Lesson 1 Exploring Programming Sequences


This unit includes a mix of structured and open-ended activities to engage learners in the exploration of the key concept of sequence – identifying and specifying an ordered series of instructions. This is often a powerful moment for learners: they’re telling the computer what to do, by translating their ideas into blocks of computer code.  From a step-by-step tutorial to playing with a constrained number of blocks to a debugging challenge, each activity helps learners build the skills needed to create an About Me project.  In the culminating project, learners will explore and experiment with sprites, costumes, looks, backdrops, and sounds to create a personalized, interactive collage in Scratch.

Programmed To Dancedancing stick man

Here are four links to videos, listed from simple to hard. Choose one video and in your journal, list how to perform the sequence of dance moves
shown in the video.

Programmed to Dance videos!

Reflection Prompt:

  1. How does this activity relate to what we’re doing with
  2. Can you explain what is important about a sequence
    when specifying instructions?

Step-By-Step Activity 1dancing scratch

Log into your Scratch account and click the create button. Time to make scratch dance!

Link to Activity 1

Reflection Prompt:

  1. How did it feel to be led step-by-step through the activity?
  2. When do you feel most creative?

sample blocks10 Blocks Activity 2

In this activity you will create a project with the constraint of only being able to use 10 blocks: go to, glide, say, show, hide, set size to, play sound until done, when this sprite clicked, wait, and repeat. The challenge is to use each block at least once in your project, and I encourage you to experiment with different sprites, costumes, or backdrops.

Link to Activity 2

Reflection Prompt

  1. What was difficult about being able to use only 10 blocks?
  2. What was easy about being able to use only 10 blocks?
  3. How did it make you think of things differently?

Debug It! Activity 3

Programmers, technicians, repair people, teachers, and even designers need debugging skills. The way we all debug in our field is similar. First, you look for functionality, next note what is not working properly, and this is followed by following the sequence of events. When something happens that shouldn’t, or it doesn’t happen, you have found the area where the issue is. For me, it is a puzzle to solve, a challenge. Let’s see how you do. Be patient, it takes time to become good at it.

Your task will be to:

  1. Investigate the problem and find a solution to five debugging challenges!
  2. Explore a range of concepts (including sequence) through the practices of testing and debugging!
  3. Develop a list of strategies for debugging projectsbug trying to hide

Link to Activity 3

Reflection Prompt

  1. What was the problem?
  2. How did you identify the problem?
  3. How did you fix the problem?
  4. Did others have alternative approaches to fixing the problem?



In this lesson, we worked with sequences, sometimes called programming steps. When you are working with an advanced programming editor, each step numbered for debugging purposes will also have commands instead of blocks with the appropriate syntax.  It can go on for pages in some of the more complex programs.

Link to next lesson → Animation

Your need your journal again.