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CCP – Lesson Proposal Template – Revised 08-10-2023

Creative Computing Project

Lesson Proposal
PSC-IT and ISTE-E Standards Addressed in the Project
6.2/6b Managing Technology & Learning
Candidates manage the use of technology and student learning strategies in a variety of
environments such as digital platforms, virtual environments, hands-on makerspaces, or in the
field. (PSC-IT 6.2, ISTE-E 6b)

6.3/6c Design & Computational Thinking

Candidates create learning opportunities that challenge students to use a design process and/or
computational thinking to innovate and solve problems. (PSC-IT 6.3, ISTE-E 6c)

6.4/6d Creativity
Model and nurture creativity and creative expression to communicate ideas, knowledge, or
connections. (PSC-IT 6.4, ISTE-E 6d)

In this document you will outline the proposal for your Creative Computing Project. This project
could be part of your normal teaching or part of an extra circular activity in either a formal (k-12
school) or informal (library, community center, etc.) learning setting. Projects should include
some type of computation (e.g., Scratch, Makecode, another programming languages, or CS
Unplugged Activity.)

Suggestions include (but are not limited to):

o Teaching digital storytelling with Scratch
o Doing a CS Unplugged activity to teach about the steps of an algorithm
o Using the Makecode website to teach block-based coding
o Using your SparkFun Inventor’s kit to teach students how to breadboard (e.g., make
their first LED blink and/or control the servomotor.)
o Creating a robotic pet

This activity could be done with a whole class, or a small number of students depending on your
teaching environment.

Name: Brittany Troutman

Grade level: Third Grade

Subject(s): Writing
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CCP – Lesson Proposal Template – Revised 08-10-2023

Description of Your Proposed Creative Computing Project

For the past weeks, our class has been reading the novel Because of Winn-Dixie. We
have talked about character traits, visualizing the story in our minds, making predictions, and
making text-to-self connections while reading a chapter a day. Students are not only carrying
these lessons home, but into their reading during their daily stations and small group time with
me or my EIP teacher. This novel has been so much fun to read and create projects, write
pieces, and illustrations on Canva. While taking this course, I began thinking how I could
incorporate Scratch into my lesson plans this past week.

While I am still new to third grade and Scratch, I decided to jump into this project with
both feet. I have talked to my students every day this past week about pinpointing their
favorite part of the story. Once the students have chosen their favorite part, then they will
begin writing about it in their Google Drive titled “Winn-Dixie: Scratch Project”. After students
have finished writing about their favorite part they will use that same document to start
brainstorming how they want to create this in scratch. Students will have multiple
backgrounds, characters will move and talk, setting will match the novel, and it will meet the
requirement of 20 seconds long.

For this project to be successfully implemented each student will need: their
Chromebook, a copy of Because of Winn-Dixie, writing journal, Google Drive. Students will have
the opportunity to work on this during their writing block, work on writing (reading station),
and STEM time on that Wednesday. Students will also have access to this assignment at home
if they choose to work on the assignment outside of school.

Use of Technology and Student Learning Strategies (ISTE-E 6b)

This section should document how you plan on managing the use of technology and student
learning strategies as part of your Creative Computing Project.

ISTE Portfolio Questions

1. What rules, guidelines, and parameters, regarding the use of technology, do you have
for your learners when they are working independently in alternative classroom
settings?

To help my students understand this projects boundary, I began by listing and

talking about each item so that no student is unaware. I also sent a Remind and email
to my parents informing them of what type of project our class was working on and how
they can assist in helping their child if they have a problem, but please respect their
learning process and make sure that their child was the one actually creating the video
and completing the coding.
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CCP – Lesson Proposal Template – Revised 08-10-2023
When working on this particular assignment, I wanted my students to
understand that they are allowed to collaborate by helping and talking issues/problems
out with each other. I also explained that they could send me things they have found
helpful when working on this project in Scratch and I’ll send it out in our course’s
announcements, so students can refer to it as they begin creating and working in
Scratch.

2. Do you guide learners to reach out to their peers for support and troubleshooting?

Since the beginning of the school year, I have worked extremely hard to guide
my students by modeling the difference in collaborating and partners working together.
Because every student has a different favorite part of the novel, collaborating becomes
easier due to they have different settings and characters possibly, but they could work
together and bounce ideas off how to create a certain move or what works the best
when creating something on Scratch.

3. What ways do/can they troubleshoot their needs, independently?

One way that students can troubleshoot to their peers is by sending out messages
our Elementary for Canvas course. This chat area in our course is managed by me and
will not be posted until I approve it. The teacher has complete control and has the
power to turn the chat area on and off to fit the needs of the students.

4. How do you manage the use of technology in these alternative classroom settings?

For this project, students are free to use alternative classrooms to work on their
projects like when they go to STEM, Art, or free time at the end of the day. This will
help students not rush through the project to just get done, but also allows them to
collaborate and discuss things that may or may not be working as they complete their
mini commercial on Scratch.

Design Process (ISTE-E 6c)

In this section you should outline the five (5) step design process that you plan on using as part
of your creative computing project. Possible design processes include:
o Creative Learning Spiral (Imagine, Create, Play, Share, Reflect),
o Creative Play (Inspire, Imagine, Create, Play, Share),
o Engineering Design Process (Ask/Define, Understand, Plan, Create, and Improve), or
o Design Thinking (Empathize, Define, Ideate, Prototype, Test)

ISTE Portfolio Question

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CCP – Lesson Proposal Template – Revised 08-10-2023
1. How do you implement a recognized design-thinking process into your instruction?

Name of Design Process: Creative Play

Inspire For this step, students have been reading Because of Winn-Dixie, and we
have talked about watching the movie. So, I begin challenging our
students to think of their favorite part that would make someone want
to read this story by watching their “commercial.”
Imagine After students have picked their favorite part of the novel, they will begin
thinking how they want their Scratch/commercial to look. This is also the
time they will work on what they want their characters to say and do. I
am also giving my students time to play with Scratch to see what kind of
features Scratch has for them to use to complete this project.
Create After students have worked with me and have gotten their plan
approved, they can start creating their project on Scratch.
Play Students will also have time to “play” with their creation to see if they
can make it better or challenge themselves to add one more than on
their Scratch project.
Share After students have competed their scratch project, students will go
around playing and watching other students scratch and give them a
glow and grow on a sticky note and leave it on the Chromebook for their
peer to read at the end of the writing period.
Note: Please use this table to list the steps of your design process and include a detailed description for each step
within the context of your Creative Computing Project.

Computational Thinking (ISTE-E 6c)

Using language such as abstraction, decomposition, pattern recognition, algorithms, and
debugging/testing, describe how you plan on incorporating computational thinking into your
creative computing project?

ISTE Portfolio Question

1. How do you provide opportunities for your learners to apply the components of
computational thinking?

ISTE NOTE 1: To meet this criterion you must show how you provide opportunities for your
learners to engage in the Design Thinking or Computational Thinking process, just presenting
on what it is, is not enough.

As students become familiar and comfortable using the Design Thinking or

Computational Thinking process, one way I would allow my students to show, work, and guide
other students as they are working on these processes in their classroom. This not only
allowing my students to present their skills and knowledge about the topic to other students,
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CCP – Lesson Proposal Template – Revised 08-10-2023
but give them the confidence and the knowledge they may need when working on the next
project.

ISTE NOTE 2: Please specifically identify each of the steps of which process you identify in your
artifact, as well as how the details of the lesson/activity as it fits into the Design Thinking or
Computational Thinking process, in your artifact.

Inspire Students will begin this project by thinking of their favorite part of the
novel and imagine if they created a commercial for someone to watch
that would make them want to read the novel.
Imagine After students have picked their favorite part of the novel, they will begin
thinking how they want their Scratch/commercial to look. This is also the
time they will work on what they want their characters to say and do. I
am also giving my students time to play with Scratch to see what kind of
features Scratch has for them to use to complete this project.
Create After students have worked with me and have gotten their plan
approved, they can start creating their project on Scratch.
Play Students will also have time to “play” with their creation to see if they
can make it better or challenge themselves to add one more than on
their Scratch project.
Share After students have competed their scratch project, students will go
around playing and watching other students scratch and give them a
glow and grow on a sticky note and leave it on the Chromebook for their
peer to read at the end of the writing period.

Nurturing Creativity (ISTE-E 6d)

Explain how you plan on intentionally modeling and nurturing creativity and creative expression
to communicate ideas, knowledge, or connections as part of your project. Consider using the 4P
framework (Projects, Peers, Passion, and Play).

ISTE Portfolio Questions

1. How do YOU demonstrate creativity and creative problem solving for your learners, and
how to you provide them with opportunities to obtain feedback and showcase their
final work?

Some of the ways that I show my students creativity at the beginning is by

showing different ways a project or assignment could look. Another way I demonstrate
creativity is by showing past student’s projects. As students begin imagining, creating,
and collaborating with their peers, I am walking around talking and working out
problems and questions students may have. When talking to my students, I am asking
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CCP – Lesson Proposal Template – Revised 08-10-2023
students questions to push them a little farther or to extend on what they are currently
working on.
When completing projects or assignments that requires creativity and creative
problem solving, I provide time for my students to show off their creation to not only
their classmates, as well as, other students in the school. I send out an invite to a
couple of the teachers in each grade level, to show off their work plus let younger
students see what they will get to do in third grade. With their peers, I give them two
sticky notes to give two students a glow and grow about their project.

2. What opportunities are you providing for your learners to express their own creativity?

With this project, I am allowing my students to pick and chose what they want to
create, as well as, how they want to create in in Scratch. Students can do as many
movements, conversations, and backgrounds as needed to complete their finished
project.

3. How do your learners share their work with others?

As students begin finishing up their projects, they can display their Scratch
project at their desk while students watch the video and leave a glow and grow on a
sticky note. The first time I implemented this process, I worried that students wouldn’t
take it serious enough and would either not goof off with their glow and grow response
or would rush through the assignment and it wouldn’t meet the requirements. This
class actually has taken great pride in creating multiple projects whether using
technology or not and have also been extremely responsible when providing their peers
feedback with a glow and grow.

4. Do you provide opportunities for peer feedback?

As students began finishing up, I gave students two sticky notes and explained to
them that will go watch two Scratch videos and give each their classmate a glow and
grow. This process is something that we have been working on since the beginning of
school year: giving peers positive feedback with a glow and grow.

These conversations a constantly being taught during their writing and math
time when students are looking at their peers writing or how another student solved a
problem. They write about how they did something great and how they could change
or add something to help or make the writing/math problem better or easier.
5. Do you encourage this creativity using technology resources and/or tools?

Yes! I absolutely LOVED doing this project with my students. They had so much
fun collaborating with their peers, students in other grade levels, and the STEM teacher
to finish up their projects. This project not only opened my eyes to how creative my
students are and how they love using technology to tell a story or in this case a part of a
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CCP – Lesson Proposal Template – Revised 08-10-2023
story. After looking at each student’s finish product, it reflected that no matter if my
student is SPED, ESOL, Gifted, or just normal they can create using Scratch and explain
how they created their story.