Lesson 9

About Me, Building

Students will work on building their About Me interactive collages. They will then provide feedback in small groups on each other's About Me projects, and use that feedback to revise and finalize their work.

Objectives

Computer Science Objectives

Students will become familiar with a wider range of Scratch blocks
Students will be able to create an open-ended Scratch project that is an interactive digital representation of their personal interests

Language Objectives

Students will use knowledge of language and its convention to explain how the design of the Scratch project relates to personal interests
Students will use general and academic language to provide peer feedback in speaking and writing

Language Frames

Lesson 9 Language Frames Placemat

Emerging

I think that [action] will happen because ____.

I think these actions will happen at the same time because ___.

Once the program finishes running, I think it will ___.

I like [peer’s name] project because ___.

Expanding

I think these actions/programs will run parallel to each other because ___.

I put in more code blocks to ___.

Once the program finishes running I think the program will reset like this ___.

I observed ___ and ___ from [peer’s name] project, which I think is interesting.

Bridging

I think these programs will run parallel to each other because ___ and ___.

I experimented with these code blocks to ___. I observed ____.

Once the program finishes running I think it will initialize in this way ___.

When I discuss [peer’s name] project with him/her, I found out that he/she was using ___ and ___. I would like to apply these code blocks in my project.

Lesson Plan

Unit 9: About Me, Building

Vocabulary

algorithm: A list of steps that you can follow to finish a task.
event: An action that causes something to happen.
initialization: Assign an initial (beginning) value to an object (or variable).
parallelism: Making things happen at the same time.
program: An algorithm that has been coded into something that can be run by a machine.
sequence: A particular order of steps or events.

Materials

Projector
Computing devices for all students
Student Workbook (p. 15) or handouts:

About Me: Planning & Building

About Me: Peer Feedback

Additional Resources

Consider using the Scratch Starter Cards to help students who are feeling stuck.
About Me public Scratch studio for inspiration!
Level 1 Debugging Studio link
Debugging Challenge #1 solutions
Scratch Project Student Checklist

Standards

Computer Science

CSTA 1B-AP-10: Create programs that include sequences, events, loops, and conditionals.
CSTA 1B-AP-16: Take of varying roles, with teacher guidance, when collaborating with peers during the design, implementation, and review stages of program development.
CSTA 1B-IC-18: Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.

English Language Arts

ELA RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
ELA RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
ELA SL.3.1,6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
ELA SL 3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
ELA L.3.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
ELA L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

English Language Development

Interacting in Meaningful Ways

1. Exchanging Opinions and Ideas

3. Offering Opinions

Learning about how English Works
1. Understanding text structure
2. Understanding cohesion

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