Scratch – Developing Games: Splat Game
Aim: Success Criteria: Resources:
Design, write and debug programs that I can create appropriate backdrops and sprites. Lesson Pack
accomplish specific goals, including controlling I can plan sequences of instructions (an Desktop computer, laptop or tablet. (This lesson
or simulating physical systems; solve problems algorithm). is intended for use in conjunction with Scratch
by decomposing them into smaller parts. 3 software.)
I can translate logical instructions into coding
Use sequence, selection, and repetition in language (blocks). Whiteboards and pens
programs; work with variables and various
I can test for errors and debug a code.
forms of input and output.
Use logical reasoning to explain how some Key/New Words: Preparation:
simple algorithms work and to detect and Algorithm, sprite, backdrop, block, script Open Scratch website and load Splat Game
correct errors in algorithms and programs. events, sequence, levels, repeat, commentary, Version 1 in advance.
Use forms of animation to create a new consequence, action, penalty test, debug. Differentiated Splat Game Activity Sheet –
computer game, with a specific purpose or as required
goal. Make an object move automatically and
change its appearance.
I can create an original animated game with a
specific goal.
Prior Learning: This lesson builds on Lessons 1-3 (Developing a Maze Game) and also prior units on Scratch programming.
Learning Sequence
Splat Game: Demonstrate Splat Game Version 1. Run the game without displaying any code. Explain the purpose of the
game – to make the sprite jump to avoid the oncoming water balloons. Ask if it is similar to any games or apps the children
already know. Ask them to imagine the code required. What does the character sprite do? What does the water balloon do?
New Backdrop: A new backdrop is required. Children can design it however they wish with one significant requirement:
there must be a ‘wall’ made from a rectangle on the left-hand side and the colour is relevant to the code. The rest of
the backdrop could include sky, grass and sun or other ideas.
New Sprite: The character sprite can remain unchanged for now but the water balloon is a new sprite that needs to
be drawn. Challenge the children to draw their own balloon and choose a colour for it. Give it an appropriate name.
Can children design and create an appropriate backdrop and sprite?
Time to Create: Allow children time to create both the backdrop and sprite before discussing the next ideas about
coding them.
The Algorithm: Suggest to children that the algorithm is thought through logically in regular language first of all, then
‘translated’ into coding language. Whiteboard and pens could be used, if desired. Ask what we want the balloon to do, i.e.
move gradually across the screen from right to left until it hits either the sprite or wall; repeat desired number of times –
suggest a lower number, such as three, to begin with during testing and debugging. Next, ask what we want the character
to do, i.e. jump on command; this could be broken down into moving a given number up, waiting briefly in the air, then
moving the same number back down again. Can children then translate their ideas into the correct blocks and script?
Using Operators: Introduce the tab for Operators and explain that these include logic terms such as ‘and’, ‘or’ and
‘not’. Two events or sensors can be combined in one statement using ‘and’/‘or’. The opposite of an event or sensor
can be achieved using ‘not’.
Try It Yourself: Can children create and debug the code to make the sprites behave as planned?
Children input a Children are given Children use the open-
simplified version of the instructions on the Splat ended prompts on the
script, as instructed on Game Activity Sheet Splat Game Activity
the Splat Game Activity and must follow them to Sheet to write and
Sheet, making choices to create the script, while develop their code.
edit particular values. making some of their Individual solutions to
own coding decisions. creating each script may
vary but trial and error
should be encouraged.
Play the Game: Choose children to show the design of their game. Play and evaluate, then look at the code. Test
and debug. Appraise each other’s games and suggest next steps. Can children test and debug each other’s code?
Save for future editing.
Taskit: What other games or apps do you know that are similar in any way? What features could be used as inspiration to develop your game?
Computing | Year 5 | Scratch – Developing Games | Splat Game | Lesson 4
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