Description
Lesson 2 continues to frame coding as a language system rather than a technical skill. In Lesson 1, students learned that Motion blocks function like action verbs—they tell a sprite what to do. In this lesson, students are introduced to Looks blocks as the part of the Scratch language that controls description, communication, and appearance.
The instructional goal is not for students to memorize block names or use Scratch independently yet. Instead, the goal is for students to understand that Scratch separates meaning into categories, just as English separates meaning into verbs, adjectives, and dialogue. Students should leave this lesson understanding that Looks blocks are used when we want to describe how something appears or what it communicates, not where it goes.
Highlights
Description
Lesson 2 continues to frame coding as a language system rather than a technical skill. In Lesson 1, students learned that Motion blocks function like action verbs—they tell a sprite what to do. In this lesson, students are introduced to Looks blocks as the part of the Scratch language that controls description, communication, and appearance.
The instructional goal is not for students to memorize block names or use Scratch independently yet. Instead, the goal is for students to understand that Scratch separates meaning into categories, just as English separates meaning into verbs, adjectives, and dialogue. Students should leave this lesson understanding that Looks blocks are used when we want to describe how something appears or what it communicates, not where it goes.
