Construct a simple program using tools that do not require a textual programming language (e.g. block-based programming language).
| 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. |
| Home and School Rule Explorers: Journeying to a Happy and Safe Environment | Students will learn about rules and how they relate to the steps and turns used in the Motion Blocks coding in Scratch. Students will complete an illustration depicting one rule they learned. This is lesson 1 of a 3-part integrated computer science and civics mini-unit. |
| Responsible Citizens: Creating Code Part 2 | Students will create a Scratch block code program that explains the characteristics of a responsible citizen. Using a previously completed planning sheet, students will use Scratch block code programming to create a project that displays an act of responsible citizenship within the community. |
| Rules and Laws in My Community: Coding Part 2 | Students will create a simple Scratch coding program to explain a rule within their school community. Students will upload a digital photo for the background, choose Sprites and write and voice their own narration. |
| National Treasures Scratch | Students will collaborate with peers while constructing a Scratch presentation that identifies one U.S. symbol and four facts about the symbol in this integrated lesson. |
| 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 2 Coding in Scratch | Students will create a simple Scratch coding program to explain how Pascua Florida Day is a symbol that represents Florida. Students will choose between provided backgrounds, sprites and write and voice their own narration. Students will use the paint editor tool or previously created images to add to their Scratch project. |
| Coding with Everglades National Park Animals | Students will create a program in scratch that sorts animals common to the Everglades National Park according to their main habitat in this integrated lesson plan. They will use the provided Venn Diagram backgound template and choose at least 4 previously-researched Everglades National Park animals to use as sprites. Students will then code the sprites to ‘move’ to the appropriate section of the Venn Diagram (water, land, both). |
| 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. |
