We introduced a model of activity-based active learning class which has been practiced for a few years in [4]. While it may seem an easy task, designing an effective activity-based active learning can be quite challenging. Active learning adds new benefits to teaching including increased student involvement, social interaction, and hands-on learning, etc. [1]. However, in some situations, it may not provide an efficient learning environment. For example, we may assume that it is effective for educators to provide students with an environment where they can perform peer instruction and social learning. It could be further assumed that students will naturally find their way around the activities by following the instructions or peer instruction [2]. Such issues depend on the way activities are designed and executed. In this work, we discuss how the scaffolding of activities can help students stay engaged with the course without feeling lost or disconnected. Scaffolding refers to methods used to help students progress towards stronger understandings and eventually more independence in the learning process [3]. Our scaffolding methods smoothly transition students from lower to higher levels of challenge through an appropriate breakdown of course contents into activities of various types, proper sequencing of concepts and formative assessment questions. We believe that such proper breakdown is essential to keeping students engaged. We don't want students to feel bored (when challenge level is too low) or overwhelmed (when the challenge level is too high). Our findings indicate statistically significant differences in participation and engagement when using scaffolded activities in our introductory programming course (CS1).