Scratch Demo Day Beach Cities CUE Talk 2016

MIT's SCRATCH

Scratch is designed and developed by the Lifelong Kindergarten Group (LLK) at the MIT Media Lab

http://bit.ly/1QUnsHA

Maslow’s Hierarchy Of Needs

What are the benefits of learning to code?

My primary objective is to stimulate interest in STEM

Empowering kids to innovate goal-setting brainstorming how to evaluate design choices rapid-prototyping the importance of testing your ideas and critical evaluation.

Code.org intro

What is Computer Science?Computer Science is Changing Everything

https://www.youtube.com/watch?v=xJqSu1IbcHghttps://youtu.be/0OJlxaOIQMA

Scratch Developed by MIT

Over 11 Years old

Used worldwide -150 countries, 40 languages

Over 11 Million coders

Free- requires only a Chrome or Firefox browser and Adobe Flash

Scratch helps young people learn to

Think Creatively

Reason Systematically

Work Collaboratively

— Essential Work skills for life in the 21st century--

Https://scratch.mit.edu

Scratch Panes

1 Stage2 Sprites3 Script Area4 Block Palette5 Backdrop6 Costumes Tab7 Sounds Tab8 Script Tab

13

2

5

4

768

Demo day studio

https://scratch.mit.edu/studios/2008043/

Lets’ make a square

How many sidesHow many angles?What is the length of sides?What is the angle between the sides?

What do we notice?There's a pattern.

Let's use the Repeat command

Change number of sides with data variable

Variables

What are they for?How do we make them?

Sequences

Repeat LoopInitializationEvents

Algorithms

Understanding and writing algorithms;

-Opens up a whole world of possibility.

Solve meaningful problems with code

Spiral project 2Swap the sides with Angles and change length of sides

https://scratch.mit.edu/projects/101047615/

http://bit.ly/1U5kgsH

Initiating and Planning(e.g., asking questions, clarifying problems, planning procedure

Performing and Recording (e.g., following procedures, accessing information,recording observations and findings)

Analyzing and Interpreting(e.g., organizing data, reflecting on the effectiveness of actions performed, drawing

conclusions)

Communicating (e.g., using appropriate vocabulary, communicating findings in a variety of ways)

SCIENTIFIC INQUIRY AND TECHNOLOGICAL PROBLEM SOLVING

Scratch in Science

https://scratch.mit.edu/projects/110108739/#editor

Pass out handout

We teach coding via games

MetricsFinal Project: Demonstrate knowledge and creativity in building their own game. Present their game.Support their decisions both logical and creativeRe-mix (re-factor) earlier work

Critical ThinkingCommunicationCollaborationCreativity

Rubric

Item Points totalGame Mechanics (50 pts)

Possible

Introduction 5

Help /Instructions 5

User Control 10

Autonomous Sprites 10

Scorekeeping 5

Clean, tidy code 5

Collision Management

10

Game Play (50 pts)

Implementation of Theme

10

Quality of Graphics 5

Use of Sound 10

Easy and hard levels of play

10

Timer 5

Originality 10

100

Teach the Engineering Process

Mitch Resnick, director MIT

https://www.youtube.com/watch?v=oNSao-amctkhttps://www.youtube.com/watch?v=y5x9-6pQcaM

CONNECTIONS AND BACKGROUND INFORMATIONISTE Standards* (formerly NETS)1.c - Use models and simulation to explore complex systems and issues.2.d - Contribute to project teams to solve problems.4.b - Plan and manage activities to develop a solution or complete a project.6.a - Understand and use technology systems.

*International Society for Technology in Education

CSTA K-12 Computer Science Standards:CPP.L1:3-04 - Construct a set of statements to be acted out to accomplish a simple task.

CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out.CT.L1:6-01 - Understand and use the basic steps in algorithmic problem-solving.

CT.L1:6-02 - Develop a simple understanding of an algorithm using computer-free exercises.CT.L2-03. Define an algorithm as a sequence of instructions that can be processed by a computer.CT.L2-06. Describe and analyze a sequence of instructions being followed.

Common Core Mathematical Practices1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

Common Core Math StandardsK.G.A.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.K.CC.4 - Understand the relationship between numbers and quantities; connect counting to cardinality.

Common Core Language Arts StandardsSL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts.SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groupsSL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media.L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

Resources

http://day.scratch.mit.edu/static/files/resources/ScratchDayActivityIdeas.b0b4cb0d49e5.pdfhttps://www.edsurge.com/news/2013-05-08-learn-to-code-code-to-learn

Software is the language of our worldSoftware is becoming a critical layer of all our lives.It is the language of our world.. It is crucial that every child learns to codeLEARN TO CODE; CODE TO LEARN

Learn to Code; Code to LearntechsCool.orggreg@techscool.orghttps://twitter.com/ungregwww.linkedin.com/in/gregbeutler