Cat Crossing the Street! (Activities involving 2 persons)

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01 Initial Setup

Let’s create a scenario for a cat crossing the street!

  • Cat: “Hey, I’m gonna cross the street
  • Dog: “Wait”
  • Cat: “What?”
  • Dog: “Look both ways before you cross”
  • the cat looks left
  • the cat looks right
  • Cat: “Crossing now”
  • The cat crosses the street



Guided instruction to implement this scenario in Scratch

  1. Open Scratch and create a new project.
  2. Select the “urban” backdrop by clicking on the “Choose a backdrop from library” button below the stage and choosing the “urban” backdrop.
  3. Add the “dog2” sprite by clicking on the “Choose a sprite from library” button below the stage, selecting the “Animals” category, and choosing the “dog2” sprite.
  4. Resize both sprites to a size of 50 by clicking on the sprite and using the “Size” block in the sprite’s code.
  5. Position the dog sprite on one side of the street and the cat sprite on the other side as shown in the image provided. You can drag the sprites to the desired positions.
  6. Horizontally flip all costumes for the dog sprite so that it faces to the left. To do this, click on the dog sprite, go to the “Costumes” tab, select each costume, and use the “Flip horizontally” button.
  7. Copy the first costume of the cat sprite and place it in the third position. To do this, click on the cat sprite, go to the “Costumes” tab, select the first costume, and click on the “Duplicate” button. Then drag the duplicated costume to the third position.
  8. Horizontally flip the third costume of the cat sprite. To do this, click on the cat sprite, go to the “Costumes” tab, select the third costume, and use the “Flip horizontally” button.

Now you have set up the sprites and costumes for the cat crossing the street scenario in Scratch. You can continue by adding scripts to animate the sprites and make the cat look left and right before crossing the street.

Video Tutorial

Follow along with the video below: 

https://youtu.be/q4TzNKMy63s

Suggested solution

Scratch project: https://scratch.mit.edu/projects/848541187

For our Sprite 1 (Cat)

02 Sprite1 Code (Cat)

For Our Dog2

03 Dog2 Code

© 2023  Vedesh Kungebeharry. All rights reserved. 

SQL Tutorial using MS Access

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This post contains a quick and dirty tutorial on how to use SQL to lookup, insert, update, and delete data. The first video in the series is optional, it shows how to import and setup the data.

The files used in the videos can be found below, you can look at the videos in any order, they aren’t prerequisites for each other.

Download Files here: https://drive.google.com/drive/folders/1HEVam1Vq1Bn1TJI6zzcoH_POf_Z4nZ-Q?usp=share_link

© 2023  Vedesh Kungebeharry. All rights reserved. 

Bloom’s Taxonomy in two levels

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The guiding rule of thumb for generating exam questions is to use Bloom taxonomy broken into

  1. Knowledge comprehension, and
  2. The use of knowledge

In Bloom’s Taxonomy, the first two levels, Remembering and Understanding, are generally considered to correspond to knowledge and comprehension, while the remaining four levels, Applying, Analyzing, Evaluating, and Creating, are considered to correspond to the use of knowledge.

Remembering is the lowest level of the taxonomy, and it involves simply recalling information, such as facts or definitions, without necessarily understanding their meaning or significance. Understanding, which is the second level, involves grasping the meaning of the information and being able to explain it in one’s own words.

Applying, the third level, involves using the information in a new situation or context, to solve problems or complete tasks. This level requires students to apply their understanding of the information to a new situation, and to demonstrate that they can use it in a practical way.

Analyzing, the fourth level, involves breaking down complex information into smaller parts, examining the relationships between them, and identifying the underlying principles or causes. This level requires students to apply critical thinking skills to analyze and understand the information.

Evaluating, the fifth level, involves making judgments about the value or quality of information, based on criteria or standards. This level requires students to assess and criticize the information, and to make choices based on evidence.

Creating, the highest level of the taxonomy, involves generating new ideas, products, or solutions, by combining existing knowledge in novel ways. This level requires students to use higher-order thinking skills to synthesize and transform information, and to create something new.