered differently.
10. Pass out the Member Activity Challenge for this script and instruct your Club
members to assemble the script as shown in the handout. As members complete
this part of the Activity remind them to save their progress by clicking the save
button.
page 40
Part 4: Importing Images

1. Begin part four of this Activity by telling Club members that in addition to
changing and creating images, Scratch also allows you to import images. Images
can be imported from the internet, a digital camera, a scanner or a hard drive.
2. Instruct members to open an internet browser and search for images of cats. Tell
them to choose an image and save it to the desktop.
3. Instruct members to return to Scratch and open a new file by selecting New from
the File menu.
4. Instruct members to use the delete tool to remove the orange cartoon cat from
the stage.
5. Explain to members that in order to import an image they have to open up the
paint editor by clicking on the paint new sprite button. Once the paint editor
pop-up window has opened, instruct them to click the import button.
6. Instruct Club members to find the image they saved to the desktop by clicking
on the desktop folder button. Once they have found the image tell them to
select it and click the OK button.
7. Once members have found their image instruct them to select it and click the
OK button to save it to the sprite list. The paint editor pop-up window should
disappear and the image they imported should appear on the stage and in the
sprite list.
8. Instruct members to name the imported image web cat using the textbox in
the current sprite info section. You may also encourage members to resize the
image by using the grow and shrink tools in the toolbox.
page 41
9. Tell members that they will now be adding script to the imported image. Explain
to them that this script will be similar to the earlier examples they worked on, but
the instructions will be triggered differently.
to assemble the script as shown in the handout. As Club members complete
this part of the Activity remind them to save their progress by clicking the save
button.
page 42
inspire
completed successfully
Think states the goal of the activity

Design explains how to start the activity
Play Test explains how to verify the activity was
To use the Member Activity Challenge, cut each sheet

in half along the dotted line and distribute them to
the member groups. Each club member will perform
each of these activities, so make sure you print enough
copies for all of your members.
share
Each Unit 2 Member Activity Challenge has the

following elements:
unit
cut
Play Test: To make sure the script is working correctly, click the
green flag.
Design: Click on the cat in the sprite list and put together the
script in the scripts area by selecting the blocks in the example. As
you drag blocks close to each other they will begin to attach. You
may have to change the blocks so that they match the example
in this worksheet.
Think: Put together the script so that the cartoon cat disappears
from the stage and reappears after five seconds.
Unit 2 Activity 1: Part 2
2 Showing and Hiding Images
unit
image of the web cat located on the stage.
Design: Click on the web cat in the sprite list and put together
the script in the scripts area by selecting the blocks in the
example. As you drag blocks close to each other they will begin to
attach. You may have to change the blocks so that they match the
example in this worksheet.
Think: Put together the script so that image named web cat
disappears from the stage when you click it.
unit
Play Test: To make sure the script is working correctly press the
up and down arrows.
Design: Click on the red circle in the sprite list and put together
the script in the scripts area by selecting the blocks in the
example in this worksheet.
Think: Put together the script so that red circle disappears from
the stage when you press the down arrow and reappears when
you press the up arrow.
unit
unit 2 / activity 2 / Working With Sound
activity
Working with Sound

Overview
In this Activity, members will learn to import, create, and control
sounds in Scratch.
Goals
At the end of Unit 2, Activity 2, Working with Sound, members will

have:
Imported a sound file into Scratch.

Recorded sounds in Scratch.
Played a sound file using scripts.
2 2
Vocabulary
Introducing Scratch
Learn to import sound files into Scratch.

Discover how to record sounds in Scratch.
Learn to play sound files using scripts.
Outcomes
unit
Sound Blocks trigger sounds you have recorded or imported

into your computer.
Hats
Stacks
Reporters
Sprites
Motion
Sound
Looks
Controls
Sensing
Numbers
Variables
page 46
materials

mit.edu/Support

Instructions
Part 1: Importing Sound
1. Begin part one of this Activity by instructing Club members to open Scratch.
2. Instruct members to name the cartoon orange cat by using the text box in the
current sprite info part of the workspace. Tell them to name the cat orange cat.
3. Explain that Scratch includes a number of sound effects that they can use for
projects, such as games.
4. Instruct members to click the sounds tab in order to see the current list of
sounds. There should only be one sound available, which you may encourage
Club members to test by clicking the play button.
5. Tell members that in order to access other sounds they have to click the import
button. Once the import sound pop-up window appears, instruct them to select
the human folder.
page 47
6. Instruct members to choose the Laugh-male 2 sound from the human folder
and click the OK button to select it. The import sound pop-up window should
disappear and the sound they selected should appear in the sounds tab.
7. Explain to members that naming sounds is as important as naming sprites.
Luckily, sounds that are part of Scratch already have names so that they can be
told when to play.
8. Instruct members to return to the scripts tab by clicking scripts.

of the Activity remind them to save their progress by clicking the save button.
10. Before moving on, make sure that all of the Club members have a completed
working script. If some members finish before others, encourage them to
experiment with the script by changing the values or the actions that trigger
the script. Additionally, you may suggest that they help others who are having
trouble.
page 48
Part 2: Recording a Sound

1. Start this part of the Activity by telling Club members that besides playing
sounds, Scratch allows them to record their own sounds.
2. Instruct members to open a new file by selecting New from the File menu.
4. Explain that in order to record sounds they have to click the sounds tab and then
click the record button.
5. Once the sound recorder pop-up window appears explain the controls to
members.
6. Tell members once they have recorded a sound they are happy with to click the
OK button. The sound recorder pop-up window should disappear and the sound
they recorded should appear in the sounds tab.
7. Instruct members to name the sound they recorded my sound.

8. Instruct members to return to the scripts tab by clicking scripts.
page 49
9. Pass out the Member Activity Challenge for this script and instruct members to
assemble the script as shown in the handout. As they complete this part of the
Activity remind them to save their progress by clicking the save button.
10. Before moving on, make sure that all of the members have a completed working
script. If some members finish before others, encourage them to experiment
with the script by changing the values or the actions that trigger the script.
Additionally, you may suggest that they help others who are having trouble.
page 50
inspire


share

following elements:
unit
cut
Play Test: To make sure the script is working correctly, press the
up and down arrows.
Design: Click on the cat in the sprite list and then put together the
in this worksheet.
Think: Put together the script so that cat plays the sound you
recorded five times when you click the green flag.
2 Working with Sound
unit
space key.
Design: Click on the cartoon cat in the sprite list and then put
together the script in the scripts area by selecting the blocks in
the example. As you drag blocks close to each other they will
begin to attach. You may have to change the blocks so that they
match the example in this worksheet.
Think: Put together the script so that the cartoon cat laughs
when you press the space key.
2 Working with Sound
unit
unit 2 / activity 3 / Working With Motion
activity
Working with Motion

Overview
In this Activity, members will learn about the concepts and techniques
required to move sprites on the Scratch stage.
Goals
At the end of Unit 2, Activity 3, Working with Motion, members will

have:
Learned how to use coordinates to move sprites on the stage.

Used Motion Blocks to move sprites.
Learned to use direction scripts to move sprites.
3 2
Vocabulary
Introducing Scratch
Learn to use coordinates to position and move sprites.

Become familiar with motion in Scratch.
Discover the use of direction in Scratch.
Outcomes
unit
Motion Blocks control the movement of Sprites.

Hats
Stacks
Reporters
Sprites
Motion
Sound
Looks
Controls
Sensing
Numbers
Variables
page 53
materials

mit.edu/Support

Instructions
Part 1: Understanding Coordinates
1. Start part one of the Activity by instructing Club members to open Scratch.
2. Tell members that before understanding how to move an object they need to
understand how the stage is built.
3. Direct members to the mouse x and mouse y display that sits below the stage
on the right hand side. Instruct them to look at the readout as they move the
mouse around the stage.
4. Tell members that it is important to understand how x and y coordinates work

because Scratch uses x and y to move objects and place them at specific x and y
coordinates on the stage.
5. Instruct members to click on the motion block in the block palette.
page 54
6. Direct members attention to the x position and y position check boxes at the
bottom of the block palette. Instruct them to click these boxes. Two monitors
should appear on the stage with details on the x and y position of the cat.
7. Explain that these monitors are used to find out where a sprite sits on the stage,
which in this case is the cat at x equals zero and y equals zero.
page 55
Part 2: Basic Motion

1. Start part two of this Activity by telling Club members that now that they know
about the basics of x and y coordinates, they are going use changes in x and y to
move a sprite.
2. Instruct members to start a new file by selecting New from the File menu.
page 56
Part 3: Motion and Direction

1. Start part three of this Activity by telling your Club members that the final motion
script will show them how to change a sprites direction.
2. Instruct members to start a new file by selecting New from the File menu.
4. Direct your members attention to the rotation style buttons. Tell them to move
their mouse over each of the buttons so that the button title appears. You may
also encourage them to click the buttons to see a preview of the rotation styles.
5. Tell members that they may also preview direction by clicking sprite in the
current sprite info section and using the mouse to change its direction. The cat
on the stage will change as the mouse is moved. In addition, the current sprite
info section lists the direction the cat is facing in.
6. Instruct members to return the cat to its original position by double-clicking the
sprite in the current sprite info section.
7. Explain that the choice of rotation style depends on what they want their object
to do. Tell members that for this example, they must select the only face leftright button.
8. Direct members attention to the direction check box at the bottom of the block
palette. Instruct them to click this box. A monitor should appear on the stage
with details on the direction of the cat. Explain that this monitors is used to find
out what direction a sprite is facing, which in this case is the cat positive 90.
page 57
Activity, remind them to save their progress by clicking the save button.
page 58
inspire


share

following elements:
unit
cut
up and down arrows keys.
in this worksheet.
Think: Put together the script so that cat plays moves around the
stage when you click the up, down, left and right arrow keys.
2 Working with Motion
unit
up, down, left and right keys.
Design: Click on the cartoon cat in the sprite list and then put
together the script in the scripts area by selecting the blocks in
the example. As you drag blocks close to each other they will
begin to attach. You may have to change the blocks so that they
match the example in this worksheet.
Think: Put together the script so that the cartoon cat moves to
specific locations on the stage when you press the up, down, left
and right arrow keys.
unit
up and down arrows keys.
in this worksheet.
Think: Put together the script so that cat faces the direction it is
moving when you click the up, down, left and right arrow keys.
unit
unit 2 / activity 4 / Working With Animation
activity
Working with Animation

Overview
In this Activity, members will learn to create animations using sprites
and scripts. Animations in Scratch involve changing sprites using
costumes. In Scratch, animations also include creating speech and
thought bubbles.
Introducing Scratch
Control Blocks tell your program what to do when something
happens in your game.
Learn about saying and thinking animations.

Become familiar with costumes.
Create scripts to create animations using sprites and costumes.
At the end of Unit 2, Activity 4, Working with Animation, members

will have:
Created say and think animations.

Imported image files to create costumes.
Created scripts using sprites and costumes.
4 2
Vocabulary
Goals
Outcomes
unit
Motion Blocks control the movement of Sprites.

Hats
Stacks
Reporters
Sprites
Motion
Sound
Looks
Controls
Sensing
Numbers
Variables
page 62
materials

mit.edu/Support

Instructions
Part 1: Saying and Thinking
1. Start part one of the the Activity by instructing Club members to open Scratch.
2. Instruct members to click on the choose new sprite from file button. Once
the new sprite pop-up window appears, instruct members to double-click the
animals folder.
3. Instruct members to choose the yellow cartoon duck and click OK to select it. The
new sprite pop-up window should disappear and the duck should appear on the
stage and the sprite list.
4. Instruct members to name the duck by using the text box in the current sprite
info section. Tell them to name the duck feathers.
5. Instruct members to click on the cat sprite in the sprite list and name it whiskers
by using the text box in the current sprite info section.
page 63
6. Tell members that they will be changing the direction of the duck so that it is
facing left instead of right. Instruct them to click the face left-right rotation
style button and then click and rotate the sprite in the current sprite info section.
Members should now have the cat facing right and the duck facing left.
7. Instruct members to position the cat and the duck so that they are facing each
other.
8. Encourage members to adjust the sizes of the sprites using the grow and shrink
buttons in the toolbar so that the cat and duck are about the same size.
page 64
page 65
Part 2: Animation
1. Explain to Club members that in order to create a sense of movement animators
piece together several images that are shown to us very quickly. The more images
that are used the more real the animation appears to be. Tell member that they
will be creating an animation using two images, which are called costumes in
Scratch.
2. Instruct members to open a new file by selecting New from the File menu.
3. Instruct members to delete the orange cartoon cat from the stage using the
delete tool.
4. Instruct members to click on the choose new sprite from file button. Once the
new sprite pop-up window appears, tell members to choose the cartoon bat
with its wings extended from the animals folder. Instruct members to click OK
to select it. The new sprite pop-up window should disappear and the selected
bat should appear on the stage and in the sprite list.
5. Instruct member to click on the costumes tab and click the import button. Once
the import sprite pop-up window appears tell them to choose the cartoon bat
with its wings down. Instruct members to click OK to select it. The import sprite
pop-up window shoud disappear and the selected bat costume should appear
in the costumes tab.
6. Explain that they can use the costumes tab to create, import, edit, copy and
delete costumes for their sprites.
7. Instruct members to click on the scripts tab to return to the scirpts area.
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following elements:
unit
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left and right arrows keys.
Design: Click on the bat in the sprite list and then put together
the script in the scripts area by selecting the correct blocks in the
image on this worksheet.
Think: Put together the script so that bat moves around the stage
and becomes animated when you click the left and right arrow
keys.
2 Working with Animation
unit
green flag.
Design: Click on the cartoon cat in the sprite list and put together
the script in the scripts area by selecting the blocks in the cat
example. Then click on duck in the sprite list and put together the
scripts area by selecting the blocks in the duck example. As you
drag blocks close to each other they will begin to attach. You may
have to change the blocks so that they match the example in this
worksheet.
Think: Put together the script so that the cat and the duck have
a conversation.
2 Working with Animation
unit
unit 2 / activity 5 / Working With Sensing
activity
Working with Sensing

Overview
In this Activity, members will learn about the concepts and techniques
required to create interactions between objects.
Goals
Introducing Scratch
Sensing Blocks check to see what the player is doing with the
keyboard keys or mouse, and also checks to see what might be
happening between Sprites.
Outcomes
Created a sprite that is sensed by another sprite.
Created a sprite that controls the appearance of another sprite
with sensing.
Created a sprite that obstructs another sprite with sensing.
5 2
Vocabulary
Learn how objects sense each other in Scratch.

Learn how sensing can control objects.
Learn how sensing can create obstacles for game design.
At the end of Unit 2, Activity 5, Working with Sensing, members will

have:
unit
Hats
Stacks
Reporters
Sprites
Motion
Sound
Looks
Controls
Sensing
Numbers
Variables
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mit.edu/Support

unit 2 / activity 5 / Working With sensing
Instructions
Part 1: Basic Sensing
1. Start part one of the Activity by instructing Club members to open Scratch.
2. Instruct members to name the orange cartoon cat by using the text box in the
3. Instruct members to click the paint new sprite button. Once the paint editor
pop-up window has opened, instruct them to select the color red from the color
palette and then click on the rectangle tool in the toolbar.
4. Instruct members to create a square in the canvas section by holding down
the shift button on the keyboard as they drag the mouse. Explain that the shift
button can be used in the paint editor to create perfect squares, circles, and
straight lines.
5. Instruct members to click on the OK button in order to save the square to the
sprite list. The paint editor pop-up window should disappear and the square
should appear on the stage and in the sprite list.
6. Instruct members to name the square red square using the textbox in the
current sprite info section.
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7. Instruct members to position the cat and the red square on opposite sides of the
stage.
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Part 2: Creating Obstacles with Sensing

1. Start part two of the Activity by telling Club members that besides using sensing
to trigger actions or events in Scratch, sensing can also be used to create
obstacles.
2. Instruct members to open a new file by selectingn New from the File menu.
4. Instruct members to click the paint new sprite button. Once the paint editor popup window has opened, instruct them to click on the line tool in the toolbar and
create a straight vertical line by holding down the shift button on the keyboard
as they drag the mouse.
5. Remind members that the shift button can be used in the paint editor to create
perfect squares, circles and straight lines.
6. Instruct members to click on the OK button in order to save the line. The paint
editor pop-up window should disappear and the line should appear on the stage
and in the sprite list.
7. Instruct members to name the line by using the text box in the current sprite info
part of the workspace. Tell them to name the line border line.
8. Instruct members to position the cat and the line so they are at opposite sides
of the stage.
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following elements:
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green flag and then press the right arrow keys to move the cat
towards the line.
Design: Click on the cat in the sprite list and then put together
the script in the scripts area by selecting the correct blocks in the
image on this worksheet.
Think: Put together the script so that cat cannot move past the
line.
2 Working with Sensing
unit
Play Test: To make sure the script is working

correctly, click the green flag and move the cat
towards the square by using the right arrow key.
example. Then click on square in the sprite list and put together
the script in the scripts area by selecting the blocks in the square
attach. You may have to change the blocks so that
they match the example in this worksheet.
Think: Put together the script so that red square disappears when
the cat touches it.
2 Working with Sensing
unit
unit 2 / activity 6 / Working With Backgrounds
activity
Working with Backgrounds

Overview
In this Activity, members will learn how to work with backgrounds.
They will import image files and create new image files to use as
backgrounds. They will also learn to control backgrounds using
scripts.
Introducing Scratch
Learn to import image files to create new backgrounds.

Discover how to create new images to serve as backgrounds.
Create a script to control the background.
At the end of Unit 2, Activity 6, Working with Backgrounds, members

will have:
Imported a file to create a new background.

Created a sprite that is then used as a background.
Made a script to control the background.
6 2
Vocabulary
Goals
Outcomes
unit
Control Blocks tell your program what to do when something

happens in your game.
Hats
Stacks
Reporters
Sprites
Motion
Sound
Looks
Controls
Sensing
Numbers
Variables
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materials

mit.edu/Support
Instructions
Part 1: Changing Backgrounds
1. Start the Activity by instructing Club members to open Scratch.
3. Instruct members to click on the stage icon in the sprite list. Tell them that the
stage is like any other sprite in Scratch, except that it cannot be moved with
motion blocks.
4. Instruct members to click on the backgrounds tab. Tell them that this is where
they can create, import, edit, and delete backgrounds they want to use for the
stage. Tell members that for this example they will be importing backgrounds.
5. Instruct members to click on the import button. Once the import background
pop-up window appears, instruct members to select the party room from the
indoors folder and click the OK button. The import background pop-up window
will disappear and the party room background will appear in the backgrounds
tab.
page 77
6. Tell members to select two more backgrounds of their choosing.

7. Instruct members to click on the original white background in the backgrounds
tab and delete it using the delete this costume button. They should see the
party room as the background for their stage.
8. Instruct members to click on the cat in the sprites list and then click the scripts
tab to return to the scripts area.
of the Activity, remind them to save their progress by clicking the save button.
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following elements:
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Play Test: To make sure the script is

working correctly, click the green flag
and move the cat as far as you can
across the stage by using the right
arrow key.
example. Then click on stage in the sprite list and put together
the script in the scripts area by selecting the blocks in the stage
example. As you drag blocks close to each other they will begin
to attach. You may have to change the
blocks so that they match the example
in this worksheet.
Think: Put together the script so that backgrounds change as the

cat moves from one scene to the next.
2 Working with Backgrounds
unit
Appendix / Resources
Appendix: Resources
materials

mit.edu/Support

Game Action Cards
Now that your members have completed the Game Tech program and have a basic
understanding of game design and Scratch, they may want to take more time to
experiment with creating games of their own.
This appendix includes Scratch Recipe Cards and Game Action Cards to help members
think about different actions that are a regular part of video games, like jumping or
racing, and learn how to program those actions into their games.
Remember to encourage members to follow the game design process as they create
their original games using Scratch.
Think: Members can work independently or in groups to think about an
original game that they would like to create. Encourage them to visit the
Scratch website to look at similar games to the one they want to make.
Design: Members should choose the Game Action Cards that apply to their
games and the Scratch Recipe Cards associated with those actions. Help them
as they struggle through the complex programming challenges that arise by
reminding them to look to similar Scratch games on the website. Members
can download the scripts for those games to get help and inspiration with
programming.
Play Test: Invite members to swap games with other players or groups and
watch another group play their game to see what problems arise and how it
could be improved.
Change: Members can adapt their games based on feedback from the other
players and their own observations during the Play Test.
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To use the Scratch Recipe Cards, cut each sheet in

half along the dotted line and distribute them to the
member groups. Its possible that several or all groups
will want to use the same Member Activity Challenge
Card, so make sure you print enough copies for all of
your groups.
A description of what the block does

An explanation of the sample script
Suggestions on how to use the block in games
Each Scratch Recipe Card has the following elements:
share
Each Scratch Recipe Card covers a particular concept

or technique in Scratch that will be needed to meet
the challenges of that Activity. The concepts covered
in Unit 2 will also have Scratch Recipe Cards that
members can use to help them remember the basic
Scratch concepts and techniques. These will address
the creation of new Scratch techniques like jumping,
shooting, power pellets, timers, scoring, pushing,
dialog, etc.
Resources
cut
Resources: Scratch Recipe Cards
This block is useful when you need put sprites in specific places on
the stage. For example, you can arrange points, enemies, powerups or other game pieces on the stage to create levels.
What game action is this block useful for?
When the green flag is clicked, move to x position 150 and y

position 0.
What is the script telling the sprite?
Moves the sprite to a specific x and y position on the stage.
What does this block do?
Motion block
Go To X/Y
This block is useful for all kinds of actions where giving the player
control over the movement of a sprite is necessary.
When the right arrow is pressed, turn right and move 10 steps.
When the left arrow is pressed, turn left and move 10 steps.
Moves sprites forwards or backwards on the stage depending on

the value you enter in the text box. The block moves the sprite in
the direction it is facing.
Resources
Move X Steps
Motion Block
Resources
Scratch recipe card
Scratch Recipe card
This block is useful for games where you may want a smooth
motion. For example, games that take place underwater or in the
air may use a gliding motion to represent the environment the
game takes place in.
When the green flag is clicked, glide to a new random location on

the stage.
Moves the sprite to a location on the stage by gliding.
Motion block
Glide to X/Y
This block is useful to tell sprites where to go on the stage without

pressing keys. For example, by using this block the position of
the mouse can determine where a player throws a football or
baseball. You can also use this block to create an interesting way
to control a game piece.
When the green flag is clicked, go to the position of the mouse

pointer.
Moves the sprite to the location of another sprite or the mouse

pointer.
Resources
Go To Pointer/Sprite
Motion Block
Resources
Scratch recipe card
Scratch Recipe card
This block is useful if you want to create animations in your game.

For example, you can create animations where characters appear
to jump, throw or run.
When the green flag is clicked, change to the next costume every
quarter second.
Changes the way a sprite looks by changing to the next costume.
Looks block
Next Costume
This block is useful if you want to create more than one look for
a game character. For example, you can create a special powerup costume for a game character that is triggered when that
character picks up a power-up.
When the green flag is clicked, if the right arrow is pressed, change
between costumes one and two every half second.
Changes the way a sprite looks by changing to a specific costume.
Resources
Switch Costume
Looks Block
Resources
Scratch recipe card
Scratch Recipe card
This block is useful if you want the sprite to grow and shrink.
For example, you can create a game where a character grows by
eating points or power-ups.
When the green flag is clicked, return the sprite to its original size.
Changes the size of a sprites looks by a percentage.
Looks block
Set Size to %
This block is useful if you want the sprite to grow and shrink.
For example, you can create a game where a character grows by
eating points or power-ups.
When the down arrow key is pressed, grow by 10, and when the
up arrow key is pressed, shrink by 10.
Changes the size of a sprites looks by a specific number.
Resources
Change Size by X
Looks Block
Resources
Scratch recipe card
Scratch Recipe card
Timers are a great way for playersand the gameto measure

how quickly they can perform actions, like get to the finish line
in a race.
When the green flag is clicked, reset the timer to zero, display the
timer onscreen and start counting up.
Adds a timer to the stage.
Sensing block
Timer
Collision detection is an important part of games. Knowing

whether a sprite is touching another one lets you see if a bullet
has hit another object in a shooting game, or in a racing game if
you have crashed into another car or the side of the track.
When the green flag is clicked, check throughout the game

whether one sprite is touching another. If it is, play the sound
meow.
Checks to see if one sprite is touching another.
Resources
Collision
Sensing Block
Resources
Scratch recipe card
Scratch Recipe card
Many games use scoring as a way to measure how well you are
doing, or to compare the performance of 2 players. Consider
adding a different score variable to 2 sprites in a two-player game.
In order to keep track of a score, you must create a variable. A

variable is just as it sounds: it can vary (change) in value. In this
example, we have created a variable called score and attached
it to a sprite in the game. Every time the first sprite touches a
specific second sprite, it will increase the score by 1.
This block adds a score to the stage and includes other blocks to
change the score.
Sensing block
Score Variables
Being able to click on a sprite and move it comes in handy when

you want the player to be able to move, place, and arrange items
on the screen.
When the green flag is clicked, check throughout the game to see
if the mouse key is clicked or held down. If it is, move the sprite to
the mouse pointers location.
This block checks to see if the mouse button is clicked or held

down.
Resources
Mouse Sensing
Sensing Block
Resources
Scratch recipe card
Scratch Recipe card
Being able to have objects in a game communicate is important.

For example, in a shooting game, if the bullet hits its target it can
tell the target and the target can then perform an action.
In this example, sprite1 sends the message gotcha if it touches

sprite2. In the script attached to sprite 2, if it receives the message
gotcha, it changes its costume to costume2. Remember to attach
the scripts to different sprites if you are trying this example.
Broadcasting and receiving messages lets sprites send messages

to each other in order to perform certain actions.
Control block
Broadcast/Receive
Most games use if statements to check to see if some kind of

condition is fulfilledgames are full of if statements!
When the green flag is clicked, check throughout the game to see
if the sprite is touching another sprite. If it is, change the sprites
appearance to costume 2.
This block checks to see if something in the game is happening,

and if it is, to provide further instructions.
Resources
If/Then
Control Block
Resources
Scratch recipe card
Scratch Recipe card
Less/More Than is a good way to keep track of positions and check

ranges of numbers. Games often need to keep track of ranges of
numbers, whether it is between two scores, or the position and
size of an object in the game.
In this example, the script checks if the x (horizontal) position of

the sprite is less than 0 (which would place it off the screen). If it is,
it keeps the sprite at the edge of the screen (setting x to 0).
Less/More Than lets you check to see if one number is bigger or

smaller than another.
Numbers block
Less/More Than
And/Or lets you see whether more than one condition is true,
and then to perform an action based on that. Games are based
on cause and effect, and oftentimes we are checking to see if one
AND/OR another conditions have been met.
In this example, the script checks to see if the sprite is touching

either a black or a pink object, and if so, it changes the appearance
of the sprite to costume 2.
This block lets you check to see if something AND something are
true, or if something OR something is true.
Resources
And/Or
Numbers Block
Resources
Scratch recipe card
Scratch Recipe card
Jump
When the green flag is clicked, if the color black is not

touching the color purple, move the sprite down a certain
amount of spaces, until both colors are touching.
2.
This script is useful for creating a simple jumping action for your
games. Jumping is one of the most commonly used actions in
games and can be used to help players jump over obstacles and
onto platforms or onto enemies.
What game action is this script useful for?
When the green flag is clicked, if the sprite is touching the

color purple and the up arrow is pressed then move the
sprite up a certain amount of spaces.
1.
The script is telling the sprite to do two things:
This script uses a combination of motion blocks to make a simple

jumping action.
What does this script do?
Motion Blocks/Script
Resources
Scratch Recipe card
Game Action Cards
share
inspire
The Game Action Cards introduce a game concept An example Scratch game members can look at
and make reference to the Scratch Recipe Cards that
for inspiration or use as a starting point
will help the members design and produce their To use the Game Action Cards, cut each sheet in half
game.
along the dotted line and distribute them to the
Each Game Action Card has the following elements:
member groups. Its possible that several or all groups
will want to use the same Game Action Card, so make
A description of the game action
sure you print enough copies for all of your groups.
One or two elements of that type of game, such
as number of players or keeping score, and
references to the appropriate Scratch Recipe
Card
Resources
cut
Resources: Game Action Cards
game action card
game action card
Try Fish Chomp by SampleProjectsTeam:

http://scratch.mit.edu/projects/SampleProjectsTeam/62835
Example Scratch Game: There are some very good examples of

collecting games on the Scratch website.
Powering Up: In addition to keeping score, collecting special

items can give the player special powers (or items) (the fire flower
in Super Mario Bros., for instance). Use BROADCAST/RECEIVE to
notify other sprites of your power up abilities.
Keeping Score: Oftentimes collecting items adds to an overall

score, such as in Pac Man. Use the SCORE VARIABLE recipe card
to learn how to keep score.
Description: Collecting is a game action that can be found in

many platformgames like Super Mario Bros. where there are items
to collect such as keys, coins and power-ups. The COLLISION
recipe card is important to use to pick up items when you run into
them. Use HIDE to pick up items.
Useful ScratchRecipe Cards: Move X Steps, Score Variables, Collision, Broadcast/Receive
collecting
Example Scratch Game: There are some very good examples of

racing games on the Scratch website. One that we like is Maze
Race by Mark583: http://scratch.mit.edu/projects/Mark583/5218
Tracks and Obstacles: Racing games usually involve obstacles or

tracks that the player needs to stay in to maintain a fast speed. In
order to sense whether a sprite is touching the edges of a track or
obstacle, use the COLLISION recipe card.
1 or 2 Player: Racing games can be 1 or 2 player. For a two-player

game, consider mapping different keys on the keyboard to the
movement for each sprite. For a single-player game, a race against
the clock (see the TIMER recipe card to make a simple clock.)
Description: Racing is a game action that always generates a lot

of tension and fun. Some good examples of racing games include
the board game Candy Land, the video game Super Mario Cart,
and all kinds of sports, from running and sprinting to swimming.
In racing games, players race against each other or race against
the clock to move from one spot to another or for a set distance.
Resources
racing
Useful ScratchRecipe Cards: Move X Steps, Timer, Score Variables, Collision
Resources
game action card
game action card
http://scratch.mit.edu/projects/archmage/145760
Example Scratch Game: Scrolling Demonstration by archmage

is very simple and easy to remix for a flying game:
Obstacles and Enemies: Flying games often involve obstacles

or enemies to avoid. Use COLLISION to see if the player sprite is
touching anything.
1 or 2 Player: Flying games can be 1 or 2 player. For a two-player

game, consider mapping different keys on the keyboard to the
movement for each sprite. For a single-player game, flying can
involve avoiding obstacles and enemies or collecting items for a
high score.
Description: Flying is an action that can be fun and exciting.

Flying games include classic videogames set in space like
Defender as well as games depicting birds, airplanes and super
heroes.
Useful ScratchRecipe Cards: Move X Steps, Change Costume, Score Variables, Collision
Flying
Example Scratch Game: Scrolling Demonstration by archmage is

very simple and easy to remix for a running game:
Obstacles and Enemies: Running games usually involve

obstacles or enemies to avoid. Use COLLISION to see if the player
sprite is touching anything.
1 or 2 Player: Running games can be 1 or 2 player. For a twoplayer game, consider mapping different keys on the keyboard to
the movement for each sprite. For a single-player game, running
can involve avoiding obstacles and enemies or collecting items
for a high score.
Description: Running is similar to racing, but it is usually pictured

from the side in games called platformers. A platformer is a game
where running and jumping from platform to platform is the
central activity. Super Mario Bros. is a classic platformer. Running
involves moving legsso CHANGE COSTUME is a helpful recipe
to add a running animation to your game.
Resources
Platformer
Useful ScratchRecipe Cards: Move X Steps, Change Costume, Timer, Score Variables, Collision
Resources
game action card
game action card
Example Scratch Game: Scrolling Demonstration by archmage

is very simple and easy to remix for a flying game:
Youre Grounded: Jumping games are usually one-player

challenges involving avoiding obstacles and jumping up and
over gaps. Consider how many lives your character haswhat
happens when they fall? COLLISION and the SCORE VARIABLES
can help you keep track.
Description: Jumping is an action that is common in

platformers. A platformer is a game where running and jumping
from platform to platform is the central activity. Super Mario Bros.
is a classic platformer.
Jumping
Example Scratch Game: Frogger by pburnett is a classic dodging

game: http://scratch.mit.edu/projects/pburnett/37064
Goals: Dodging games often involve avoiding moving obstacles

and enemies. What happens when you reach your goal?
Player vs. Computer: Dodging games are usually one-player

challenges against the computer. Consider how many lives your
character haswhat happens when they get hit? COLLISION and
the SCORE VARIABLES can help you keep track.
Description: Dodging is an action that can take skill and

precision. Dodging games include classic videogames like
Frogger as well as games where you must avoid bullets and other
hazardous moving objects.
Resources
Dodging
Resources
http://scratch.mit.edu/projects/JIH7/370111
Example Scratch Game: Check out Growing Elephant, by JIH7:
Collecting: Growing games often involve collecting items to

grow. Look at the Collecting Game Action example for ways to
have your avatar collect items.
Eating, Building and Growing: Games that involve the idea of

growing might include actions such as eating items to become
bigger, taking care of plants and creatures, or building structures.
Description: Growing is an action that involves trying to make

objects bigger or smaller. A good example of a growing game
is Katamari Damacy (Playstation 2/3), where a rolling ball picks
up objects and becomes larger and larger. Another example is
Tamagotchi, where you take care of a creature to help it grow, or
World of Goo, where you build towers and structures.
Useful ScratchRecipe Cards: Scale X/Y, Change Costume, Score Variables, Collision
Growing
http://scratch.mit.edu/projects/SonicPopsDad/245563
Example Scratch Game: Asteroids by SonicPopsDad is a classic,

and very impressive:
Lives: Consider how many lives your character has what happens
when they get hit? COLLISION and the SCORE VARIABLES can
help you keep track.
1 or 2 Player: Shooting games can be 1 or 2 player. For a twoplayer game, consider mapping different keys on the keyboard
to the movement for each sprite. Use GO TO X/Y to make sure
bullets follow your character.
Description: Shooting is a classic video game action. Shooting

games include Space Invaders and Asteroids. Most shooting
games also involve dodging enemy bullets or other moving
hazards.
Resources
Shooting
game action card
game action card
Useful ScratchRecipe Cards: Move X Steps, Go To X/Y, Change Costume, Score Variables, Collision
Resources
Thank you for taking the time to run the

Game Tech program at your Club. Without
you, the Boys & Girls Club staff, this program
would not be possible.

Gametech Program Guide

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Gametech Program Guide

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Program Guide

2009 Boys & Girls Clubs of America

game tech Program guide

Important Guidelines for Photocopying

boys & girls clubs of america

game tech Program guide

Prose is an art form, movies and acting

boys & girls clubs of america

game tech Program guide

The AMD Foundation

Established in 2000, the Todd Wagner

AMD Changing the Game,

Nurtures and builds those programs in order to refine concepts and to

boys & girls clubs of america

game tech Program guide

PETLab (Prototyping, Evaluation, Teaching and Learning lab)

Game Tech Course Development

John Sharp -Savannah College of Art and Design, Atlanta, GA

James Diamond - Center for Children and Technology

The Salvation Army Boys and Girls Clubs of Greater Atlanta

The following staff members of Boys & Girls Clubs of America

Judith J. Pickens, Senior Vice President, Program & Youth

Karen MacDonald, Vice President, Program & Youth

Dan Rauzi, Senior Director, Youth & Technology Programs

boys & girls clubs of america

game tech Program guide

Before You Begin

boys & girls clubs of america

Reference Poster Overview

Tips for Success

game tech Program guide

Program is a modular, active learning program

Members will learn how the the open source

application Scratch can be used to create games.

Game Tech covers a range of skills including

systems thinking, introductory programming

The Program Guide serves as an overview and

Three Posters are included to address the

terminology and concepts for the areas covered

The program is made up of two units: Game Tech

101 and Introducing Scratch.

boys & girls clubs of america

Unit 1: Game Tech 101 is made up of two

Activities that each introduces a core concept for

Unit 2: Introducing Scratch is made up of six

Activities, each introducing a basic set of Scratch

There are four components of all Activities:

Think, Design, Play Test, and Change.

The Program Guide includes the Activity Guide,

Member Activity Guides, and a Resources

The Resource section provides additional cards

and information to help your members, if they

game tech Program guide

Unit 1: Game Tech 101

Unit 2, Introducing Scratch, is comprised of six Activities that function as a

The Resources Appendix includes additional materials to assist your members if

boys & girls clubs of america

game tech Program guide

Some support materials for Scratch are

provided with Game Tech; the Scratch website

Scratch will run on most older computers.

OS: Windows 98 or later, Mac OS X 10.3 or later

Internet: A connection to the Scratch website. Alternately, Scratch can be

downloaded to a single machine, loaded onto a jump drive or burned onto a