Part of Unit: Introduction to Object Oriented Programming
Lesson Plan Overview / Details
Students will be provided with the tools to create their own sprites using Scratch. This lesson sets the tone that computer programming is not a tedious, specialized activity, accessible only to those with advanced technical training.
- Let's Go to MIT's Website
- 5 Minutes
- Establish Relevancy
- 10 Minutes
- Sky is the Limit - Design Editor
- 15 Minutes
- Exploring Design Editor
- 15 Minutes
- Final 5
- 5 Minutes
California Career and Technical Education Standards
- IT.D.D2.1 Know the fundamentals of programming languages and concepts.
- IT.D.D3.2 Know how specifications and codes are developed for new and existing software ap...
California Academic Content Standards (Reinforced)
- ELA.9-10.R.CAGT.2.6 Demonstrate use of sophisticated learning tools by following technical direction...2
Objectives and Goals
- The students will be able to locate information about Scratch on MIT’s website.
- The student will be able to identify relevancy to their lives for using Scratch programming
- The students will demonstrate the ability to use the design editor feature in Scratch
Activities in this Lesson
- Let's Go to MIT's Website - Hooks / Set
On the teacher projector as students enter the classroom have MIT's home page up.
http://www.media.mit.edu/ [Go to Site]
Now that we know Scratch is not about an itch, let’s go on a field trip to the MIT website and check out Scratch Day. Before we go let me hear you echo after me: Scratch is a powerful programming language. Pass out the worksheet for Lesson 2 so that students can visually see the URL. Also verbally say the URL and go to the web site using your projector. Have the students follow along with you as they answer the questions on the worksheet. Give them 3 minutes to view additional Scratch sample projects on the page
- Establish Relevancy - Group Work
Student in pairs will turn chairs in opposite directions so that they are shoulder to shoulder while one whisper reads the 1 st item in Article “21 st Century Skills”. The student partner will then paraphrase the 1 st item and then read item #2; alternating back and forth until all items have been read and paraphrased. Students will return the article to the designated storage location and then e-mail 5 things they learned from the article or have students add to their daily electronic portfolio.
- Sky is the limit - Design Editor - Guided Practice
Students will watch the video Design Editor while creating the exact sprite in Scratch. After the students complete their sprite,have the students do a quick write about what were some easy features to use and what might have been more difficult. Have the students save this file in their electronic quick write journal.
- Exploring Design Editor - Independent Practice
Students will watch the Dinosaur Video and design the dinosaur. Allow the students to add background and sounds. Use your now expert students to peer tutor.
- Final 5 - Closure
Have students wrap up all headphone and put in storage location. Have the students pick up a small piece of recycled paper and sit back down. The students will put their name on the paper with the answer to the board question. Write on the board: How would learning Scratch help you? This is their pass out of class as you stand at the door and collect it when the bell rings.
Alternative: Have students add to an electronic portfolio or e-mail.
Last minute Anticipatory Set for next lesson - Ask the students what they would like to make tomorrow in Scratch? Although your answers will vary a majority will probably indicate they would like to make a game. Announce that students will create their first game in Scratch in the next lesson.
- Assessment Types:
- Projects, Portfolios, Observations,
1) Assess student monitors throught the class.
2) Assess electronic quick write portfolio identifying basic computer concepts accurately.
3) Assess completed projects from the video tutuorials using the Design Editor.
- Teacher_Notes.pdf [ Download ]