Year 4 – Repetition in games Lesson plan
Lesson 1 – Using loops to create shapes
Lesson 1: Using loops to create
shapes
Introduction
This lesson starts by looking at repetition within real-life examples, where
learners identify which parts of a set of instructions are repeated. Learners then
use Scratch, a block-based programming environment, to create shapes using
count-controlled loops. They consider what the different values in each loop
signify, then use existing code to modify and create new code, and work on
reading code and predicting what the output will be once the code is run.
Throughout this unit, there are opportunities to model actions to the learners
within Scratch, or to demonstrate a concept through a video. Pedagogically, it is
more beneficial to model the concepts to the learners, which allows for easier
questioning and understanding. We recommend that you use the videos to see
what needs to be modelled, but give a live demonstration within the lesson.
However, the videos are provided on the slides if you wish to use them instead.
Learning objectives
To develop the use of count-controlled loops in a different programming
environment
● I can list an everyday task as a set of instructions including repetition
● I can predict the outcome of a snippet of code
● I can modify a snippet of code to create a given outcome
Key vocabulary
Scratch, programming, sprite, blocks, code, loop, repeat, value
Preparation
Subject knowledge:
● You will need to be familiar with the Scratch programming environment. If
you are new to Scratch, there are some useful tutorials within Scratch, or
you could register on the course ‘Teaching Programming to 5- to 11-
year-olds’ (ncce.io/PrimaryProgramming).
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Year 4 – Repetition in games Lesson plan
Lesson 1 – Using loops to create shapes
● For this lesson, you will need to be aware of the basic screen architecture,
including using the pen tool, which can be found in the extension blocks
at the bottom left-hand side of the Scratch environment. Please note that
the pen blocks in previous versions of Scratch were not extension
blocks.
● This lesson focuses on repetition, where actions or commands in
programming are repeated. Repeating commands can also be referred to
as a ‘loop’. Loops can be repeated indefinitely, or for a set number of
times. The latter are called ‘count-controlled loops’ and are the loops used
in this lesson.
● You will need an awareness of how to draw a square in Scratch. A video
demonstrating this can be found in the lesson folder.
● In this lesson, the project has been set up so that it starts in the same way
every time it is run. This setup process relates to the computing term
‘initialisation’. Initialisation is the process of setting starting values
(variables) for a program, so that the program starts in the same way each
time. In the context of this project, initialisation means setting the
variables for the start position of the cat sprite, and clearing any existing
lines on the screen. This ensures that the project works in the same way
every time it is run.
● Typically, in Scratch, projects are initialised (set up) using the when
green flag clicked block, and it is good practice for this block not be
used for any other purpose. Where learners create their own shapes, they
use different keys to run each code snippet, e.g. they use when t key
pressed to draw a triangle.
You will need:
● L1 Slides
● A1 Worksheet – Code blocks in Scratch
● A2 Resource: Creating a triangle (ncce.io/pg4b-1-a2-c)
● Internet-enabled devices to access the Scratch website. If possible, these
should be PC-type devices. Scratch will work on tablets, but the lack of a
separate keyboard can restrict some functions.
● Mini whiteboards and pens.
● This lesson assumes that learners have prior experience of Scratch for
programming activities.
Assessment opportunities
Introduction: Assess the learners’ ability to write a list of instructions for an
everyday task, correctly identifying which parts are repeated
Activity 1: Assess the learners’ ability to use their knowledge of programming
to create code sequences using Scratch blocks
Activity 2: Assess the learners’ ability to rearrange blocks of code into the
correct sequence to make a triangle, and create different shapes using given
code snippets
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Year 4 – Repetition in games Lesson plan
Lesson 1 – Using loops to create shapes
Plenary: Assess the learners’ ability to read the code snippet and predict where
the drawing will stop, based on their understanding of the loop structure.
Outline plan
Please note that the activities are labelled in the top right-hand corner of the
slide deck to help you navigate the lesson.
*Timings are rough guides
Introducti Repetition in everyday life
on
(Slides 1–5) Show slide 2. Introduce the learning objectives and success criteria.
5 mins Show slide 3, and talk through the problem on the slide.
I need to finish my dinner if I want to have dessert. I have five
forkfuls left. What do I need to do to complete this task? Click on the
slide to show a possible answer.
Ask the learners which parts would be repeated, and how many
times they would need to repeat.
Click on the slide to show the answer.
Show slide 4, and talk through the problem on the slide.
You drop ten pencils on the floor. You need to pick up all ten pencils
and put them back into the pot.
Ask the learners to write a list of instructions for how to do this on
their whiteboards, thinking about which steps are repeated, and
how many times.
Click on the slide to show the repetition.
Note: Use ‘list of instructions’ during this activity rather than the
term ‘algorithm’. The learners do not need to describe the actions
with the high level of precision which would be needed for an
algorithm.
Activity 1 Code blocks in Scratch
(Slides 6–8)
Show slide 6. Present the Scratch code on the slide. Explain that this
sequence of code is from a programming environment called
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Year 4 – Repetition in games Lesson plan
Lesson 1 – Using loops to create shapes
10 mins Scratch, which uses coloured blocks of code.
As a class, step through the blocks in the image, and ask the
learners for suggestions for what each block might do. The pen
down block might use a pen to draw on screen, the repeat (4)
block might repeat something four times, etc. Ask the learners to
predict what might be created on-screen once the code has been
run, and to explain their ideas.
Note: The code blocks shown will draw a square on the screen.
Learners might notice that the repeat happens four times, and that
each turn is through 90 degrees.
Show slide 7. Make the link back to previous work using Logo, a
different programming environment, if appropriate.
Show the Logo code for drawing a square. Ask the learners to look
for similarities between the Logo and Scratch code snippets, and
note them on their whiteboards. Similarities in both snippets could
include:
● Repeat 4
● Forward 50
● Turn right 90
● Noting the depiction of a loop, either with brackets or using
the orange repeat block
Show slide 8. Ask the learners to complete the ‘Code blocks in
Scratch’ worksheet, creating Scratch code snippets and using Logo
code snippets as support.
Note: The Logo code was used in the ‘Y4 – Programming A’ unit, so
learners should be familiar with it if they have completed that unit.
Activity 2 Modifying code
(Slides 9–
11) Show slide 9. Explain that learners will now be using Scratch to
create shapes, beginning with a triangle. Explain that the triangle
10 mins has been started for them. They will need to rearrange the blocks,
and complete the values. Point out that there are some blocks
already in place to set up the program — these are designed to
clear the screen and return the sprite (the cat) to the centre of the
screen when the green flag is clicked.
Learners don’t need to change these blocks, but you could talk to
them about it, and remind them about setting up programmes so
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Year 4 – Repetition in games Lesson plan
Lesson 1 – Using loops to create shapes
that they always run in the same way.
Direct learners to the Scratch project ‘Creating a triangle’ and ask
them to rearrange the blocks to create the code to make a triangle.
Explain that the block used to run the code here is a ‘t’, meaning
that the triangle will be drawn when the ‘T’ key is pressed.
Give the learners time to use the blocks to create a triangle.
Show slide 10. Explain that the learners will use what they know to
program other 2D shapes — hexagon, decagon and octagon. They
will use the values on the ‘Code blocks in Scratch’ worksheet to
support them. Learners will use the first letter of the shape name to
start each shape being drawn, eg when h is pressed for a
hexagon, when d is pressed for a decagon, etc.
Give the learners time to work through programming the other
shapes. Show the video on slide 11 to demonstrate this if needed.
Share examples and discuss any problems and solutions.
Plenary Plenary
(Slide 12)
Show slide 12. Show the learners the Scratch code snippet on the
5 mins slide. Ask which of the three images would be produced after
running the code, and ask them to explain their reasoning. The
correct answer is A, as the loop repeats the forward and turn
blocks three times before stopping.
Next time Review the ‘Assessment’ and ‘Summary’ slides.
(Slides 13–
14)
5 mins
Resources are updated regularly — the latest version is available at: ncce.io/tcc.
Attribution statement
This resource was created by Raspberry Pi Foundation and updated by STEM Learning for the
National Centre for Computing Education.
The contents of this resource are available for use under the Open Government License (OGL v3)
meaning you can copy, adapt, distribute and publish the information. You must acknowledge the
source of the Information in your product or application, by attributing Raspberry Pi Foundation and
STEM Learning as stated here and are asked to provide a link to the OGL v3.
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Year 4 – Repetition in games Lesson plan
Lesson 1 – Using loops to create shapes
The original version can be made available on request via [email protected].
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