We are astronauts
Unit
2.1
Programming on-screen
1 About this unit
Software: Apps: Hardware: Outcome: Scratch, Kodu, Scratch Jr
Hopscotch, Daisy the Dinosaur
Programmable toy, such as a Bee-Bot or
Roamer Too
A Scratch (or similar) program in which a sprite
moves around the screen
UNIT SUMMARY
In this unit, the children will build on work from Unit 1.1
– We are treasure hunters to program a sprite (such as
a spaceship) to move around the screen. This unit acts
as a springboard for programming in Year 3.
CURRICULUM LINKS
LEARNING EXPECTATIONS
Computing PoS
This unit will enable the children to:
have a clear understanding of algorithms as
sequences of instructions
convert simple algorithms to programs
predict what a simple program will do
spot and fix (debug) errors in their programs.
Understand what algorithms are; how they are
implemented as programs on digital devices; and
that programs execute by following precise and
unambiguous instructions.
Create and debug simple programs.
Use logical reasoning to predict the behaviour of
simple programs.
Suggested subject links
Maths: Children will learn about the properties
of position, movement and turning. They will
also develop their understanding of angles as a
measure of turning, using whole turns, half-turns
and quarter-turns.
English: Children will have the opportunity to use
language associated with giving instructions.
Art and design: Children could design their own
spaceships and space backgrounds.
D&T: Children could make a model spaceship.
TRANSLATING THE COMPUTING PoS
12
The programs the pupils create are unlikely to
work first time, and so they’ll need to debug (fix)
these.
One important technique, used repeatedly here,
is to make a prediction, using logical reasoning,
about where the spaceship will end up.
In this unit, the pupils will have a number of
problems to solve. They tackle these in two
stages – firstly thinking carefully about the steps to
follow (i.e. the algorithm), and then programming
the spaceship to follow the steps as precise and
unambiguous instructions, i.e. implementing
their algorithm as a program. The spaceship then
follows these instructions exactly.
The assessment guidance on page 20 will help
you to decide whether the children have met these
expectations.
VARIATIONS TO TRY
While Scratch is recommended, the programming
ideas could be adapted to other platforms such as
Kodu, Daisy the Dinosaur or Hopscotch (the space
theme would need modification).
With some adaptation, the children could complete
this unit using a sophisticated programmable toy,
such as a Roamer Too or Pro-Bot. These toys
allow the programming of non-right angled turns,
a measured distance forward, and have a repeat
function.
Scratch has wide applications across the
curriculum. For example, the children could
program Scratch to design and draw shapes and
patterns on a blank background; they could create
instructions for an insect sprite to land on a named
part of a flower to collect pollen; or they could
instruct a car sprite to follow a route on a simple
track or background map.
2
Getting ready
THINGS TO DO
Read the Core steps sections of Running the task.
Decide which software/tools are most appropriate
for use with your class.
Download your chosen software/tools (see Useful
links below). Ensure that Scratch is accessible
from the school network.
Watch the Software in 60 seconds walkthroughs
for this unit (see the CD-ROM). Look at appropriate
software tutorials.
Think about the individuals and groups you have in
your class. Could you use any of the Extensions on
CD-ROM RESOURCES
Software in 60 seconds – Scratch (1, 2 and 3)
Space Scratch file
Space clip art/images
Unit poster – Exploring Scratch spacesim
Pupil self-assessment information
E-SAFETY
If the children upload their finished projects to the
Scratch website, they will need to create accounts
and provide their parents’ or carers’ email
addresses. The pupils should comply with MIT’s
terms and conditions, as well as all relevant school
policies.
Remind the children about what to do if they
encounter inappropriate material when using the
web. Many schools operate a ‘turn the screen off/
turn the tablet over and tell an adult’ system.
Scratch allows pupils to incorporate images from
elsewhere; if they do so, they should use only public
domain or Creative Commons licensed content, as
discussed in Unit 1.4 – We are collectors.
INCLUSION
The children should be familiar with using a
programmable toy before starting the unit.
This unit requires some mathematical
understanding. Some children may require extra
support if they aren’t comfortable with numbers
beyond 100.
Programming makes considerable intellectual
demands on pupils. Think carefully about grouping:
mixed-ability pairs are recommended, but ensure
both partners are developing their understanding.
Pupils for whom English is an additional language
are likely to be able to program Scratch in their
mother tongue using one of the built-in language
packs (use the globe icon at the top left).
pages 14–19 to extend your more able children?
Could you use any of the suggestions in Inclusion
(see below) to support children with specific
needs, e.g. SEN or EAL? Have you considered
how a Teaching Assistant will support you and the
children, if one is available?
Liaise with colleagues about how you may be able
to link this work to other areas of the curriculum.
Make arrangements for using the school field,
playground or hall for the introductory activity.
THINGS YOU NEED
Hardware/other resources – floor turtles/
programmable toys (such as Bee-Bot or Roamer
Too) for Step 2
WWW
USEFUL LINKS
Software and tools
Scratch is available from http://scratch.mit.edu. It
is free to use online without registration.
Alternative programming toolkits for this work
include Kodu (Windows only: www.kodugamelab.
com), Daisy the Dinosaur (iPad: https://
itunes.apple.com/gb/app/daisy-the-dinosaur/
id490514278) and Hopscotch (iPad: https://itunes.
apple.com/gb/app/hopscotch-coding-for-kids/
id617098629).
Bee-Bots are available from TTS: www.tts-group.
co.uk/shops/tts/Products/PD1723538/Bee-BotFloor-Robot.
Roamer Too is available from Valiant Technology:
www.valiant-technology.com/uk/pages/
roamertoohome.php?cat=8&8. The Early Years
keypad would suffice for this unit.
Online tutorials
Introductory Scratch tutorials: http://info.scratch.
mit.edu/Video_Tutorials.
Bee-Bot: www.youtube.com/
watch?v=52ZuenJlFyE.
Roamer Too: http://vimeo.com/49152214.
Information and ideas
Audio and video of famous moments in space
travel from NASA: www.hq.nasa.gov/office/pao/
History/40thann/videos.htm.
Images and videos from NASA: www.nasa.gov/
multimedia/imagegallery/iotd.html.
The Scratch community hosts projects uploaded
by young programmers worldwide, as well as
valuable discussion forums and online help. For
more information, see the menu options at the top
of the homepage (http://scratch.mit.edu) and the
educator site at http://scratched.media.mit.edu.
NASA article on the space shuttle’s computers:
www.nasa.gov/mission_pages/shuttle/flyout/
flyfeature_shuttlecomputers.html.
13
14
Running the task – We are astronauts
POSSIBLE OUTCOME FOR THIS STEP:
Set the pupils the harder challenge of working out the
instructions to get from ‘Earth’ to ‘Mars’ via the ‘Moon’. Ask
pupils to plan a complete set of instructions in advance. They
can again take turns as the spaceship and programmer. Ask
other pupils to predict where they think the spaceship will
end up after the instructions are followed. They could stand in
the place they think it will arrive, with the child closest taking
on the role of programmer for the next attempt.
Explain that the steps to follow are an algorithm, and that on
a real computer these would be implemented as a program.
Explain that usually the hardest part of solving the problem is
finding the right algorithm.
Ask pupils to think carefully about what instructions would
take a spaceship from ‘Earth’ to the ‘Moon’. Explain that they
can use move (so many) steps and turn instructions. Can they
plan out the whole of the trip? Taking it in turns to act the
role of the spaceship, the pupils should try out their planned
instructions. Can they make improvements to someone else’s
algorithm (set of instructions) so that it works?
Take the pupils into a big open space (such as the hall,
playground or field). Designate one place as planet Earth.
Use hoops to mark out the Moon and some planets,
including Mars.
Step 1: Being playground astronauts
Core steps
Encourage pupils to learn something
about space travel for themselves.
See some of the suggested links in
Information and ideas (page 13) and
Weblinks (page 21).
HOME
The problem is made considerably
harder by setting the Moon and planets
in motion. Perhaps a child could take on
the part of the ‘Moon’, walking in a wide,
steady circle around the ‘Earth’.
SCHOOL
Extensions
Software: Scratch, Kodu, Scratch Jr Apps: Hopscotch, Daisy the Dinosaur Hardware: Programmable toy, such as a Bee-Bot or Roamer Too
Outcome: A Scratch (or similar) program in which a sprite moves around the screen
3
15
POSSIBLE OUTCOME FOR THIS STEP:
Step 2: Using turtles in space!
The pupils should again take turns to program the robot to
follow the steps in their algorithms, while other pupils make
predictions about where the robot will end up.
Set a more complex challenge, similar to that in Step 1, asking
pupils to work out the steps needed for the robot to travel
from ‘Earth’ to the ‘Moon’ and then on to ‘Mars’. You could
use the idea of refuelling as some justification for this. The
pupils should again work out their algorithms in full, perhaps
recording these on paper or small whiteboards.
The pupils should take turns to implement their algorithms as
programs for the floor turtle. The rest of the class can make
predictions for where the robot will end up when the program
is run, perhaps putting down markers. The pupil who came
closest can have the next attempt at programming the turtle.
Set out a large area in your classroom (or perhaps the school
hall). Mark out planet Earth, the Moon and one or more
planets. Place the floor turtle on ‘Earth’ and ask pupils to work
out the instructions to get from ‘Earth’ to the ‘Moon’. The
pupils should share their ideas with one another, providing
feedback to each other on their algorithms. Encourage them to
work out a complete set of instructions to solve the problem.
You could ask the pupils to jot down ideas for their algorithms
on paper or small whiteboards.
Ask the pupils to recall what they can from working with
programmable toys in Year 1 (and perhaps the Foundation
Stage). Provide them with access to one or more robots so
they can demonstrate how to use these to their classmates.
Correct any misconceptions. Emphasise the move and turn
buttons as a way of programming the turtle.
Encourage pupils to think of the steps
they follow on their journey to and from
school. How easy would it be to convert
this algorithm into a program for a
robotic car?
HOME
Some pupils could use more
sophisticated floor turtles, such as
Pro-Bots or Roamer Too, although the
activity is accessible using Bee-Bots.
SCHOOL
16
Space Scratch file: http://scratch.mit.
edu/projects/15631475/#editor
Software in 60 seconds – Scratch
(1 and 2)
POSSIBLE OUTCOME FOR THIS STEP:
WWW
RESOURCES
Demonstrate that the sprites can be moved independently of the
backdrop image, contrasting this with earlier work using Paint.
Show the pupils how they can delete the cat sprite (right
click, Delete). Show how they can create a new sprite of their
own. Explain that Scratch expects all sprites to be moving
to the right, so their spaceships will need to point that way.
Ask pupils to design their own spaceship using the Scratch
image editor (click on the paintbrush icon in the Sprites area
of the screen). You might like to show some real and fictional
examples of spaceships. Provide time for pupils to review one
another’s sprites. The pupils should download their work and
save it on their computer, unless they have Scratch accounts
(requires parental permission).
The pupils should create their own space backdrop in Scratch
(the simplest approach is to fill with black and then add a few
small white dots for stars). Ask the pupils to add a small circle
to represent Earth, and to colour this in. Ask them what Earth
looks like. Give pupils the opportunity to review one another’s
backdrops.
If the pupils are going to work with a partner, put them into
pairs now. Show how the pupils can edit the background. Give
them some time to explore the background editor themselves.
Remind the pupils of their work using painting programs in
Year 1. Provide time for them to share their discoveries. Correct
any misconceptions and ensure all pupils will be able to create
their own background, with support if needed.
Introduce pupils to Scratch. Show how they can access this
from any web browser by going to http://scratch.mit.edu and
then clicking on Create. Explain the stage, backgrounds and
the sprites (characters). Explain that the background and
sprites can be changed to be anything the pupils want.
Step 3: Creating sprites and backgrounds
Core steps
Encourage pupils to look at the night
sky with their parents or carers, perhaps
looking at the Moon through binoculars
or a telescope, or trying to identify some
constellations. See www.bbc.co.uk/
programmes/b019h5mt for ideas.
HOME
Some pupils might like to experiment
with Google Sky (www.google.com/
sky) to get some more ideas for their
background.
SCHOOL
Extensions
17
Use the simple stars backdrop
in Scratch (click Stage >
Backdrops tab > stars); see
example at: http://scratch.mit.edu/
projects/15631475/#editor
Software in 60 seconds – Scratch (3)
POSSIBLE OUTCOME FOR THIS STEP:
WWW
RESOURCES
Ask the pupils to open their space backdrops and sprites
from the previous step by uploading them in the Scratch
editor (this does not publish their projects to the web). Point
out that the easy purple forward, left, right turn blocks aren’t
available for their own projects but they can still use the blue
movement blocks. Ask pupils to experiment again with these,
changing some parameters and snapping blocks together
to make their spaceship move. They should share their
programs with one another and provide some feedback.
Show pupils the blue, move instruction blocks, and
demonstrate how these can be snapped together in just the
same way. What differences do the pupils notice? These
instructions look more complicated, and many have a
space for a number. This is called a parameter. Encourage
the pupils to experiment with these instructions, snapping
some of these together in the Scripts section on Scratch
to make multi-step programs and exploring the effect of
changing parameters. What sorts of things can they make
the spaceship do using these instructions? The pupils should
share their programs with one another, and provide feedback.
Show pupils the example spacesim project on the Scratch
website (see Resources), or your own version of this. Show
how the forward, left and right purple blocks can be used
to control the spaceship, by dragging these into the Scripts
section of the Scratch screen and clicking them. Show how
they can be snapped together to make more complex, multistep programs. Share the URL for this with the pupils through
your learning platform or class blog. Provide time for pupils
to experiment with snapping these instructions together.
What can they make the spaceship do? Draw their attention
to the similarity between this and the playground and robot
instructions in previous steps.
Step 4: Programming the spaceship
The pupils could demonstrate their own
Scratch programs to their parents or
carers, asking them to experiment with
the programming blocks too. To make
the most of this activity, the children
should have a Scratch account.
HOME
You might like to explain to some pupils
about what the parameters mean, or ask
pupils to explain to you what they think
these numbers do.
SCHOOL
18
Use the Earth and Moon backdrop
(click Stage > Backdrops tab
> earthmoon); see example
at http://scratch.mit.edu/
projects/15631475/#editor
POSSIBLE OUTCOME FOR THIS STEP:
WWW
RESOURCES
Encourage pupils to show their work to one another. Has anyone
found an unusual way to solve the problem? Whose programs
work most quickly? The pupils should download their projects
to their computers (unless they have Scratch accounts).
Remind pupils how they can open their own space backdrops
and spaceship sprites in Scratch. Ask them to edit their
backdrop (or make a copy of their backdrop and edit that)
to draw on the Moon wherever they want. Discuss what
the Moon looks like. Ask pupils to write a Scratch program
using the blue movement blocks, with their own choice of
parameters, to move the spaceship from Earth to the Moon.
They should debug their programs.
Now ask the pupils if they can do the same thing using
Scratch’s blue movement blocks, remembering that they’ll
need to pick the numbers to go in the spaces (parameters) for
these and experimenting to get these right. Explain that they
can have the same algorithm as before, but they’ll be using a
different program to implement this. Provide time for the pupils
to experiment and debug their own programs.
Set pupils the challenge of using just the simple purple blocks
to create a program to move the spaceship from Earth to the
Moon. Encourage them to think through the algorithm for
their program first. Provide time for them to try this, correcting
(debugging) their programs as they go. Tell pupils that
pressing the Space bar (on the keyboard) in this program will
bring the spaceship straight back to Earth.
Ask pupils what they can remember about working in Scratch
and correct any misconceptions. Use your learning platform
or class blog to provide pupils with access to the spacesim
project (see Resources), and show how they can swap to the
Earth and Moon backdrop.
Step 5: Moving from one planet to another
Core steps
The pupils should show their programs
to their parents or carers, or perhaps
set their parents or carers the challenge
of programming Scratch to move from
Earth to the Moon on the Scratch
spacesim project or their own project.
To make the most of this activity, the
children should have a Scratch account.
HOME
You might like to draw the pupils’
attention to the change x by, set x to,
change y by, set y to, move to and
glide to blocks, encouraging them to
experiment with the parameters for
these blocks.
SCHOOL
Extensions
19
Use the Earth, Moon and Mars
backdrop (click Stage > Backdrops
tab > earthmoonmars); see
example at http://scratch.mit.edu/
projects/15631475/#editor
POSSIBLE OUTCOME FOR THIS STEP:
WWW
RESOURCES
Step 6: Three planets
Use a closing plenary for the pupils to reflect on the
differences between acting out an algorithm in the playground,
programming the robots, programming Scratch using the
purple blocks and programming it using the blue blocks.
The pupils should share their programs with one another.
Who had the most efficient programs? Did anyone find a very
clever solution?
Remind pupils how to upload their own projects from Step 5
to the Scratch editor. Ask pupils to add Mars to their picture,
wherever they want. The pupils should think through an
algorithm to take their spaceship from Earth via the Moon
to Mars. They should then program this using the blue
movement blocks. Their partner should use logical reasoning
to predict what will happen when they run the program. How
close were they? Did the program work? The pupils should
work together to debug their program.
Share the URL for the project with pupils via your learning
platform or class blog, and ask them this time to use the blue
movement blocks to implement their algorithm for getting
from Earth to the Moon and then on to Mars. The pupils
should predict what will happen when the program is run,
and then they should work together to debug their program.
Pupils should compare their programs – who has the simplest
solutions? Whose solutions are quickest?
Show pupils the Scratch spacesim project with the Earth,
Moon and Mars backdrop selected and the simple, purple
blocks. Ask them to work out a single algorithm (or set
of instructions) to take the spaceship sprite from Earth to
the Moon and then on to Mars. Ask them to record their
instructions on paper or small whiteboards, just as they did
in the earlier steps. Ask one pupil to program Scratch, but
before running their program, other pupils should use logical
reasoning to predict what will happen. The pupils can debug
the first script until they have one that works.
The pupils might like to explore Google
Moon (www.google.co.uk/moon) and
Google Mars (www.google.co.uk/mars)
with their parents or carers.
HOME
The challenge becomes much harder if
the Moon or Mars are set up as sprites
rather than being drawn on the backdrop
and then each programmed to move,
perhaps from the same starting position
each time.
SCHOOL
4 Assessment guidance
Use this page to assess the children’s computing knowledge and skills. You may wish to use these
statements in conjunction with the badges provided on the CD-ROM or community site and/or with your
own school policy for assessing work.
ALL CHILDREN SHOULD BE ABLE TO:
Plan an algorithm
to move a spaceship
COMMUNICATOR
PROGRAMMER 1
from Earth to the Moon
LOGICAL THINKER 1
Implement algorithms
on floor turtles
COMMUNICATOR
PROGRAMMER 1
LOGICAL THINKER 1
Implement algorithms as programs on a
COMMUNICATOR
PROGRAMMER 1
screen sprite using simple blocks without
CONTENT CREATOR 1
E-SAFETY 1
SEARCHER
parameters
LOGICAL THINKER 1
Debug their programs
LOGICAL THINKER 1
BADGE
PROBLEM SOLVER 1
PROBLEM SOLVER 1
PROBLEM SOLVER 1
COMPUTING PoS REFERENCE
Understand what algorithms are
Implement algorithms on digital devices
Implement algorithms on digital devices
BEYOND SCHOOL
Debug simple programs
COMMUNICATOR
SEARCHER
PROGRAMMER 1
BEYOND SCHOOL
PROBLEM SOLVER 1
Solve the Earth–Moon
challengeCOMMUNICATOR
on a
LOGICAL THINKER 1
E-SAFETY 1
SEARCHER
variety of programmable devices
PROGRAMMER 1
BEYOND SCHOOL
PROBLEM SOLVER 1
SEARCHER
BEYOND SCHOOL
CONTENT CREATOR 1
E-SAFETY 1
CONTENT CREATOR 1
MOST CHILDREN WILL BE ABLE TO:
CONTENT CREATOR 1
E-SAFETY 1
Create simple programs
Understand what algorithms are
Plan an algorithm
to move a spaceship
from
COMMUNICATOR
PROGRAMMER
CONTENT
CREATOR 1
E-SAFETY 1 1
Earth to the Moon and then to Mars
PROBLEM
SOLVER 1
SEARCHER
Follow instructions
given to themPROGRAMMER
as if they
COMMUNICATOR
1
were a robot
PROBLEM SOLVER 1
Programs execute by following precise
and unambiguous instructions
Use logical reasoning to predict what their
programs will do
LOGICAL THINKER 1
COMMUNICATOR
LOGICAL THINKER 1
LOGICAL THINKER 1
CONTENT CREATOR 1
E-SAFETY 1
SEARCHER
Solve the Earth–Moon–Mars
challenge
on
LOGICAL THINKER 1
COMMUNICATOR
a variety of programmable devices
CONTENT CREATOR 1
E-SAFETY 1
SEARCHER
SOME CHILDREN WILL BE ABLE TO:
Implement algorithms
as programs
on a
COMMUNICATOR
PROGRAMMER
CONTENT
CREATOR 1
E-SAFETY 1 1
screen sprite using blocks with parameters
LOGICAL THINKER 1
Find particularly
efficient, elegantCOMMUNICATOR
or
LOGICAL THINKER 1
original solutions to these challenges
PROGRESSION
CONTENT CREATOR 1
E-SAFETY 1
SEARCHER
BEYOND SCHOOL
PROGRAMMER 1
BEYOND SCHOOL
Use logical reasoning to predict the
PROGRAMMER 1
behaviour of simple programs
Create simple programs
PROBLEM SOLVER 1
BEYOND SCHOOL
CONTENT CREATOR 1
PROBLEM
SOLVER 1
SEARCHER
PROGRAMMER 1
E-SAFETY 1
SEARCHER
BEYOND SCHOOL
Implement algorithms on digital devices
BEYOND SCHOOL
Create and debug simple programs
PROBLEM SOLVER 1
BEYOND SCHOOL
CONTENT CREATOR 1
E-SAFETY 1
SEARCHER
BEYOND SCHOOL
The following units
will allow your children
to develop their
knowledge and
skills further.
Unit 2.2 – We are games testers
Unit 3.1 – We are programmers
20
PROBLEM SOLVER 1
5 Classroom ideas
Practical suggestions to bring this unit alive!
DISPLAYS AND ACTIVITIES
(2m mirror) robotic telescope in the Canary
Islands: www.schoolsobservatory.org.uk/astro/
tels/goobs.
See www.bbc.co.uk/programmes/p01661f7 for
how high altitude photographs can be captured
and sent back to Earth using a small computer.
The children could help to create a spaceship roleplay area and communicate with mission control
or control the movement of the ship. This could
include a computer playing audio and video clips
of space travel, such as of the first moon landing.
Programmable toys could be used as moon
buggies to explore the surface of the Moon.
The children could create a display explaining how
they programmed their spaceship.
The children could use the web and books to
research space exploration, planets or space.
The children could write creatively about what it
might be like to travel in space.
WWW
VISITS
Many national and regional museums include
displays about space and space travel, such
as the Science Museum, the Royal Greenwich
Observatory and the National Space Centre.
Your local astronomy society might host a
visit from the school or provide a speaker; see
http://fedastro.org.uk/fas.
Video conference with an expert at the National
Space Centre: www.education.spacecentre.co.uk/
virtual-classroom/video-conferencing.
WEBLINKS
For simple space-related games and information,
see NASA Kids’ Club: www.nasa.gov/audience/
forkids/kidsclub/flash.
The Royal Astronomical Society curates a collection
of education-related resources at www.ras.org.uk/
education-and-careers/for-schools-and-teachers.
For a timeline of the history of space exploration,
see www.spacekids.co.uk/spacehistory.
Articles on the use of computers in space
travel: www.dansdata.com/spacecomp.htm,
www.bbvaopenmind.com/en/article/computersand-space-exploration/?fullscreen=true and
www.zdnet.com/space-exploration-thecomputers-that-power-mans-conquest-of-thestars-3040153705.
Stargazing for children: www.bbc.co.uk/
programmes/b019h5mt.
The National Schools Observatory allows
schools to book observations on a large
BOOKS
For children
Bartram, S. Man on the Moon. (Templar
Publishing, 2004)
Dowswell, P. First Encyclopedia of Space.
(Usborne Publishing Ltd, 2010)
McNulty, F. If You Decide to Go to the Moon.
(Scholastic Press, 2005)
Miles, L., Smith, A. The Usborne Book of
Astronomy and Space. (Usborne Publishing Ltd,
2010)
For teachers
Badger, M. Scratch 1.4: Beginner’s Guide.
(Packt Publishing, 2009)
Ford, J.L. Scratch Programming for Teens.
(Cengage Learning Custom Publishing, 2014)
6 Taking it further
When you’ve finished, you might want to extend the project in the following ways.
The pen tool in Scratch allows pupils to trace the
route left by their sprites, which would allow them to
use Scratch to draw simple and complex geometric
shapes on screen through writing programs.
Explore other ways of using the programming
techniques the children have learned in this unit
across the curriculum.
The children could be encouraged to use Scratch
at home so that they can explore it further, and
perhaps to register for accounts on the Scratch
website so that they can participate in this global
community of young programmers.
If the pupils have enjoyed the space aspect of this
unit, they might like to explore Stellarium, open
source planetarium software (www.stellarium.
org) and Celestia, an open source space travel
simulator (http://sourceforge.net/projects/celestia).
21