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Coding Hendrix Scratch

This lesson introduces 6th grade students to coding and computational thinking using Scratch. Students will code a gravity system simulation where a character jumps and falls under gravity. They will use loops to automatically move the character up 10 spaces when jumping and back to the ground when falling. The teacher will guide students through instructions to build the gravity model and address science standards about gravity and the solar system. Students will submit their Scratch projects through email for credit and complete a written reflection. The activity aims to engage students in an interactive way to learn programming and modeling of scientific concepts.

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52 views

Coding Hendrix Scratch

This lesson introduces 6th grade students to coding and computational thinking using Scratch. Students will code a gravity system simulation where a character jumps and falls under gravity. They will use loops to automatically move the character up 10 spaces when jumping and back to the ground when falling. The teacher will guide students through instructions to build the gravity model and address science standards about gravity and the solar system. Students will submit their Scratch projects through email for credit and complete a written reflection. The activity aims to engage students in an interactive way to learn programming and modeling of scientific concepts.

Uploaded by

api-444425593
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Coding and Computational Thinking

Lesson Idea Name: Scratch Gravity Loop


Content Area: Science
Grade Level(s): 6th
Content Standard Addressed:
S6E1. d. Develop and use a model to explain the interaction of gravity and inertia that governs the motion of
objects in the solar system
Technology Standard Addressed:

Selected Technology Tool:


Scratch
URL(s) to support the lesson (if applicable):
http://scratched.gse.harvard.edu/sites/default/files/gravity_system.pdf
http://scratched.gse.harvard.edu/resources/using-loops-make-gravity-system-video-games

Bloom’s Taxonomy Level(s):


☐ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):


☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):


Engagement: Provide tasks that allow for active participation, exploration, and experimentation.
Representation: Give explicit prompts for each step in a sequential process.
Action and Expression: Provide alternatives in the requirements for rate, timing, speed, and range of motor
action required to interact with instructional materials, physical manipulatives, and technologies.

Lesson idea implementation: We will spend a 50-minute period in the computer lab introducing the students
to coding with a lesson related to what we are learning in the classroom, gravity and the solar system. This
activity will allow them to experience coding and visual gravity. In this lesson you will build a gravity system
that can be used in video games. When a character jumps, they will move in the air 10 spaces then gravity will
pull them back to the ground. we will use a process called “looping” that will do this for us automatically.
While this is much more difficult to program, it is much more realistic and gives a game a more natural feel
for the students. The teacher will be there to guide the students through the written instructions that walk
the students through the sequential process.
The students will have to submit a hyperlink to me through their student emails to receive credit for the
activity. They will also have a written reflection to complete. The activity will be student paced if they need
more additional time beyond the guidance. To expand to higher learning, the students could continue to
create additional models and their own solar systems.

Importance of technology: In a life that is progressively becoming more technology dependent it is important
for students to have a basic understanding of programming and coding so that they can more fluently use and
manipulate technology. This broadening assignment would not be nearly as effective without technology.

Internet Safety and Student Privacy: Since students are required to make an account to share their creations,
the students will be required to use their student emails and provide a user name that protects their identity
and does not include any personal information. I would keep parents and administration actively aware of the
Coding and Computational Thinking
student’s use of technology, have written consent and actively monitor the students while they are using the
computer.

Reflective Practice: I feel like this activity could expose and provoke student’s interest in programming and
coding. If students took well to this activity, I could continue other lessons such as the water cycle to include
coding with scratch or even introducing other programs.

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