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Twohoursofcodesthcprojectproposal

This document proposes a Two Hours of Code project for grades 1-3 that teaches basic coding skills using Scratch Jr. Students will first participate in an unplugged activity using cardinal directions. They will then be introduced to Scratch Jr and work in pairs to create a maze project, using movement commands to guide a sprite through the maze. Finally, students will be assessed on their ability to independently create a basic Scratch Jr maze project, demonstrating their understanding of coding concepts covered. The goal is for students to understand basic coding, be able to create Scratch Jr projects, and collaborate with peers on coding assignments.

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136 views

Twohoursofcodesthcprojectproposal

This document proposes a Two Hours of Code project for grades 1-3 that teaches basic coding skills using Scratch Jr. Students will first participate in an unplugged activity using cardinal directions. They will then be introduced to Scratch Jr and work in pairs to create a maze project, using movement commands to guide a sprite through the maze. Finally, students will be assessed on their ability to independently create a basic Scratch Jr maze project, demonstrating their understanding of coding concepts covered. The goal is for students to understand basic coding, be able to create Scratch Jr projects, and collaborate with peers on coding assignments.

Uploaded by

api-341190883
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Two Hours of Codes(THC) Project Proposal

Team members: (both of your full name, email, phone)


Lauren Glynn lglynn@umail.iu.edu (513) 833-7359
Riley Sunday riley.sunday@gmail.com (219) 707-1222
Kate Kosner k_kosner@aol.com (708) 837-0922
Abby Holbrook acholbro@imail.iu.edu (260) 417-8948
Title/Name of the station:
Coding with Scratch Jr.
Target grade level:
1-3
Learning goals(Outcomes)- refer to the CSTA standards listed below
By the end of the instruction, students will be able to...
1. Understand basic coding
2. Create projects using Scratch Jr.
3. Be able to work with other students to collaborate on coding projects
Reference:
1. Knowledge of content
B. Effectively design, develop, and test algorithms
i. Using a modern, high-level programming language, construct
correctly functioning programs involving simple and structured data types;
compound boolean expressions; and sequential, conditional, and iterative control
structures.
ii. Design and test algorithms and programming solutions to
problems in different contexts (textual, numeric, graphic, etc.) using advanced
data structures.
iii. Analyze algorithms by considering complexity, efficiency,
aesthetics, and correctness
Materials:
1.
2.
3.
4.

iPad
Rubric
Scratch Jr. Example
Directions for unplugged activity

Introduction:

This activity aims to provide knowledge and skills on coding and programming by
providing the students the opportunity to use Scratch Jr. and produce a project on the
application using an iPad. Students will be working with basic coding tools to build a
foundation of computer education. We will pre-make a maze on Scratch Jr. for a
demonstration for the students to go off of. We will go through the steps of how we
basically made ours so they have an example and are not left to figure it all our on their
own. After we have demonstrated our maze and how to get the sprite through the maze
we will ask the students to create their own. We will walk around the classroom to aid
the students however they need as they are creating their maze. If there is time, they
can switch mazes with another group and try to get through their peers mazes.
Answer Questions:
1. What is the task or problem to solve? (It could be in any subject area that
you want the students to learn, use computational thinking and do programming.
(Please refer to the PPT for examples two weeks ago where we introduced you
the project idea)
a. Have a basic understanding of how to use Scratch Jr in
which they will use a maze and then have the Sprite successfully get to
the end with the correct coding used.
2. Where is the computational thinking in the task or problem? Explain.
a. They will use computational thinking to make sure the Sprite
is going the correct way through the maze. They need to use the correct
use of code - right, left, forward, backward.
3. What tool you plan to use for development (e.g. programming tool)? And
why?
a. We are planning on using Scratch because it is a very
interactive and easy for the students to use and understand.
4. What will be the final product that students create/make?
a. The students final project will be for them to create a maze
and have the Sprite be programmed through the maze to get to the finish.

Activities:
1. The teacher will introduce the unplugged activity where students will direct
the teacher by giving them cardinal directions (1 min)
2. Allow students to direct teacher around room go student by student so
everyone is involved (5 mins)
3. Introduce the game for students to try it on their own. Teacher will tell
students to take turns directing their partner around the room (2 mins)
4. Give each pair a set of directions for them to use to direct their partner (1
min)

5. Tell students they should use the given directions first and then if there is
still time they can make up their own directions (1 min)
6. Allow students to direct each other and switch partners half way through
(10 mins)
7. Have students return to their seat and get them quiet (2 mins)
8. Recap the unplugged activity (5 mins)
a. What was the goal? (To get your partner from point A to point
B)
b. How did we do this? (Using directions to move them)
i. Transition into students were using directions
to code their partner
9. Introduce Scratch Jr. (10 mins)
a. Have it up on the board
b. Use the example we prepared
c. Explain how to use the movements and sprites
d. Ask for questions
10. Tell students to get back into pairs (1 min)
11. Give them time to mess with Scratch Jr. on iPads (15 mins)
12. Stop them and explain the project we will be making (15 mins)
a. Tell students to work in their pairs to create a Scratch in
which they will use forward, backward, left and right. They will use these
simple commands to get through the maze without using loops
b. They should publish it when finished - the teacher can help
them with this
13. Give them time to work and teacher should walk around to help (2 mins)
14. Recap of entire lesson (5 mins)
And then answer these questions:
How these activities help meet the standard(s)?
- By working with Scratch Jr. the students are using modern, high-level
programming and using programs involving simple and structured data types
because Scratch requires high-level programming and uses programs while
creating their maze
- By creating a maze, they are designing and testing algorithms, if they work
with the other mazes they will be analyzing algorithms

Assessment:
The assessment will be when the students are creating a Scratch Jr. Project with their
partner toward the end of the lesson. This will show the teacher if students understand
the concepts used to create Scratch Jr. and can begin to code. How advanced their

project is will indicate how much they learned in the 2 hours. A basic rubric will be
created to help teachers assess which projects are more developed. This is based on
the amount of sprites, codes and different aspects are included.

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