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My project addresses the standard;
2-LS-1 Ecosystems: Interactions, Energy, and Dynamics.
"Plan and conduct an investigation to determine is plants need sunlight and water to grow."

I would probably do this project with second graders since the vocabulary in the scratch is a little more complex and the standard itself is aimed towards second graders.

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CCSS.MATH.CONTENT.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Students will be able to use the lines and graphing background to create different shapes. When they click on certain lines, they will change size and direction, while asking the student to "create a ____ shape". or "create a shape that has these attributes" and even "create a shape that belongs to this group______". The house is a fun twist so that 3rd graders can stay engaged and and create their own house to share with the rest of the class while practicing their understanding of different shapes and what attributes they may share with others. I believe that the purpose of the article is to inform readers about the deeper cognitive learning opportunities scratch can provide for students. The inclusion of variation of practices scratch offers gives opportunity for students to be creative, communicate, and feel empowered.

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This project addresses the math CCSS 2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

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I would do this project with second graders to allow them to test their fluency in addition within 100. 2nd graders are working on doing these problems quickly, efficiently and flexibly, which is all addressed in this game. Creating and answering problems is a great way for them to increase their skill at this second grade standard.
My main take away from the article was how adaptable Scratch is for the classroom. The article explained how it can be used in any subject, and even helps english language learners in the classroom. Additionally, I learned that Scratch allows students to communicate information in whatever way that they want, something that's not offered in other practices. For example, tests or alternative assignments don't give students the flexibility that Scratch does. Overall, Scratch is great for the classroom!
-Angelina

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My Project Addresses the Standard:

CCSS.MATH.CONTENT.1.NBT.C.4 Use math strategies to help me solve and explain addition problems within 100.

I would use this for Grades 1 and 2.

The main takeaway I got from the article was that scratch can be used throughout multiple different subjects and can be used for a creative outlet for students. I think that this is a great tool to use for projects for students who enjoy this to express their learning style. In the article they talk about the four C's and I think that is so important throughout every single subject and scratch is a really great outlet for students to utilize. This allows for "empowering learners" and students need that in this day more than ever.

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2-ESS2-3: Obtain information to indentify where water is found on Earth and that it can be solid or liquid.

I would do this project with second graders as it is a second grade standard and it would be developmentally appropriate for them to be learning how to use Scratch to enhance their learning.

The article showed me how versatile Scratch is in its applicability to all subject areas. I love how Scratch can be used to expose children to coding and show them how their learning is interdisciplinary and that they can use aspects of coding and engineering in all other subject areas!

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The article discusses how students develop creativity, communication, collaboration, and critical thinking skills by using scratch. They learn sequencing, iteration, and how to carry out ideas from start to finish. They practice how to solve problems as they encounter them, and how to revise their creations based on feedback. Scratch also allows students to communicate ideas. They can do this in a number of ways such as animated illustrations, animated stories, interactive games, etc. Students further develop computational fluency, and have the opportunity to build their self confidence as they practice/get better at using scratch.

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Standard: CCSS.MATH.CONTENT.2.MD.A.1
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

I would use this project with second grade due to it being a second-grade level standard. I think through this mini-lesson I have created, is a great way to start introducing Scratch to the students.

The main takeaway from the article was learning how Scratch can be helpful in the classroom and the curriculum. It allows students to express their own ideas, communicate with others through different subjects, and provoke the development of exploration while also using their experience(s). Scratch is a friendly tool to introduce coding to younger kids. Scratch calls for opportunities to deepen our learning while allowing students to learn, think, work collaboratively and create.

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2-PS1-4 Matter and Its Interactions

Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

I would do this project with students of all ages in order to demonstrate the properties of certain objects as well as physical and chemical reactions. While this is a second grade standard, I think that familiarizing students with these processes at a young age will allow them to develop a foundation in which they can eventually build on later on.

This article showed me how applicable scratch can be in developing an interdisciplinary lesson. It can be used in all subject areas to demonstrate a particular process, story, formula, and so many other concepts while also incorporating coding. This interactive site allows students to explore their creativity and be the facilitators of their own learning.

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The standard I chose to make a scratch about is "correctly name shapes regardless of their orientations or overall size". Students will be able to practice identifying shapes and spelling the names correctly. I would do this with 1st grade. The article taught me that scratch can be used in all subjects and can work as a great tool in the classroom.

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Space Systems: Patterns and Cycles Scratch Lesson

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Space Systems: Patterns and Cycles Scratch Lesson

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Standard addressed: 1-ESS1-1: Use observations of the sun, moon, and stars to describe patterns that can be predicted.

I would do this project with first graders because it is a first grade standard. I also think that first graders would really like the interactive aspect of Scratch and would think it is really fun and engaging because of the backgrounds changing when the images are clicked.

Some of the main take aways I learned from this article is that Scratch is a great way to introduce coding to young learners. I never thought about having the students use Scratch, only me as the teacher for a lesson. I also learned in this article that students can use Scratch to deepen their understanding of topics such as the example of cell division in science class given in the article. The example of the water cycle was also given in the article which would be a great interactive project that can be done at the elementary level. Lastly, I learned that having students use Scratch allows them to deepen their computational fluency as well as helping them grow their confidence in their creativity skills.

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https://scratch.mit.edu/projects/753678891

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CCSS.MATH.CONTENT.2.MD.A.4

Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

I would use this lesson as a fun interactive way to reinforce measurement with making sure they use units! Scratch is a fun way to have students practice these concepts on their own, whether that is at home or in a station in a math block.

One take away from the article is that to become fluent in scratch, students must be given the time to explore and learn the "language". For students to be able to get as much as scratch has to offer, they must be provided with the time and space to be able to independently learn how scratch works. I also took away that scratch can really be used for any disciplinary, and even promotes interdisciplinary work. When students learn scratch is more than the technical side of coding, it can be so fun and helpful in any subject being taught.

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CCSS.MATH.CONTENT.2.OAB.B.2

Fluently add and subtract within 20 using mental strategies.

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The article showed me how flexible and useful scratch can be in the classroom. You can use it for every subject and it can be cool, interactive, and kid friendly. Students can use scratch to deepen their understandings as well with the interactive and visual capabilities of scratch. Scratch also allows students to express themselves, this helps their confidence, and it is easier to learn when they are strengthening their skills through their own creative abilities.

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This project uses the math standard 5.G.A.1 "Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).".

5th graders are being introduced for the first time to graphing on a coordinate plane, and this tool can help them explore how moving about the plane changes a point's coordinates.

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CCSS.MATH.CONTENT.2.OAB.B.2

Fluently add and subtract within 20 using mental strategies.

https://scratch.mit.edu/projects/754708210

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I would do this project with students in elementary school. The article showed me that scratch can be used in all different subjects to help students understand different concepts.

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Megan Giordano Kindergarten Math Lesson Using Scratch

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Megan Giordano Kindergarten Math Lesson Using Scratch

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I chose a Kindergarten Geometry lesson to focus on in my scratch. I specifically chose this one partially because math CCSSM standards are the only standards I have access to at the moment, but I also thought this lesson could be a good one to teach in the form of a scratch. The standard I chose was "Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Correctly name shapes regardless of their orientations or overall size." To transform this into a scratch, I chose two different shapes, changed their direction and/or size on the scratch itself, and asked my hypothetical students what the shape is. The point of my lesson is to depict how the same shape can be facing any direction and changed in size while still staying the same exact shape. The biggest thing I took away from the article was the fact that scratch can really be used to teach so many different topics and subjects. It is a fun way for students and teachers to become engaged in the learning process and make it fun as well. You can teach math, science, reading, writing, and so much more through coding which I find very cool.

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CCSS 1.NBT 2: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
10 can be thought of as a bundle of ten ones — called a “ten.”

This is something I would do with 1st graders since it is a first grade standard. They can use my example as what to do; and I can give them a number, and they can break it apart using place value. This would be an engaging way for students to grasp this concept.

The article taught me that scratch is a great way to introduce coding to young kids. They learn a lot of different things; like sequencing, and how to carry things out from beginning to end. It may spark an interest within a student, and become something they want to do when they grow up. It taught me that it allows students to be creative, but also still learning while doing so. It can be used for different disciplines as well.