Objective: 

Students will create simple stories using drawings or cut-out images while practicing giving proper attribution to classmates who contributed ideas or artwork. Through this activity, students will learn the importance of acknowledging others' work, whether in storytelling or computational projects.

Materials Needed:

• Physical command blocks (e.g., arrows for movement, "jump" blocks)

• Coding journals

• Chart paper for program steps

Steps:

• Introduction: 

  • Begin by reading a story aloud to the class, such as a tale about the sun and the moon.

  • Explain to students that they will create their own stories, either through drawings or using cut-out images, and share their work with the class.

  • Introduce the concept of attribution by saying, "When we use someone else’s ideas or artwork, we should give them credit. This is called giving attribution."

  • Provide examples of how to give credit, such as saying, “I used Mia’s idea for my story,” or “Sam shared his drawing of the stars, and I used it in my story.”

• Group Activity: 

  • Divide students into small groups and have them begin creating their stories using drawings or pre-cut images.

  • Encourage collaboration by allowing students to share ideas or artwork with one another.

  • Remind students to keep track of any contributions from classmates, as they will need to give proper attribution during their presentations.

  • As students work, circulate and ask questions like, “Who helped you with your story?” to reinforce the idea of giving credit.

• Testing and Refining: 

  • Allow time for students to test their story ideas by sharing them with their group members before the final presentations.

  • Encourage them to refine their stories by adding details or making adjustments based on feedback from their peers.

  • As they make changes, remind students to acknowledge any additional contributions from classmates.

• Presentation and Discussion: 

  • Each student will present their story to the class, explaining the plot and characters they created.

  • During the presentation, they will give credit to classmates who contributed ideas or artwork, practicing the concept of attribution.

  • Lead a class discussion about how giving attribution shows respect for others’ work and how this practice is important in both storytelling and other fields, like programming or art.

Equity and Access:

Provide pre-cut images or templates for students who may need additional support in creating their stories.

Pair students of varying skill levels to foster collaboration and ensure all students feel supported in their work.

Real-World Application:

Relate the concept of giving attribution to how digital creators, artists, and programmers give credit to others in the real world. Discuss how programmers document and share their code with others and how giving proper credit is a key part of responsible digital citizenship and intellectual property.

CS Practice(s):

• Communicating About Computing: Students explain their thought process and acknowledge others’ contributions, a skill important in both digital and collaborative work.

• Developing and Using Abstractions: Students abstract the steps they took in creating their story and focus on simplifying and organizing ideas.

Standard(s)

• CA CCSS for ELA/Literacy SL.1.5

• CA CS K-2.AP.17

Objective: 

Students will use Scratch Jr. or another coding platform to develop a digital program, documenting the iterative process in a digital journal as they refine their coding sequence.

Materials Needed:

• Tablets or computers with Scratch Jr. installed

• Digital journals (e.g., Google Docs) or screenshots

• Projector for class presentations

Steps:

• Introduction: 

  • Explain that program developers rarely get their code right on the first try and need to make changes—an iterative process. 

  • Introduce Scratch Jr. as a tool to create digital stories or animations, and explain that students will document their steps, challenges, and changes using digital journals or screenshots.

• Group Activity: 

  • In pairs, students will create a simple animation in Scratch Jr. (e.g., a character moving across the screen and jumping). 

  • As they work, students will take screenshots or notes in a digital journal, documenting their initial ideas and goals, the steps they took to create their program, and the changes they made during the iterative process.

• Testing and Refining: 

  • As students test their programs, they will encounter bugs or errors. 

  • They will make changes to their coding blocks, document the errors,

  •  and explain how they fixed them in their digital journals. The iterative process will be highlighted as they refine their programs to reach the desired outcome.

• Presentation and Discussion: 

  • Each group will present their digital animations, explaining the steps they took, the challenges they faced, and how they used iteration to improve their program. 

  • Students will reflect on the importance of refining their work.

Equity and Access:

Offer Scratch Jr. templates with basic sequences for students needing extra support. Use visual aids and peer tutoring to ensure all students participate fully.

Real-World Application:

Relate the iterative process to real-world software development, where apps and games are constantly updated and improved through user feedback.

CS Practice(s):

• Testing and Refining Computational Artifacts: Students test their digital programs, identifying errors and iterating to improve the output.

• Communicating About Computing: Students explain their program development process, using a digital journal to reflect on choices and changes made.

Standard(s):

• CA CCSS for ELA/Literacy SL.1.5

• CA CS K-2.AP.17