Collaborative 3- Day Student Lesson Plan

Name: Michelle Almada Length of Lesson: 25 minutes

Lesson Title: Coding: About Me Course Title/Grade level(s): Grade 5
Type of Lesson: _x__ introduction ___ continues development ___ completes instruction

Day 1-Plan About Me:

Stage 1- Desired Results
Content Standard(s):

 Computer Science: Algorithms and Programing-Variables: Information in the real world can
be represented in computer programs. Programs store and manipulate data, such as
numbers, words, colors, and images. The type of data determines the actions and attributes
associated with it.

Understanding Goals Essential Question(s):

Students will:
 Create a coding project that is
interactive expressing personal
interests.
 How can I use Scratch to express my
interests?
_________________________________________
Materials:
 Access to the Scratch website.
 About Me Planning Guide
 Green level student workbook

Key Vocabulary

event: an action that causes something to happen

parallelism: sets of instructions that run at the
same time
program: a set of instructions written in a
language that a computer understands
script: a set of Scratch blocks connected together
to form a sequence
sequence: a set of instructions that follow one
another in order
Student Objectives (Outcomes):

 Create an open-ended project in Scratch that is an interactive digital representation of their

personal interests.
 Provide and receive feedback on About Me projects-in-progress in order to continue to
improve their work.
Stage 2- Assessment Evidence
Core and International Society for Other Evidence:
Technology Education Standards for
Students (ISTE-S) Rubric Assessment Attached Here
 Standard: 5d- Computational Thinker:
Students understand how automation
works and use algorithmic thinking to
develop a sequence of steps to create
and test automated solutions.
Teacher will observe students while working on their
computers and check the progress they are
making and ask guided questions to get students
thinking outside of the box.

 CSTA 1B-AP-10: Create programs that

include sequences, events, loops, and
conditionals
 CSTA 1B-AP-13: Use an iterative process
to plan the development of a program
by including others' perspectives and
considering user preferences.

Stage 3 – Learning Plan

Learning Activities:

1. Review the concept of events and parallelism using p. 10 and p. 11 in the Green Level
Student Workbook. Prompt students to discuss the questions on p. 12 using a classroom
think-pair-share to develop a deeper understanding of sequence.
2. Review the idea of creating an interactive collage in Scratch driven by events. Show the
student example of a possible scratch project.
3. Provide students with work time in Scratch to work on their About Me collages.
4. Have students share their link to their projects on a collaborative Padlet. Assign a
collaborative partner for each student to work with. After about 30 min of working on their
Scratch project, have each pair try out their coding and give advice to each other using the
Padlet using the sentence starters in their green notebook. Homework will be to look at a
second student’s project and give them feedback as well.
5. Ask students to think back on their experience building their About Me project by responding
to these reflection prompts using the same Padlet:
-What did you get stuck on while working on your About Me project? How did you
persevere?
-What did you learn from your classmates’ feedback?
-What did you discover from looking at other About Me projects?
Name: Michelle Almada Length of Lesson: 35 minutes
Lesson Title: Coding: About Me Course Title/Grade level(s): Grade 5
Type of Lesson: ___ introduction _x__ continues development ___ completes instruction

Day 2- Build About Me:

Stage 1- Desired Results
Content Standard(s):

 Computer Science: Algorithms and Programing-Variables: Information in the real world can
be represented in computer programs. Programs store and manipulate data, such as
numbers, words, colors, and images. The type of data determines the actions and attributes
associated with it.

Understanding Goals Essential Question(s):

Students will:
 Create a coding project that is
interactive expressing personal
interests.
 How can I use Scratch to express my
interests?
_________________________________________
Materials:
 Access to the Scratch website.
 About Me Planning Guide
 Green level student workbook

Key Vocabulary

event: an action that causes something to happen

parallelism: sets of instructions that run at the
same time
program: a set of instructions written in a
language that a computer understands
script: a set of Scratch blocks connected together
to form a sequence
sequence: a set of instructions that follow one
another in order
Student Objectives (Outcomes):

 Create an open-ended project in Scratch that is an interactive digital representation of their

personal interests.
 Provide and receive feedback on About Me projects-in-progress in order to continue to
improve their work.
Stage 2- Assessment Evidence
Core and International Society for Other Evidence:
Technology Education Standards for
Students (ISTE-S) Rubric Assessment Attached Here
 Standard: 5d- Computational Thinker:
Students understand how automation Teacher will observe students while working on their
works and use algorithmic thinking to computers and check the progress they are
 develop a sequence of steps to create making and ask guided questions to get students
and test automated solutions. thinking outside of the box.

 CSTA 1B-AP-10: Create programs that Consider the following questions:

include sequences, events, loops, and
conditionals
 CSTA 1B-AP-13: Use an iterative process
to plan the development of a program
by including others' perspectives and
considering user preferences.
 Are students using events to make things
happen in their project? Are they using
parallel events to trigger more than one
thing at the same time?
 Are projects interactive? Do they make
creative use of sprites and backdrops, and
a variety of code blocks (looks, sounds,
motion, events)?

Stage 3 – Learning Plan

Learning Activities:
1. With the same collaborative partner groups from the day before, have students review the
feedback given and talk about why they were given the feedback that was given.
2. Provide students with work time in Scratch to continue working on their About Me collages.
Remind students how to navigate to the Scratch website, log in to their account, and access
the project they already began by clicking on “My Stuff”.
3. Encourage students to work together, ask each other for help, and share what they are
figuring out. Identify “student experts” for Scratch-specific tasks who can help their peers (i.e.
using the sound blocks, adding a backdrop, changing the color of a sprite).
Name: Michelle Almada Length of Lesson: 45 minutes
Lesson Title: Coding: About Me Course Title/Grade level(s): Grade 5
Type of Lesson: ___ introduction ___ continues development __x_ completes instruction

Day 3- Showcase About Me:

Stage 1- Desired Results
Content Standard(s):

 Computer Science: Algorithms and Programing-Variables: Information in the real world can
be represented in computer programs. Programs store and manipulate data, such as
numbers, words, colors, and images. The type of data determines the actions and attributes
associated with it.

Understanding Goals Essential Question(s):

Students will:
 Participate in a showcase of their About
Me project.
 Provide a self-assessment of their work,
and better understand how their
teacher will assess their work.
 How can I use Scratch to express my
interests?
_________________________________________
Materials:
 Access to the Scratch website.
 Green level student workbook
 projector
 computing devices for all students
 student rubrics, printed
 About Me studio (teacher-created)

Key Vocabulary

event: an action that causes something to happen

parallelism: sets of instructions that run at the
same time
program: a set of instructions written in a
language that a computer understands
script: a set of Scratch blocks connected together
to form a sequence
sequence: a set of instructions that follow one
another in order
Student Objectives (Outcomes):

 Create an open-ended project in Scratch that is an interactive digital representation of their

personal interests.
 Provide and receive feedback on About Me projects-in-progress in order to continue to
improve their work.
Stage 2- Assessment Evidence
Core and International Society for Other Evidence:
Technology Education Standards for
 Students (ISTE-S) Rubric Assessment Attached Here
 Standard: 5d- Computational Thinker:
Students understand how automation About Me self-assessment rubric
works and use algorithmic thinking to
develop a sequence of steps to create
and test automated solutions.

 CSTA 1B-AP-10: Create programs that

include sequences, events, loops, and
conditionals
 CSTA 1B-AP-13: Use an iterative process
to plan the development of a program
by including others' perspectives and
considering user preferences.

Stage 3 – Learning Plan

Learning Activities:

1. Provide students with work time in Scratch to continue working on their About Me
collages. Remind students how to navigate to the Scratch website, log in to their account,
and access the project they already began by clicking on “My Stuff”.
2. At the end of students’ work time, encourage students to include a link on the
collaborative Padlet.
3. Invite students to explore projects on the Padlet and provide 2 stars and a wish feedback
on at least 2 other projects they interacted with in the Padlet.
4. Provide students with time to self-reflect on the work they did in Scratch using this About
Me self-assessment rubric. After briefly reviewing the rubric with students, ask them to
honestly select one rating for each of the 4 categories (collage, interactivity, creativity,
and perseverance)
5. Ask students to think back on their experience showcasing their About Me project today
by responding to these reflection prompts:
a. What is one thing from your About Me project you are proud of?
b. What is one thing from your About Me project you would change if you had more
time?

Resources:

 Harvard Graduate School of Education. (2019). Scratch Ed. Retrieved from

http://scratched.gse.harvard.edu/
 Randall, Karen. (2009). Rubric for assessing Scratch Projects. Retrieved from
 San Francisco Unified School District’s 3rd-5th Grade Computer Science
Curriculumhttp://scratched.gse.harvard.edu/resources/rubric-assessing-scratch-projects-draft-
0.html Retrieved from www.CSinSF.org