Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Making Connections and Creating Content: | After an introduction refreshing students on the basic functions of Scratch, students will work independently to demonstrate their knowledge of program functions, appropriate behavior for school, and responsible electronic device handling. This is lesson three of a 3-part integrated computer science and civics mini-unit. |
| U.S. Symbols: White House Scratch Coding: | This lesson is Part 2 in a 2-part Integrated Civics Unit. Students will use their expository writing from U.S. Symbols: The White House Part 1 to plan, write, and publish a Scratch coding program. With support from the teacher and peers, students will use at least one sprite, a background, narrations, and animations to explain why the White House is a symbol that represents the United States. |
| Creating Block Code for Pascua Florida Day: Part 1 Researching and Planning: | Students will explore information about the history and significance of Pascua Florida Day. After reading about Pascua Florida Day, students and teachers will highlight important information. Students will complete a coding planning sheet and practice creating flowers using a digital paint program. The coding planning sheet and digital artifacts will be used for the future creation of simple coding program using Scratch. |
| United States Symbols: U.S. Capitol Scratch Coding: | This lesson is Part 2 in a 2-part Integrated Civics Unit. Students will use their expository writing from United States Symbols: The U.S. Capitol Part 1 to plan, write, and publish a Scratch coding program. With support from the teacher and peers, students will use one sprite, images, narration, and backdrops to explain why the U.S. Capitol is a symbol that represents the United States. |
| Introducing Thomas Jefferson: | Students will learn and use coding tools in Scratch to create a one-scene program that introduces Thomas Jefferson, in this lesson plan. This is part two of a four-part Civics and Coding integrated series. |
| Young Thomas Jefferson: | Students will learn coding skills in scratch as they write code to create a one-scene program about Thomas Jefferson's early life. This is part three of a four-part Civics and Coding integrated series. |
| President Thomas Jefferson: | Students will learn coding skills in Scratch as they write code to create a one-scene program about Thomas Jefferson. Much of the coding for this program was introduced in the CPALMS Part 2 and 3 lessons, Introducing Thomas Jefferson and Young Thomas Jefferson. This lesson could be done without doing these lessons if the students are familiar with Scratch Coding. This is part four of a four-part Civics and Coding integrated series. |
