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Lesson 1.2: Building Blocks

Learning Objectives

Students will be able to...

  • Name the categories of blocks in SNAP and describe what the blocks in each category do
  • Describe the function of several common SNAP blocks (see lab for specific blocks)
  • Be able to use common blocks to build simple SNAP programs (see lab for specific blocks)

Materials/Preparation

Pacing Guide

Duration Description
5 minutes Welcome, attendance, bell work, announcements
10 minutes Introductory discussion
25 minutes "SNAP Scavenger Hunt" Lab activity
15 minutes Debrief and wrap-up

Instructor's Notes

  1. Introductory discussion

    • Review the basics of SNAP from the previous lesson
      • Ensure that students can:
        • Define "block" and "script"
        • Describe how to build a script (snapping blocks together)
        • Explain how scripts are executed (one block at a time in order)
    • Introduce the concept of block categories
      • Ask students to consider why categories are helpful as opposed to having a simple list of blocks

  2. Activity

    • Individually or in pairs, have students work through the "SNAP Scavenger Hunt" activity
      • Students should turn in answers to all questions and SNAP programs for the final problems

  3. Debrief

    • Go through each question or prompt in parts 1 and 2 and ask students to share their answer
      • Cold calling works well for this lab due to the large number of questions
      • Point out the color coding for each category
      • Emphasize important details in some of the blocks listed in part 2, such as:
        • the block will leave the bubble on the stage until something else is thought
        • the and blocks require explicit x- and y-coordinates
      • Solicit a few student responses for each category in part 2.2 before commenting yourself
        • Try to guide the students to discuss with each other and settle on a description for each category with minimal instructor intervention
    • Discuss one or two student solutions to each of the SNAP programming problems
      • Either solicit volunteers or cold call
      • Point out differences between student solutions and call attention to the fact that there is more than one way to solve a problem

Accommodations/Differentiation

  • Colorblind students may not be able to identify the block colors, but can still recognize the organization of categories. Be sensitive to this, but no modifications are likely required.
  • Students that are struggling with the lab can be paired up and/or receive individual instructor attention to help them through the activity.
  • The bonus assignment (3.4) should be used for students who finish quickly, and can be a setup for the Animation Project.

Forum discussion

Lesson 1.2 Building Blocks (TEALS Discourse account required).