Introduction to Creative Computing using Scratch Lesson 1
Class: Technology
Grade: 6-8
Lesson Overview:
In this lesson students will be introduced to creative computing using Scratch, through sample projects and hands-on experience. Students will be able to learn computational concepts of sequence and loops as well as computational practices of being iterative and incremental.
Grade: 6-8
Lesson Overview:
In this lesson students will be introduced to creative computing using Scratch, through sample projects and hands-on experience. Students will be able to learn computational concepts of sequence and loops as well as computational practices of being iterative and incremental.
Time Frame: 2 Days
ISTE NETS Standards:
1.Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.apply existing knowledge to generate new ideas, products, or processes. b.create original works as a means of personal or group expression. c.use models and simulations to explore complex systems and issues. d.identify trends and forecast possibilities.
2.Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a.interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.b.communicate information and ideas effectively to multiple audiences using a variety of media and formats.c.develop cultural understanding and global awareness by engaging with learners of other cultures.d.contribute to project teams to produce original works or solve problems.
3.Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a.plan strategies to guide inquiry.b.locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.c.evaluate and select information sources and digital tools based on the appropriateness to specific tasks.d.process data and report results.
4.Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a.identify and define authentic problems and significant questions for investigation.b.plan and manage activities to develop a solution or complete a project.c.collect and analyze data to identify solutions and/or make informed decisions.d.use multiple processes and diverse perspectives to explore alternative solutions.
5.Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a.advocate and practice safe, legal, and responsible use of information and technology.b.exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.c.demonstrate personal responsibility for lifelong learning.d.exhibit leadership for digital citizenship.
6.Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a.understand and use technology systems.b.select and use applications effectively and productively.c.troubleshoot systems and applications.d.transfer current knowledge to learning of new technologies.
Esential Questions:
What is creative computing?
Why is it important to practice iterative and incremental computational practices in the design process?
Ojectives:
ISTE NETS Standards:
1.Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.apply existing knowledge to generate new ideas, products, or processes. b.create original works as a means of personal or group expression. c.use models and simulations to explore complex systems and issues. d.identify trends and forecast possibilities.
2.Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a.interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.b.communicate information and ideas effectively to multiple audiences using a variety of media and formats.c.develop cultural understanding and global awareness by engaging with learners of other cultures.d.contribute to project teams to produce original works or solve problems.
3.Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a.plan strategies to guide inquiry.b.locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.c.evaluate and select information sources and digital tools based on the appropriateness to specific tasks.d.process data and report results.
4.Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a.identify and define authentic problems and significant questions for investigation.b.plan and manage activities to develop a solution or complete a project.c.collect and analyze data to identify solutions and/or make informed decisions.d.use multiple processes and diverse perspectives to explore alternative solutions.
5.Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a.advocate and practice safe, legal, and responsible use of information and technology.b.exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.c.demonstrate personal responsibility for lifelong learning.d.exhibit leadership for digital citizenship.
6.Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a.understand and use technology systems.b.select and use applications effectively and productively.c.troubleshoot systems and applications.d.transfer current knowledge to learning of new technologies.
Esential Questions:
What is creative computing?
Why is it important to practice iterative and incremental computational practices in the design process?
Ojectives:
- The students will understand the concept of computational creation, in the context of Scratch.
- The student will be able to imagine possibilities for their own Scratch-based computational creation
- The student will practice being iterative and incremental during the design process.
Content Vocabulary:
creative computing computational Thinking sequence loops |
Scratch Software Vocabulary:
sprite blocks stage scripts |
Session 1:
Do Now:
Using the Edmodo Quiz feature, students will take a pre-assessment on creative computation and computational thinking. (Edmodo can be substituted with other Internet-Based Data Collections Tools like Survey Monkey, Google Forms, Poll Cat, etc. Edmodo is web-based, educator-friendly tool that has a quiz feature that will automatically breakdown data by the question) SETTING OBJECTIVES / PROVIDING FEEDBACK
Do Now:
Using the Edmodo Quiz feature, students will take a pre-assessment on creative computation and computational thinking. (Edmodo can be substituted with other Internet-Based Data Collections Tools like Survey Monkey, Google Forms, Poll Cat, etc. Edmodo is web-based, educator-friendly tool that has a quiz feature that will automatically breakdown data by the question) SETTING OBJECTIVES / PROVIDING FEEDBACK
Engage: Focusing Event 1st: Students will watch a Lesson Tease about MIT’s Scratch to probe their interest in animations and video games. (Tease is not directly instructional more like an entertaining preview) NONLIGUISTIC REPRESENTATION 2nd: In a word processing program, students will create a KWL chart about the process of creating animations and video games for consumers. Student will be allowed to personalize with graphics to connect their thoughts visually. SETTING OBJECTIVES 3rd: Students will upload their KWL Word File as an attachment in an Edmodo post while answering the following question as a comment: "What are you looking forward to creating using Scratch?" Explore:
1st: Students will explore the Scratch interface in an opened ended way to allow for discovery and amazement using a similar prompt: “You have 10 minutes to make something exciting happen on your own. Then share at least 2 of your discoveries by posting it in you Class Group in Edmodo”. 2nd: Students will post at least 2 discoveries and respond to a least one classmates discovery post. PROVIDING FEEDBACK Explain/Explore:
1st: Students will watch an introductory video about creative computing using Scratch. NONLIGUISTIC REPRESENTATION 2nd: Student will complete a 10 Step Tutorial to explore basic Scratch interface. The tutorial is a set of numerical, visual task cards to guide students through the use of the Scratch Interface and function. Each task card has a task that is pre-scripted. The scripts are organized to demonstrate a sequence of events that will animate their character. It similar to Legos so that the studentspractice being iterative. A link to Flickr Slideshow will be embeded into Edmodo for students to access the visual task card. NONLIGUISTIC REPRESENTATION/ CUES, QUESTIONS, & ADVANDED ORGANIZERS 3rd: Students will listen to a teacher created podcast discussing computational thinking and creative computation. After listening to the podcast students will need to create flash cards on StudyBlue.com and define the content vocabulary in their own words and post their cards in the Assignment section in Edmodo. 4th: Teacher will lead a live demo of the Scratch Interface and explain Sprites, Blocks, and Scripts. Teacher will bring attention to “TASK 2” from the 10 step tutorial and ask: Why did the Sprite not move when the motion block was used? 5th: Students will do a THINK-PAIR-SHARE: How did you get the Cat (Sprite) to move 10 steps? Why didn’t it work when you used the Motion block? 6th: The discussion will allow the teacher to better explain what a script is and the importance of sequencing and being iterative in the design process. Session 2
Extend
Do Now: To demonstrate their understanding of Scratch Interface, students will practice on the Scratch Interface Quiz. The quiz gives quick interactive feedback to the student in real time. PROVIDING FEEDBACK Evaluate: About Me Collage
1st: Students will view a few "About Me" collages created by other. Students will open up a PDF file posted to them in Edmodo as guide to create interesting images and sound to make an interactive collage about themself. Using a rubric, students will be required to add a sprite, make their sprite interactive (by responding to clicks and key presses), and use the reqired blocks in their script. CUES, QUESTIONS, & ADVANDED ORGANIZERS/ SETTING OBJECTIVES 2nd: Student will design the script sequence in a word processing program. the script are a graphic organizer of the sequensing. It will be color coordinated to in blocks similar to the block function in Scratch. CUES, QUESTIONS, & ADVANDED ORGANIZERS 3rd: Students will post their Animation in Edmodo and positively respond to at least 3 other classmates shared classwork. Teacher will showcase students work on school hallway screens as well as post a response for each student in the online class community PROVIDING RECOGNITION Reflection: Students will create an animations using, GoAnimate.com reflecting on their learning experience for this lesson. The following questions will be required to included in the animation |
Scratch Overview Video from ScratchEd on Vimeo. Intro to Scratch 2.0 from ScratchEd on Vimeo. |
Resources:
http://www.weebly.com/uploads/1/7/6/5/17657207/558445785.png?229
http://quiz.hitcomp.net/?page_id=317
http://www.weebly.com/uploads/1/7/6/5/17657207/558445785.png?229
http://quiz.hitcomp.net/?page_id=317