Task 7 – Option 2


The Scratch website (scratch.ie) contains many excellent guides and helpful tools for integrating the scratch visual programming environment in the classroom.

 

The following live link is to an excellent 10 lesson guide from the website titled Scratch Primary Supplemental Lessons Tutors Manual: Diving Deeper with Scratch that effectively scaffolds a teacher as they introduce Scratch to the classroom.

 

http://scratch.ie/sites/all/themes/scratch_theme/resources/supplessons/Scratch%20Lessons%20Tutors%20Manual.pdf

 

It is a ten-lesson guide that succinctly and clearly sets out 10 lessons that build upon previous experiences. The lessons are all a teaching hour in length (55mins) and provide an overview and clear links with downloadable extras for extension and scaffolding.

 

I’ve linked to the entire PDF as it’s a great resource for your personal learning environment (PLE) but for this MOOC I’ll only be talking about the lesson 1 activity. It is good to note this PDF is built upon a pervious 10 lesson plan for introducing students to scratch (http://scratch.ie/primary/lessonplans).

 

In the first activity, the class is introduced to scratch by being supplied a pre coded simple “Hello world” animation (see: http://scratch.mit.edu/projects/12624412/) that students manipulate by using a sequential execution of instructions, Loops and Multi‐threading.  It is timed, resources and prepared for use by new teachers to scratch.

 

The pre coded animation gives students the chance to see a working visual code and manipulate it. By dragging blocks to make scripts and experimenting with the final animation by changing costumes students are given a functioning scaffold to explore and consolidate their learning. They also are able to experience adding/ changing a background.

 

This lesson (and its subsequent 9 lesson plans) are explicitly linked to the SCASA Curriculum visual planning through the links:

 

Year 3: Mentioned in the Syllabus (no specific code)

Year 4: Use simple visual programming environments that include a sequence of steps (algorithm) involving decisions made by the user (branching) (ACTDIP011)

Year 5: Implement and use simple visual programming environments that include branching (decisions), iteration (repetition) and user input (ACTDIP020) N, ICT, CCT

Year 6: Implement and use simple visual programming environments that include branching (decisions), iteration (repetition) and user input (ACTDIP020) N, ICT, CCT

 

As an activity, the lesson allows students to approach scratch at their level of understanding. On the Bloom’s Taxonomy model this may be at the remember/understand level (if the students haven’t had much experience/practice) or the apply/analyse level if the class is technologically strong.

 

As an extension activity student who have had extensive experience with scratch may evaluate the program and create new coded programs of increasing intricacy for each other and themselves.

+ There are no comments

Add yours

This site uses Akismet to reduce spam. Learn how your comment data is processed.