Objective: 

Students will create physical models of the life cycle of a flowering plant using paper diagrams, incorporating images and content sourced from Creative Commons or public domain sites. They will practice giving proper attribution for any images or content they use, ensuring they understand the importance of intellectual property rights. This lesson integrates computational thinking by having students decompose the life cycle into its distinct stages and teaching them to observe intellectual property rights when using others' work.

Materials Needed: 

• Paper

• Markers

• Scissors

• Glue

• Access to public domain or Creative Commons images

• Reference materials on plant life cycles.

Steps:

• Introduction: 

  • Begin by asking students, "What are the stages all living things go through?" 

  • Discuss how all organisms, including plants, experience birth, growth, reproduction, and death. 

  • Introduce the idea of intellectual property and explain that when we use images or content created by others, we must give them proper credit.

• Finding and Using Resources:

  • Guide students in finding Creative Commons or public domain images that represent the stages of a plant’s life cycle. 

  • Explain that they will use these images in their life cycle models, but must include proper attribution, such as listing the source of each image on the back of their project.

• Group Activity - Decomposing the Life Cycle: 

  • In small groups, students will decompose the plant life cycle into key stages, such as seed, sprout, flowering, and death. 

  • They will create diagrams representing each stage and attach images sourced from the internet, making sure to include attribution for each image on their diagram.

• Reflection and Discussion: 

  • After completing their models, students will present their work to the class, explaining how they found and credited the images they used. 

  • Lead a discussion on why it’s important to respect intellectual property rights and how this connects to their everyday use of online content.

Equity and Access: 

Provide templates and examples of proper attribution for students who need extra guidance. Encourage collaboration by allowing students to work in groups.

Real-World Application: 

Discuss how understanding intellectual property rights is important in various fields, including digital art, writing, and scientific research, where proper attribution of others' work is required.

CS Practice(s):

• Fostering an Inclusive Computing Culture: Students learn to respect and give proper attribution when using online images or content in their projects, reflecting how creators’ rights are protected.

Standard(s): 

• CA NGSS 3-LS1-1

• CA CS 3-5.AP.16

Objective: 

Students will use Scratch or another coding platform to create an animated program that models the life cycle of a butterfly, using public domain or Creative Commons images and sounds to enhance their project. They will give appropriate attribution within their program, using comments, credits, or links to respect intellectual property rights. This lesson integrates computational thinking by encouraging students to decompose the life cycle into phases and use variables to manage each stage, while also teaching the importance of giving credit to creators.

Materials Needed: 

• Computers or tablets

• Access to public domain or Creative Commons images and sounds, Internet access for sourcing media

Steps:

• Introduction: 

  • Start by reviewing the life cycle of a butterfly, discussing the stages: egg, caterpillar, chrysalis, and butterfly. 

  • Introduce the concept of intellectual property rights, explaining that when using images, sounds, or other digital content, it’s important to respect the rights of the original creators by giving proper attribution.

• Finding Resources and Decomposing the Life Cycle: 

  • Guide students in finding Creative Commons or public domain images and sounds that represent the stages of a butterfly’s life cycle. 

  • Discuss how they will need to give credit within their Scratch project, such as using comments or a dedicated credits screen. 

  • Break down the life cycle into its stages, encouraging students to think about how each phase will be represented in their animation.

• Coding the Program: 

  • Students will work in pairs to code the butterfly life cycle. 

  • Students will add proper attribution to the images and sounds they’ve used, by writing comments in their code and by creating a credits screen within the program.

• Testing, Refining, and Adding Attribution: 

  • After coding the program, students will test the transitions between stages to ensure they work smoothly. 

  • They will refine their work, ensuring that proper attribution is included for all images and sounds, and be prepared to explain the importance of crediting the original creators.

• Presentation and Discussion: 

  • Students will present their butterfly life cycle animations to their peers, demonstrating how their program models the life cycle and explaining how they gave proper credit for the images and sounds they used. 

  • Following the presentations, lead a discussion on the importance of intellectual property in the digital world and how to respect creators' rights.

Equity and Access: 

Provide pre-made templates or examples of attribution for students who need additional guidance. Pair students with varying levels of experience to promote collaboration.

Real-World Application: 

Discuss how intellectual property rights are essential in various fields, from technology to the arts, and how giving proper attribution when using others' work is a fundamental part of ethical digital creation.

CS Practice(s):

• Creating Computational Artifacts: Students use a coding platform to create an interactive program modeling the butterfly life cycle, using animations to represent each stage.

• Fostering an Inclusive Computing Culture: Students learn to properly attribute the public domain or Creative Commons media used in their program, understanding the importance of respecting intellectual property laws.

Standard(s): 

• CA NGSS 3-LS1-1

• CA CS 3-5.AP.16