Assessing maths understanding (Gr 3/4)
-use of voice to explain
-use of visual representation
-reinforces coding skills
-"stamp" block needed explicit teaching for the square number (array) example
Embedded Files
Mapping- gridlines, cardinal directions & cartesian planes (Gr 5/6)
*THIS IS A TEMPLATE FOR STUDENTS TO REMIX*
Once students remix they are to design a game or challenge. First they would populate their city map with objects and features (by importing sprites of lakes, buildings, roads etc.). Then they would provide clues for the user to have to locate based on x,y co-ordinates, grid reference or using cardinal directions. It is deliberately very open ended & would require students to have existing experience with Scratch.
Times Tables Practice - (Gr 5/6)
Students chose a times table they wanted to practice and made a game. Could be as simple or advanced as you time and ability permits. try adding levels, sound effects for each score change, rewards for hitting particular score....
Games were then shared on a class page so they could all play and practice on each other's games (as well as debug!)
Gold Quiz on Scratch.webmMake a multi choice quiz...about anything! (Gr3-6)
Apply content knowledge to create an interactive quiz.
Thees quizzes can then be linked to a class site (or Doc) for the class to explore each other's creation.
All the tutorial videos can be found here.
Assessment: In order to assess this task and for students to explain why certain features of their quiz worked (e.g. animation or changing colour or sound) they completed a Screencast. They had to show the code and explain in their own words how it was working,
Term-long Inquiry Project (Gr 5/6)
Students were presented with the problem: "Prep students will be finding out about animals habitats, diet and appearance but cannot read or navigate the web. Can you design a program that solves this problem?"
Click the links on the left to find out more...
Google Sites
Report abuse