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Getting Started with Scratch: Block-Based Coding for Beginners

Students learn the fundamentals of programming through Scratch's visual block-based coding environment. This hands-on lesson covers sequences, loops, and events while building an interactive animation.

Gr. 3–660 minutes

Learning Objectives

  • Understand what coding is and why it matters
  • Navigate the Scratch interface
  • Create sequences of instructions using code blocks
  • Use loops to repeat actions
  • Respond to events (clicks, key presses)
Teacher Tip: Have students work in pairs for this activity. Peer programming builds collaboration skills and helps struggling students stay engaged.

Materials Needed

  • Computers or tablets with internet access (1 per pair)
  • Projector for teacher demonstration
  • Student handout (see attached PDF)

Lesson Outline

Part 1: Introduction (10 minutes)

Begin by asking students: "What do you think coding is?" Collect responses and explain that coding is giving instructions to a computer, just like writing a recipe.

Part 2: Exploring Scratch (15 minutes)

Guide students through the Scratch interface. Show them the stage, sprite library, and block palette. Let them drag a few blocks and see what happens.

Part 3: Build Your First Animation (25 minutes)

Walk through creating a simple animation: a cat that walks across the screen, says hello, and changes colour. Students follow along, then customize their own version.

Part 4: Share & Reflect (10 minutes)

Students present their animations to a partner. Discuss: What was challenging? What would you add next time?

Curriculum Connection: This lesson aligns with Ontario Grade 4-6 Coding expectations and BC's Applied Design, Skills, and Technologies curriculum.
scratch
when green flag clicked
go to x: (-200) y: (0)
repeat (10)
  move (20) steps
  wait (0.5) seconds
end
say [Hello!] for (2) seconds

Assessment

Use the following rubric to assess student work:

  • Beginning: Student created a project but it doesn't run correctly
  • Developing: Project runs and uses at least 2 block types
  • Meeting: Project uses sequences, loops, and events correctly
  • Extending: Student added creative extensions beyond the lesson

Extensions

For students who finish early:

  • Add sound effects to the animation
  • Create a second sprite that interacts with the first
  • Make the animation respond to keyboard input
Students collaborating on a Scratch coding project on laptops
Students working in pairs to build their first Scratch animation
Computer screen showing a coding environment
The Scratch interface — students drag and connect code blocks to create programs

Downloadable Resources

Use the student handout below during the lesson. Print one copy per pair of students. The handout includes step-by-step instructions for building the animation project and a reflection section.

Scratch_Lesson_Student_Handout

PDF · 0.2 MB · Download

Scratch_Assessment_Rubric

PDF · 0.1 MB · Download

Children in a classroom working on computers
Coding workshops bring computational thinking to life in the classroom

Getting Started with Scratch — Teacher Walkthrough

Video player coming soon

Common Mistake: Students often forget to add a "when green flag clicked" event block at the top of their scripts. Remind them that every program needs a starting trigger!