Scratch Sorting Hat Lesson

In this lesson, students will learn how to create a 'Harry Potter' style sorting hat with Scratch. 
NOTE: A self-guided (in-browser) tutorial version of this lesson (suitable for remote learning) can be found by here: Scratch Sorting Hat Tutorial
​Suggested time: 50 mins

Learning Objectives:
  • Understand and use sequence in an algorithm
  • Understand and use iteration in an algorithm (FOR and WHILE loops)

Curriculum Mapping:

KS2:

  • Design, write and debug programs that accomplish specific goals; solve problems by breaking them into smaller parts. Select, use and combine a variety of software on a range of digital devices to design and create a range of programs.
  • Use sequence, selection and repetition in programs; work with variables and various forms of input and output
  • Use logical reasoning to explain how some simple algorithms work; detect and correct errors in algorithms and programs


KS3:

  • Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems.

STUDENT: COMPUTATIONAL THINKER:

  • 5a: Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
  • 5c: Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
  • 5d: Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

 

 

EDUCATOR: COMPUTATIONAL THINKING COMPETENCIES:

  • 4b: Design authentic learning activities that ask students to leverage a design process to solve problems with awareness of technical and human constraints and defend their design choices.

 

COMPUTER SCIENCE EDUCATORS:

  • 2a: Plan and teach computer science lessons/units using effective and engaging practices and methodologies:

i. Select a variety of real-world computing problems and project-based methodologies that support active and authentic learning and provide opportunities for creative and innovative thinking and problem solving

ii. Demonstrate the use of a variety of collaborative groupings in lesson plans/units and assessments

iii. Design activities that require students to effectively describe computing artifacts and communicate results using multiple forms of media

iv. Develop lessons and methods that engage and empower learners from diverse cultural and linguistic backgrounds

v. Identify problematic concepts and constructs in computer science and appropriate strategies to address them

vi. Design and implement developmentally appropriate learning opportunities supporting the diverse needs of all learners

vii. Create and implement multiple forms of assessment and use resulting data to capture student learning, provide remediation and shape classroom instruction

 

CSTA K–12 CS Standards:

  • 1B-AP-08: Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
  • 1B-AP-09: Create programs that use variables to store and modify data.
  • 1B-AP-10: Create programs that include sequences, events, loops, and conditionals.
  • 1B-AP-11: Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
  • 1B-AP-13: Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences.
  • 1B-AP-15: Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
  • 1B-AP-17: Describe choices made during program development using code comments, presentations, and demonstrations.
  • 2-AP-11: Create clearly named variables that represent different data types and perform operations on their values
  • 2-AP-12: Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
  • 2-AP-15: Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
  • 2-AP-16: Incorporate existing code, media, and libraries into original programs, and give attribution.
  • 2-AP-17: Systematically test and refine programs using a range of test cases.
  • 3A-AP-14: Use lists to simplify solutions, generalizing computational problems instead of repeatedly using simple variables.
  • 3A-AP-15: Justify the selection of specific control structures when tradeoffs involve implementation, readability, and program performance, and explain the benefits and drawbacks of choices made.

AREA OF LEARNING AND EXPERIENCE: Science and Technology:

Computation is the foundation for our digital world.

Progression step 3        

  • I can use conditional statements to add control and decision-making to algorithms.
  • I can identify repeating patterns and use loops to make my algorithms more concise.
  • I can explain and debug algorithms.

 

Progression step 4

  • I can decompose given problems and select appropriate constructs to express solutions in a variety of environments.
  • I can select and use data structures that efficiently manage data in algorithms.
  • I can plan and implement test strategies to identify errors in programs.

 

Progression step 5

  • I can identify, define and decompose problems, choose appropriate constructs and express solutions in a variety of environments.
  • I can use file-handling techniques to manipulate data in algorithms.
  • I can test, evaluate and improve a solution in software.

 

Introduction:

The Sorting Hat is an artefact used at Hogwarts in the Harry Potter books. The hat decides which of the four school houses (Gryffindor, Slytherin, Hufflepuff and Ravenclaw) each new student is assigned to. At the start of each school year, the Hat is placed on every first-year student's head. The Hat announces its choice aloud, and the student joins the selected house.

In this lesson, students will learn how to create a 'Harry Potter' style sorting hat with Scratch. ​
Starter:

Show students the 'Sorting Hat' scene from Harry Potter and the Sorcerer's Stone to set the scene:
Part 1 - Coin flip
Ask students to look at the sample code (below) and try to work out what the code is doing. Click play button (right) to see if the students where right.
Click here to see inside the code.
Source code: https://scratch.mit.edu/projects/603671205
Challenge 1

Using the sample 'Dice roll' solution above, challenge the students to create a program to simulate the roll of a dice.
Hint: Students can use this partially working example to help them with this task.

Example:
Source code: https://scratch.mit.edu/projects/608189165​
Sorting Hat Challenge

Using what you have learnt, challenge the students to create a 'Harry Potter' style sorting hat that will randomly pick a house from:

Slytherin
Gryffindor
Hufflepuff
Ravenclaw

Hint: The students can use this partially working example to help them with this task:

https://scratch.mit.edu/projects/604276175

Their finished program should look like this:
Solution: ​https://scratch.mit.edu/projects/608188230
Extra Challenge

Challenge the students to create a name picker which will pick a person at random from their class.
Licence:

Unless otherwise specified, everything in this repository is covered by the following licence:
Scratch "Sorting Hat" lesson is licenced under a Creative Commons Attribution 4.0 International License.
Keywords:

Scratch tutorial, Scratch programming language, Scratch programming, Scratch coding.