1. Get to know the SCRATCH Work...

iQUEST Lesson http://www.csusm.edu/iquest - NSF Project Award Number: 0833753

Scratch 1

1. Get to know the SCRATCH Work Space:


Scratch 2

Add a Background!

Choose a sprite: Create your own in Paint, choose one from file, or get a surprise sprite. Place it on the screen where you want it to start. This is the XY coordinate.

2. Click Control

Drag “When green flag is clicked.” Always start every new script with this.

3. Click Motion

Set XY coordinates so the sprite will

always start in this position.

4. Click Looks

Show or Hide at the start?

When green flag is clicked, what do you want to happen? The sprite can show or hide. If hide, then click Control and set time and then Looks and show.

1. Choose a sprite


Scratch 3

5. Click Stage.

6. Click Backgrounds

Choose Paint - create your own background in Paint Import -from the preloaded files or from your own photo file Camera -use the computer’s camera.


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Scripts required!

Use the Scratch cards to explore Scratch and create your own animation!

7. Create a script. Every sprite and background require their

own script.

8. Click on a sprite to return to the sprite’s script.

Glide Say Something


Scratch 5

Scratch an Element! - Building a Bohr Diagram of Sodium

1. Open Scratch and Select “New Sprite – paint New Sprite”

2. The sprites for the Bohr diagram are designed in Paint. Each ring has to be drawn separately so it can be animated separately. (Hint: Hold the SHIFT key down while drawing circle to make it perfectly round.)

New sprite - Paint new sprite

Click on Cat and delete

Animate Move and Animate


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Discussion: What challenges do you foresee in doing this with your students? Are there other applications of Scratch that you might do with your students? What surprises you the most about Scratch? Students created CD cases with information about their element to create a bulletin board sized periodic table.

Each new sprite

Each sprite needs a script


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Lesson Title: Scratch an Element-Using Computational Thinking to Teach the Periodic Table Authors: Jamie Hagen-Holt, Donna Markey Overview: Take the traditional element report that middle schools students are often assigned, add computers for research and a programming tool from MIT. What is the result? A creative animation about each element that encourages computational thinking and problem-solving skills. This unit promotes student engagement and motivation by doing online research about the elements using interactive websites, creating an animation using the Scratch programming tool and showcasing their animations to the public. Students learn about creating a storyboard and meeting short-term deadlines as they complete this long-term project. Science Concepts: Each element in the periodic table has a distinct structure which results in each element having distinct properties and uses in our world. Objective 8.3 Each of the more than 100 elements of matter has distinct properties and a distinct atomic structure. All forms of matter are composed of one or more of the elements. As a basis for understanding this concept:

● 8.3.a Students know the structure of the atom and know it is composed of protons, neutrons, and electrons.

● 8.3.f Students know how to use the periodic table to identify elements in simple compounds.

Pre-Activities and Concepts: Prior to this series of lessons, students learned about the structure of an atom; protons, neutrons and electrons. They were assigned an element and learned how to find information about it on the periodic table. Using interactive websites, they researched information about their element. They learned about Scratch and created a short animation, using key commands they would need for their animation. They watched a video clip of Script to Screen for “The Last Samurai” http://movies.yahoo.com/feature/lastsamuraiscripttoscreen.html. This clip shows how a movie script, the movie storyboard and the final film relate to each other. After exploring the Scratch program and discovering the tools that were available, they created a storyboard for their animation. Post-Activities and Concepts:


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When students finished their animations, they created a CD cover about their element to create a class periodic table. In order to communicate their research and projects to the public, a Scratch Festival was held for their peers, their parents, and member of the community. NETS Standards (http://www.iste.org): 1. Basic operations and concepts

• Students demonstrate a sound understanding of the nature and operation of technology systems.

• Students are proficient in the use of technology. 3. Technology productivity tools

• Students use technology tools to enhance learning, increase productivity, and promote creativity.

• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

4. Technology communications tools

• Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5. Technology research tools

• Students use technology to locate, evaluate, and collect information from a variety of sources.

6. Technology problem-solving and decision-making tools

• Students employ technology in the development of strategies for solving problems in the real world.

Support Materials (Video Links,Web links, etc): Interactive periodic table sites for students to use for research: http://periodictable.com/ http://ptable.com/ http://www.chemicool.com/http://periodic.lanl.gov/index.shtml Photos of elements: http://periodictable.com/ Script to Screen - A side by side look at the script, storyboard and final version of a battle scene from the film. (Flash 6.0 Plugin required) http://movies.yahoo.com/feature/lastsamuraiscripttoscreen.html Scratch: Scratch is a programming language that makes it easy for students to create their own interactive stories, animations, games, music, and art -- and share their creations on the web. Scratch is developed by the Lifelong Kindergarten Group at the MIT Media Lab, with financial


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support from the National Science Foundation, Microsoft, Intel Foundation, MacArthur Foundation, Google, Iomega and MIT Media Lab research consortia. http://scratch.mit.edu/ Technology/system requirements:

a) Laptop or desktop computers b) Projector for demonstrations and to show video clip c) speakers connected to laptop to project sound from video d) Scratch downloaded on to each computer

Material Requirements: Periodic Table Project Deadline Sheet, Storyboard Template, Research Checklist, CD Cover Template, Project Rubric Teacher Notes:

• Students should have knowledge of Scratch or build instructional time for Scratch into the project.

• Students should have background knowledge of protons, neutrons and electrons. • Student should know how to find an element’s symbol, atomic number and atomic mass

on the periodic table. • Students should have been assigned an element. • Each student should have access to a computer.

Lesson Elements Guide For Teachers

Engage: Teacher will engage students by introducing the Bohr diagram of sodium and guiding students to create it with animated energy levels on Scratch. Students will then create a Bohr diagram of their assigned element with animation. Teacher will show video clip of Script to Screen. Teacher will use “The Last Samurai” (available at: http://movies.yahoo.com/feature/lastsamuraiscripttoscreen.html) to introduce students to storyboards and how they relate to the final animation. Teacher will distribute the project rubric. Explore: Depending on students’ background knowledge of Scratch, teachers may wish to have students explore the backgrounds and sprites so they know the tools that are available before developing their storyboards. Once they have developed a storyboard, they begin creating their animation, using the rubric as guide for including the required components. Explain: Students will demonstrate knowledge of their element by completing their Scratch animation. They will use the rubric to self-assess and peer-assess their animation, and make revisions as necessary.

Evaluate: Students will present their animation at a “Scratch Festival” for their peers and the community. Teacher will assess the final animation using the project rubric and


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students will choose winners in various categories such as; Most Humorous, Best Dialogue, Most Informative, Best Sound Effects, etc. Extend: Students can add voiceovers and sound effects to their animation. They can publish their animation on the Scratch website. http://info.scratch.mit.edu/Support/Get_Started

Assessment, Product, or Outcome: Students create a Scratch animation about their element with dialogue. They will present their animation at a Scratch Festival. Evidence of ICT alignment with science concept: Students use technology to locate, evaluate, and collect information from a variety of sources about their element. They use technology and productivity tools to enhance learning, and promote creativity. Students problem solve and communicate information and ideas effectively. Attachment Descriptions: (student samples, worksheets, handouts, photos, rubric)

• Scratch Cards: Cards, available on the Scratch website, that give hints on how to use some of the commands.

• Periodic Table Project Deadlines: An information sheet that details the requirements and deadlines for the project.

• Storyboard Template: A student worksheet for creating a storyboard. • Research Checklist: A checklist students can use for research. • CD Cover Template: A template students can use to display their information for the

classroom periodic table. • Project Rubric: The rubric with which the final project is assessed.

1. Get to know the SCRATCH Work...

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