Final project · Scratch Game Creators — Level 2
Build it. Test it. Explain it.
Course overview · Final chapter
Your brief
A two-stage game with cloned objects and organized behavior.
Choose your own topic or theme while keeping the course’s required features. Optional exercises and homework are enrichment, not completion requirements.
Before you begin
Load the readiness prototype in Scratch. Ask the learner to explain a loop, condition, score reset, and control event, then make and test a small edit. If those need step-by-step teaching, revisit the beginner course first. Confirm local .sb3 save/reload works.
Acceptance checklist
- The round has bounded controls, a shared score, clear instructions, and a six-point ending.
- Messages coordinate reset, introduction, active play, and ending.
- A hidden original creates clones, and every clone is removed on catch, miss, or end.
- A no-input custom block prepares a drop and is called in two suitable places.
- At three catches Level 2 changes falling speed; a new round restores Level 1 and its speed.
- A full round and active-play restart pass; the student explains messages, clones, a custom block, and a tested improvement.
Keep a test record
For each check, record the action or input, expected result, actual result, and any repair. Repeat the same test after the repair. If no fault appears, record a useful improvement and verify it.
| Action/input | Expected | Actual | Change and retest |
|---|---|---|---|
| Choose a checklist item | Describe its intended behavior | Record the observation | Explain the evidence |
Your project tour
- Introduce the audience or player and the purpose.
- Demonstrate the required features, including a restart or reload.
- Explain the code behind a key behavior.
- Describe one tested improvement.
- Make a small independent change and repeat the relevant check.
Keep the complete saved project. Public posting is not required.
Sessions, chapters, and optional projects
The course includes six one-hour sessions covering the core learning outcomes. Chapters are learning units, not a timetable: a chapter may span sessions, and a session may cover parts of several chapters. Optional extension projects may be introduced when students demonstrate the core skills and scheduled time remains. Extension coverage or completion is not included in the course commitment.