Scratch · Grade 5 · Guided practice
How to code this project
What you will make: Make an exhibit show an introduction, a fact and a question when visitors press three controls.
Keyboard first; Makey Makey is an optional physical controller. Mechanical flaps remain a no-code alternative.
Before you start
- Use one panel sprite. Draw three readable costumes named Welcome, Fact and Question with original content about ONE exhibit topic.
- Optional: teacher-approved Makey Makey, USB cable, three separated conductive pads, insulated clips and an EARTH hand pad.
Opening and saving: Open the teacher-approved Scratch editor and select your sprite. The recipe is a block-by-block guide, not text to paste into Scratch. Build blocks with matching names and keep indented lines inside their enclosing blocks. Save through File → Save to your computer as an .sb3 file; no public sharing is required.
Build it one step at a time
- Select the panel sprite and build the four separate scripts below using Events and Looks.
- Test all three keyboard keys before adding any physical controller.
- With the controller unplugged, have the teacher connect pads to left, right and up inputs and a separate hand pad to EARTH. Keep pads apart.
- Connect USB. A visitor touches EARTH and one input pad at the same time; that completes the controller input.
- Label the pads Start, Learn and Think. Test with a visitor who has not seen your instructions.
- Press Start for each new visitor. No personal information or sound recording is collected.
Your block recipe
when green flag clicked
switch costume to [Welcome]
when [left arrow] key pressed
switch costume to [Welcome]
when [right arrow] key pressed
switch costume to [Fact]
when [up arrow] key pressed
switch costume to [Question]Predict, test and record
Write your name and date on the printed page. Run every test, note the actual result, and retest after one change.
| Try this input | Expected result | Actual result / retest |
|---|---|---|
| Left, right, up keys | Welcome, Fact, Question respectively | ________________ |
| Touch EARTH and one mapped pad | Same result as its keyboard key | ________________ |
| New visitor presses Start | Welcome returns | ________________ |
If it does not work
- Keyboard works but pad does not? Check EARTH contact, pad conductivity and matching input with the teacher.
- Two panels alternate? Separate pads and test one at a time.
Make one change
Revise one confusing label based on visitor feedback; repeat the same visitor task.
We changed __________. We predicted __________. Our test showed __________.
Teacher pacing: Use a 45-minute coding session: 5 minutes to predict, 10 to model a first working response, 20 for paired building, 7 for tests and 3 to save and explain. Continue in another meeting if setup or debugging takes longer; do not rush hardware checks.
Grade 5 support: Start with the working reference version, then explain each condition or state. Keep an input/expected/actual test log and change only one variable at a time.
Teacher learning resources
Preview resources before class. Follow this page’s specified reference build; another tutorial may use different hardware.
Print support: The lesson’s Print button includes this guide, recipe and test table.
For teachers
Engineering standards
This shows how the lesson connects to the national NGSS engineering standards and what student work you can collect.
3-5-ETS1-1
Teams define who needs the interactive museum exhibit and set measurable performance, safety, material, and time limits.
What students show: User-centered problem statement with criteria and constraints.3-5-ETS1-2
Teams compare at least two circuit, code, or enclosure ideas against the success criteria.
What students show: Labeled system diagrams and a recorded design choice.3-5-ETS1-3
Teams run a repeatable test—observe the same visitor tasks and record completion, confusion points, and engagement—then change one variable and retest.
What students show: Test table, code or build revision, and evidence-based explanation.Materials
- Cardboard, paper, craft sticks, tape, reusable building pieces, and student-proposed materials
- Project platform: Basic materials + Makey Makey/Scratch + laser/vinyl cutters
- Breadboard, paper-circuit supplies, or low-voltage power when needed
- tabs, buttons, touch pads, cranks, or switches input component or student-designed substitute
- revealed panels, LEDs, motion, or approved sound output component or student-designed substitute
- LEDs, resistors, jumper wires, copper tape, switches, and clips as needed
- Laser + vinyl fabrication materials for an optional case, sign, mount, or model
- Computer with approved coding or simulation tools when needed
- Planning sheet, ruler, and test-data table
Teacher preparation
- Build and test one possible reference solution without making it the required design.
- Prepare a basic-materials table plus optional electronics and fabrication stations.
- If coding is used, prepare a starter option for a mechanical sequence, Scratch events, or optional controller logic; students may propose another workable control method.
- Prepare optional fabrication templates and a file rule beginning G5_14.
- Mark adult approval points before power-on and machine fabrication.
Step by step
How to teach it
Meet the user and define success
- Introduce the application: Help museum visitors explore a local history, science, art, or invention story through one meaningful interaction.
- Identify the user, need, criteria, and constraints.
- Draw a system map with input → code → output.
Build a first solution
- Choose basic, electronic, and fabricated materials based on the team's idea.
- Build with power disconnected whenever electronics are used.
- Complete an adult check, then troubleshoot one connection or physical feature at a time.
Create the behavior
- Create the first working control using a mechanical sequence, Scratch events, or optional controller logic.
- Predict what one rule, connection, or code change will do before testing it.
- Make the system understandable with labels, diagrams, comments, or coding blocks.
Test and improve
- Use the same procedure each time: observe the same visitor tasks and record completion, confusion points, and engagement.
- Record at least three results.
- Change one code, circuit, or physical-design variable and retest.
Fabricate and present
- Design a laser + vinyl fabrication part that protects, mounts, or explains the electronics.
- Adult reviews and operates fabrication equipment where required.
- Connect the finished system and demonstrate how the evidence improved it.
Assessment
- Problem statement names a real user and measurable need.
- Circuit matches the team diagram and uses components safely.
- Program connects the intended input to the intended output.
- Test conditions remain consistent and include recorded evidence.
- Revision addresses a documented failure or user need.
Supports & extensions
- Use color-coded wires and a photograph of each breadboard step.
- Provide block coding or partially completed code with one change at a time.
- Assign roles: circuit builder, coder, tester, and recorder.
- Let students explain findings orally or with labeled diagrams.
- Extension: add a second sensor, output, data display, or operating mode.
Safety & responsible use
- Use only teacher-approved low-voltage classroom electronics; never connect projects to wall current.
- Disconnect power before changing wires or components.
- Use the correct resistor with every standard LED and stop immediately if a part becomes hot.
- An adult handles soldering, laser cutting, printer setup, blades, and final power approval.
- Keep liquids away from boards unless a sealed, teacher-approved sensor activity specifically requires them.
No-machine alternative
Build with cardboard, paper mechanisms, paper circuits, or a free on-screen simulator. Students may invent another safe way to model the same function, then compare ideas, test one variable, collect evidence, and revise.
Printable student design brief
The challenge
Create a working interactive museum exhibit for this need: Help museum visitors explore a local history, science, art, or invention story through one meaningful interaction.
Success criteria
- Interaction teaches one clear idea
- A first-time visitor can use it without coaching
- The design resets for the next visitor
Constraints
- Uses original or licensed content only
- Collects no visitor data
- Students choose the simplest materials that solve the need