Computing The Arts Video
on on Developmental Update #7
on Thursday 5/31/18 Meeting
During this meeting we finalized our ideas for our video, with input (mainly criticism, but still constructive) from Dane, and we filmed all of our video. We put to use our artistic papers with our message on them in order to introduce ourselves, our project, our mission statement, why it is important, and our website. With the papers, we posed in funny and eye catching places outside of HEDCO, creating all of our video content that Katie will edit tonight. Andy is going to create our background music tonight as well, and then the only thing to do will be to upload our video and to finalize our website! We are almost ready to present our hard work and get our message and curriculum unit out there! Woohoo!
Developmental Update #6
on Tuesday 5/29/18 Meeting
During our meeting we spent the majority of the time discussing our plan for our video that we hope will entice educators to use our program in their classrooms. We began by deciding to incorporate a lot of art into it, since our project is all about weaving art and computing together nicely. We spent some time decorating artistic signs to use for our words, since we plan to not do a voiceover, but just fun lively music in the background and our messages on our inspiring signs. Our video will introduce us, explain what we are doing, show some of our unit, explain why we think this is important and why we are doing it, and inspire them to check out what we have made in the hopes that they will incorporate it into their classroom. After we planned out our video and madeo our art, we set aside time to look at what needs to get done in order for our project to be complete. We have to organize and finalize our website by uploading everything and posting our video once we make it this thursday, and we have to all do our individual examples of our overall project from the perspective of a child doing this project. We’re on a roll!
Media Art & Final Scratch Project
on Media Arts & Final Scratch Project
Lesson #5
Instructor Scratch Video
https://scratch.mit.edu/projects/224353825/
Computational Thinking & Media Art Subjects: Media Art (through Scratch) Computational Thinking
Lesson Overview: Students will finish their Scratch project which ties together skills developed over the course of the previous four lessons.
Time required: 1 hour
Learning Goal:
● Students will show an understanding will demonstrate an understanding the nature of events.
○ This final lesson will combine elements from the previous lessons to create a final work which shows their progress through the unit.
Learning objectives: (measurable “students will” statements)
Grade: 2
Materials:
By the end of this lesson students will be able to…
- – Use costumes in Scratch
- – Use events in Scratch to control sprites
- – Create a media art piece with moving parts (eyes, mouth, etc.)
- – Understand the fundamentals of animation through a flipbook
animation (repetition, frames, sequences etc.)
- ● A laptop
- ● A Scratch account
- ● A premade face and background (these were during Lesson 4)
- ● Pens and pencils for sketching
- ● Index cards (10-20 per student)
- ● Binder clips
Video Links:
- ● How to Make a Flipbook: (Link)
- ● Another Flipbook by Andymation: (Link)
Key Vocab:
- ● Event: something that happens that causes something else to happen
- ● Sequences: A set of related events, movements, or things that follow each other in a
particular order
- ● Loop: In coding, it is a sequence of events which happens over and over again
- ● Sprites: A computer graphic that may be moved on-screen and changed as an individual part
- ● Script: the written text of a play, movie, or broadcast; in Scratch: this is written program
- ● Animation: A dynamic art medium which takes a series of images and plays them back
in a sequence or particular order
- ● Frame: In animation, frames are individual pictures in a sequence of images
- ● Costumes: A particular outfit used for a play, film, holiday etc; In Scratch, costume
refers to one of the many frames or different looks a Scratch can have.
- ● Background: The area behind the main object on screen in Scratch; in theater a
background often shows the audience the setting of a play or production
Concepts & Standards addressed:
Oregon State Standards:
MA.2.CR2.2
1. Choose ideas to create plans and models for media arts productions.
MA.4.PR1.2
1. Practice combining varied academic, arts, and media content into unified media artworks, such as a narrated science animation.Fox Hill Primary:
- ● To begin to specify user inputs (such as clicks) to control events.
- ● To begin to specify the nature of events such as single event or loop.
Computational practices involved (Based off of Google’s Computational Thinking For Educators:
● Breaking down something into smaller pieces, parts, and steps
○ Connection between Animation and CT: each single action or image is done
individually and then every piece is put back together to form a cohesive and
dynamic moving image
● Abstraction: Identifying the general principles that generate these patterns
Steps/Script:
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Time |
Teacher will… |
Students will… |
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10 mins |
WARM-UP Explain that we will be learning about events in coding so that we can add them to our final art project… this will help students be able to use options like “when space is pressed” etc. |
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a. A student will say, “raising their hand”
a. Ex: Asking a question, raising their hand and then doing a dance move or nodding their head. |
more examples |
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15 mins |
FLIPBOOK ACTIVITY Students will be incorporating animation into the art project they started in the previous lesson. To introduce them to this concept, we will be making a flipbook!
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*SIMPLE FLIPBOOK Method:
slightly varied images on each subsequent sheet of paper. a. Easy examples: a stick figure waving, a stick figure throwing a ball up in the air 3. Once students have made their flip books, they can add the binder clips to the opposite side of the flipbook and flip away! |
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5 mins |
SCRATCH PROJECT PART 1 (Each of these demonstrations are seperated into 5-10 minute chucks) ADDING COSTUMES Have students open their laptops and open their project from the previous lesson. ★ By the end of Lesson #4 each student should have at least face image and at least one background they can use to create their animation today. They will be animating this face with a moving mouth, and at least one other actions such as a wink. |
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Demonstrate how to animate a mouth using costumes in Scratch:
4. Click on the eraser icon |
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5. Erase the mouth from the face sprite (as spooky as that sounds haha)…
a. Have the students think back to the animation frames they saw earlier and have them decide what kind of facial expressions they want to make; a big circle might make it look like they are yelling or laughing, a small mouth might mean they are whispering etc. 11. Fill in the new mouth with a color or teeth, tongue, depending on the students preferences. Filling it in to be a black circle is the easiest option… |
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5 mins |
Now that students have one new costume or ‘frame’ they can add another one: the process is similar to the flipbook activity from earlier. |
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Demonstrate for students how they can animate a wink:
a. Have students flip back and forth between frames just like a flipbook! |
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5 mins |
Demonstrate for students how they can add events and more costumes… ADDING EVENTS & ANIMATING COSTUMES |
a. “Click inside the white bubble to change the time…”Ask students to remember how fast the flipbook frames changed and consider that in adding in their time. Half a second or 0.5s is a good timing for this part. 6. Go to the “Control” section and pick up a repeat loop, have that wrap around the action. a. The yellow ‘loop’ tells scratch how many times to repeat the actions above it; in our case, how many times to show the mouth moving. |
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5 mins |
ALTERNATIVE EVENTS + ADDING MUSIC Tell students there are other ways to make events happen.. ★ Tell the students the following can be added before the purple actions in the code to indicate when you want an event to happen. Just like during their warm-up activity they |
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can add a specific action that triggers an event; like raising a hand. event:
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15 mins |
Give students a chance to work on their final scratch animations, scripts (See Script Writing Lesson) and adding backgrounds (See Visual Arts Lesson) EXTENSION: Have students use the same animation method to animate props such as clothes, a magic wand etc. |
Visual Arts & Creating Backgrounds/ Visual aesthetic
on Computing the Arts: Visual Arts
Lesson Plan #4
Instructor Scratch Project
Computing the Arts: Visual Arts
Grade: 2
Subjects: Visual Arts & Programming/Creating Backgrounds, Sprites, & more (Aesthetic elements in the program)
Lesson Overview: Students will create their own visually aesthetic backgrounds and unique individual sprites for their animations while learning how to control movement, create sequences, trigger events, and use If /THEN programming to further their computing skills and Artistic understanding.
Time required: 1 hour
Learning Goal: To provide students with the skills they need in order to grow in their understanding of how to program, for future use in a technologically advanced society. And to provide students with the ability to express their own unique artistic voice through aesthetic artistic qualities in order to enable them to use this form of expression in the future as well as understand others through their visual expressions.
Learning objectives: Students will…
- – Describe the basic elements of visual art
- – Create their own unique sprites
- – Create their own backgrounds with aesthetic qualities
- – Show their ability to program If/Then sequences
- – Be able to describe personal artistic choices
- – Reflect back on their actions and how they could improve
- – Set the appearance of objects and create a sequence of changes
- – specify conditions to trigger events.Materials:
- – Access to Internet
- – Projector or ability to show artwork to students
- – Laptops for entire class
- – Elements of art handout (1 per student)
– Reflection paper handout (1 per student)
Key Vocab:
- – Sprites: A computer graphic that may be moved on-screen and changed as an individual part.
- – Sequences: Aset of related events, movements, or things that follow each other in a particular order.
- – Visual Art: The arts created primarily for visual perception, as drawing, graphics,painting, sculpture, and the decorative arts.
- – Aesthetic: A particular individual’s set of ideas about style and taste, along with its expression.
- – Computational Thinking: A problem solving process that includes logically organizing and analyzing, representing data through models and simulations, and finding solutions through an order of steps.
- – Computing: The use or operation of computers.
- – Programming: The action or process of writing computer programs.
- – Script: the written text of a play, movie, or broadcast. In Scratch: the written program.Concepts & Standards addressed:
- – Oregon State Art Standard: (2nd Grade, Visual Arts) VA.3.CR3.2
- 1) Improve and elaborate on aesthetic andtechnical aspects of artwork based onclassroom discussion.
- 2) Using art vocabulary, describe personalartistic choices.
- 3) Utilize personal reflection and criticalfeedback to refine technical proficiency, intentionality, aesthetic judgment and expressive capability.
- – Fox Hill Primary School
Computing Curriculum Standards: (Year 3, aka 2nd Grade)1) To begin to set the appearance of objects and create a sequence of changes.2) To begin to be able to specify conditions to trigger events.
- – Oregon State Art Standard: (2nd Grade, Visual Arts) VA.3.CR3.2
3) To begin to use IF and THEN conditions to control events or objects.
Computational practices involved: Through creating visually aesthetic backgrounds and unique sprites, students will understand how to control movement, create sequences, trigger events, and use If /THEN programming. When breaking down the steps and parts of creating visual art, as well as the steps to enable the art to move and change, students can better understand computational thinking.
Prep:
- – Print out Elements of art sheet included in the second to last page of this lesson plan document (1 sheet per child)
- – Print out Reflection Papers included in the last page of this lesson plan document (1 sheet per child)
- – Get computers for classroom and make sure there is internet connection
- – Make sure your projector and computer will allow you to project the art image includedin third to last page of this lesson plan document (and in the steps/scripts)
- – Look over steps and scripts to get a feel for the lesson you are about to teach
- – Look at end product scratch example to understand what their product should generallylook like after the lesson, and for reference into what the scripts should look like. Link to the scratch project to go inside and see it here:Link to Example Scratch Project (What it should look like by the end of today):Visual Art Scratch Project Example*Click on “See inside” blue button to see what their project will look like exactly and the scripts they will make*Steps/Script:
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Duration (By minutes) |
Teacher will… |
Students will… |
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1-10: Introduction, Warm up |
Have students sit where they can see the board, pull up picture of Wassily Kandinsky’s Composition |
Students will sit where directed, respond to questions and prompts, share out ideas |
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Activity, and Transition |
VIII (1923) “Alright everyone, today we are going to discuss visual art. Does anyone know what visual art is?” – React to any suggestions, if none are anywhere near the definition then define it. “Now that we know what visual art is, what can you see in this picture?” – If shapes are describes great! If colors are described Great! If lines or elements of art are described then take time to talk about them, if they are not, prod and push to get them to notice the elements. “Now that we understand the elements of art, I’m going to give you all a sheet that includes the elements because you will need them as we move on. Now, what does this art make us feel?” – Give out sheets (That is included at the bottom of this lesson plan) and students are answering, Take time and respond to responses. “And what does it make us think of?” |
and answers, and listen to the overall plan for today’s activity. |
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– Take time to respond to responses. “Everyone has their own idea about what it makes them feel and what it makes them think of, because art is unique to everyone. We might say this art is Aesthetic…” – Define aesthetic. – Define computational thinking “Art can also have computational thinking because it involves looking at all of the little parts and putting them together in order to see a bigger picture. Today we are all going to get to start creating our own animation on scratch, and we are going to start by creating our own background.” |
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11-18: Exploring Backgrounds on Scratch Activity |
a) b) Have the students go get out laptops and log on to scratch, pull up scratch on the projector to guide them through the next activities. “ When I excuse you, go grab your laptop and return to your desk and log onto scratch. Once you log on, |
Students will get out laptops when told to do so, pull up scratch, log on, take out paper from earlier, and explore scratch for background inspiration while writing down the art elements that they went over earlier. |
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raise your hand so I can tell when we are all ready to move on.” – Excuse them by name, wait until everyone has their hand up and are logged on, help everyone who needs help. “Alright, thank you for doing that respectfully and quickly, now I want everyone to take out their elements of art paper that I handed out earlier if you don’t have it out already, and you’ll notice that the bottom half of the paper says “My Art Ideas”. I am going to have everyone create their own background for their animation, but first I want you all to take five minutes to go through some games and programs that other people have made on the explore tab, and write down things you like and inspiration or ideas that you get for your own background. Everyone’s background is going to be unique, but you can get inspired by others. When you write it down, make sure to state which element is being used.” – give them 5 minutes to explore and write, walk around to see everyone’s work, prod those who are not writing and help them along. |
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19-35: Creating Their own Backgrounds, Self Portrait Sprites, and Moving the Sprites |
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Students will open a new scratch project, create their own background with the elements that inspired them, create themselves as a sprite, and explore with moving the sprite around, while listening to directions that the teacher is giving. |
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“Alright, if you aren’t finished don’t worry, we will have more time later, but for right now, go ahead and click down on the sprite you have, and I want you to clear it…”
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36-52: Creating a Second Background, learning how to use If/Then |
a) Have them stop what they are doing and start creating a second background for five minutes, then teach them how to change |
Students will create a second background and follow along to the teachers instructions to learn how to change the background with IF/THEN statements on Scratch. |
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statements to change backgrounds |
background when __ happens. Use IF ___ then ___ statements. b) “Alright, now that we have moved our sprite around, we are going to stop and go back to the backdrop by clicking on your first backdrop in the bottom left corner, then click on the backdrop tab at the top center, and now we are going to add a second on by clicking on the paintbrush underneath “New backdrop”. Go ahead and draw something for three minutes, then I am going to show you how to change backdrops in the scripts” – Give them 3 minutes to draw “Now we are going to stop what we are doing and go to the scripts tab…,” – Do all of this on your screen to guide them. “ and the events orange tab under it, and drag “when Flag is clicked” to the grey area, now go to events, and drag wait 1 secs underneath the flag. Great! Now in events find the “forever loop” and drag it under the wait 1 second. Now go to looks, and drag “switch |
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backdrop to backdrop 1”. What we just created is a script that tells our program to switch to backdrop 1 when the flag is clicked. Now go ahead and drag an “If/Then” underneath the “switch backdrop to 1”. Now go into the sensing, light blue tab and drag a “Key spaced pressed” button over the top of the diamond free space and get it to sink into it. Now go back to the purple “Looks” tab and change the “switch backdrop to backdrop 1 into “switch backdrop to backdrop 2 by clicking the little triangle and finding backdrop 2”. Now drag that under the If/Then. And one last piece friends! You are all doing so amazing! Now go to events and drag a “wait 1 second” underneath the “switch backdrop to backdrop 2”. But now you get to click into that white space and make it as many seconds as you want. Now click your green flag, then press your space button and watch your backgrounds change! See how long it lasts with your seconds, and you can change the amount |
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of seconds to make it last longer or shorter! |
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52-60 |
– Hand out Reflection papers “ I have just gave everyone a reflection sheet, and I want you to write two sentences down about what you visually created in your backgrounds and your sprite, using your elements vocab.” – Allow time to write “Now I want you to write one sentence about why you chose to create those certain backgrounds and how you appear in your sprite.” – Allow time to write “Now the next question asks you to write a sentence |
Students will stop what they are doing, save changes to their accounts, fill out reflection papers, put away laptops, and return to desks. |
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about what events and sequences you made.” – Allow time to write “And finally, one sentence about how you can improve your backgrounds, sprite, or events and sequences to be even better next time you work on your scratch projects.” – Allow time to write “I want to thank everyone for being on task, trying their best, and creating amazing backgrounds, sprites, and events and sequences today. When I excuse you please log off, put away your laptop, and sit back down.” – Excuse them by name to put away things and sit back down |
NAME: __________________ DATE: __/ __ /___
My Art Ideas: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
NAME: _________________
DATE: __/ __ /___
Computing the Arts: Visual Arts, Reflection Paper
1) Write two sentences about what you visually created in your backgrounds and your sprite, using your elements vocabulary: ______________________________________________________________________________
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
2) Write one sentence about why you chose to create those certain backgrounds and how you appear in your sprite: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
3) Write one sentence about what events and sequences you made: ______________________________________________________________________________ ______________________________________________________________________________
4) Write one sentence about how you can improve your backgrounds, sprite, or events and sequences to be even better next time you work on your scratch projects: ______________________________________________________________________________ _____________________________________________________________________________
Theatre & Creating Scripts
on Theatre & Creating Scripts
Lesson #3
Instructor Scratch Video
https://scratch.mit.edu/projects/224350006/
Scripts, Storytelling and Computational Thinking
Grade:2nd
Subject: Computational Thinking and Creative Writing Time: 1 hour
Materials: Board with sample ‘script’, computer with internet access.
Concepts- writing scripts with dialogue and a forward moving plot and storyline. This includes a beginning, forward motion, and conclusions to have the scratch make chronological sense. This means learning light coding and planning the steps of the scratch projects.
Computational Practices– understanding computational thinking and practices that make programs work and why task must be performed in a certain order to crate certain outcomes. This will relate to stories and plays that use chronological order to tell a story.
Outcomes– to understand script-writing and storytelling. This will also touch on scratch and how actions are preformed and how a code needs to be ‘written’ to move your sprite and idea forward.
Learning Objective
To introduce the idea of scripts in theatre and to explain the similarities between story-telling in the theatre and the computational thinking and steps involved in scratch. Students will need to recognize how a command moves the plot forward much like events in scratch will make their sprite work in an interactive way. By the end of this students will be expected to have a sprite that talks and at least one action that moves the story (or adventure) forward at least one time.
Learning Goal
Students will understand and be able to identify the different components of what a theatre script looks like and what goes into storytelling. This also means forward actions and commands . For scratch students will understand and use scripts in scratch, while focusing on looks and events within scratch.
Key Vocabulary: sprite, script, dialogue, structure, action, event, looks command, order, storytelling.
| Duration (By minutes) | Teacher will… | Students will… |
| 1-5 | Talk about scripts like a movie and other types of stories that students are familiar with. | Think of how a story and script work |
| 5-12 | Refresh students on ‘sprites’ and what they are for. From here the teacher will demonstrate what scripts looks like | Follow along with the teacher and get an idea of how to use scratch. |
| 10-20 | Ask their students to think of a fun place for their sprite to travel to. | Think of place where their sprite would like to go. They will then find a picture of this location and save it. |
| 20-35 | The teacher will more thoroughly explain events and looks in scratch as well as backgrounds. There will be | Students will work on their ‘adventure’ |
| 35-55 | Will walk around the room answering questions and providing support to students as they navigate scratch. | Work on their idea with the ‘looks’ ‘events’ and ‘backgrounds’ portion of scratch |
| 55-60
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Instruct students to save their work | Save their project and return their computer to its designated location. |
Scratch
Much like the script to a movie or play or the plot of a story, to make your scratch project work you need to have events present that ‘start’, ‘move’, and ‘conclude’ your story. To create an event, click on the brown ‘events’ for backgrounds and dialogue click on the blue ‘looks’ button. You will to lock these bricks to together to make your script flow. In this case scratch will used to present a tiny adventure.
Script and steps for educator:
The educator will be building off previous lessons involving scratch (movement and computational thinking) and help students incorporate their knowledge of sprites into a presentation. The educator will also be relying on their students’ knowledge of storytelling and movies to understand the scripts in scratch.
Students:
The students will already have experience with scratch, but the idea of scripts and storytelling will be introduced in more ‘technical’ ways such as how events and dialogue create and move stories forward. Since students will have an idea of sprites this will be a way of using their sprite as a character in a presentation (in this case a very simple story). The goal will to create a scratch project that has a talking ‘sprite’ that has students complete at least one simple action.
Teacher: Start:
To tell a story there are certain ‘parts’ that need to be present to move the story forward and conclude it. After the idea of story-telling and scripts are explained students will be shown ‘events’ and ‘looks’ in scratch and learn about different ways these control the scratch presentation.
Minutes 1-5: The teacher will remind students of how scripts in a play work and how events in stories
The teacher will give a more thorough explanation of scratch, building off a previous lesson about sprites, the characters used in scratch presentations. Students will also have previous elements of scratch saved from previous lessons. The teacher will start by showing students the basics of events and
actions in scratch. This will begin by showing students the brown ‘events’ portion of scratch. From here students will see the purple ‘looks’ portion of scratch and how to make their sprite ‘talk.’ This will be connected to how dialogue is written in a play or movie. This is also where commands to move the plot forward will be demonstrated.
Music & Patterns
on Music & Patterns
Lesson #2
Instructor Scratch Video
https://scratch.mit.edu/projects/224350231/
https://scratch.mit.edu/projects/224351520/
Teaching Computational Thinking Through Music Patterns
Grade: 2
Subjects: (Your art category & connected computing skill)
Music & Computational Patterns
Lesson Overview: (Short 2 sentence explanation of what the students will be doing)
Build upon the basic scratch skills they developed in the previous lesson by integrating patterns. Students will create a simple scratch project that will play a simple note pattern they compose themselves.
Time required: 1 hour
Learning Goal: (why is this important, why are you teaching it?)
Learning about the presence of patterns in the real world, noticing computational thinking as more than a way of thinking computers used, but also a tool for self-expression.
Learning objectives: (measurable “students will” statements) Students will…
- Create their own music using their knowledge of patterns
- Represent their composed music using simple scratch tools
- Be able to deepen their understanding of scratch codinglanguage.Materials:
Computer for each student (with speakers), ScratchKey Vocab:
Computation thinking, Patterns, Forever Loop, Composing, Music notes (A, B, C, D, E, F, G), Sharp/Flat, Minor/Major.
Concepts & Standards addressed: (both art and computing)
Scratch: Forever Loop, Notes, “When this sprite clicked”
“To begin to add text strings, show and hide objects” *
“To begin to select sounds and control when they are heard.” *
“To begin to specify user inputs (such as clicks) to control events” *
MU.2.CR2.1: With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent. ^
MU.2.CR2.2: Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent. ^*=Fox Hill Primary Standards ^= Oregon Music Standards
Duration:
The teacher will…
Min 1-5
Begin a conversation with students about patterns, have the students come up with their own definition of a pattern and examples of where they see patterns.
Show some examples of basic shape / color patterns
Min 5-10
Discuss how patterns can be more complex (not just red, blue, red, blue, etc.) showing examples of complex patterns in the real world that haven’t been discussed yet. Introduce music as patterns
Min 10-16
Open the scratch project ‘A Music Pattern’ and explain to students how this is a basic foundation of a song, just a pattern of notes (show them by looking inside the script of the project). Show them where to find note blocks and how to change the notes. Explain the function of “When this Sprite Clicked” and “Forever loops” (Forever loops can be explained in more detail later on if running short on time). Take time to answer any student questions, then explain how they will be composing their own simple song with scratch. Show them how as long as the notes are playing in some sort of a pattern, it should sound decent.
Min 16-20
Transition time for students to get on computers and open scratch
Min 20-25
As a class, walk students through setting up the beginning of their projects reminding them of the basics. Show that they can also use a block that changes the instrument.
Min 25-35
Time for students to work on their projects, walk around helping students who need it.
Min 35-40
As a class, show students “A Music Pattern! W/ a Background Change!”. Explain how you want them to also incorporate a background change somewhere in the project, and a sprite
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that represents the feeling of their music in some way. |
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Min 40-56 |
Time for students to work on their own projects, helping students wherever needed. If some students are completing it early, encourage them to make a longer song or add more sprites. |
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Min 56-60 |
Debrief the lesson. If time allows, give students some time to share their projects with peers. |
Outcome:
Computational practices involved: (same as connected computing skill in subject)
Forever Loop, Notes, “When this sprite clicked”
Computation Thinking, Patterns
Steps/Script:
Developmental Update #4
on 5/22/18 Meeting:
During this meeting our team took the time to go over all of our lesson plans with the goal of syncing our layout and activities a little better. We discovered that certain objectives needed to be rearranged and placed in different lesson plans than originally chosen, and we figured out that we should all use the “Teacher will…, Student will…” outline for our lesson planning script and time breakdown. We also made sure that everyone was prepared to write a bio and get a picture for our website. On top of that, we looked at how our website is set up and decided to tweak a few things to make it look more professional and fancy. We will still have to completely finish tweaking each of our lesson plans, create our examples in scratch of how each project’s end goal is supposed to look, do an overall end goal individual scratch as if we are the children, and create our video. We are right on track for where we should be, and feel comfortable and confident that we will have everything we need completed by the necessary deadlines.
Developmental Update #3
on 5/17/18 Meeting:
On 5/17 we met in HEDCO at the time of EDST 422. We worked on our individuals lesson plans and discussed how to combine all of our lesson plans together into one master lesson. We found a few more resources that helped us brainstorm and began thinking about our final cumulative, in addition to this we decided to change the order of our lessons to make more sense chronologically Overall we made a fair amount of progress in defining roles for the end of the project.
Developmental Update #2
on 5/8/18 Meeting:
We met up in the HEDCO classroom at the time of the EDST 422 class, and began by going over our availability in meetings, and decided again on meeting during the typical Tuesday & Thursday class time. We each worked on our individual lesson plans and asked questions when needed. We are having some challenges with figuring out how to make the bigger goals and tasks break down into each lesson plan, but in order to combat that we are breaking down the steps of creating the final scratch project and connecting them with the overall goals in order to make sure we cover all of our goals and tasks. We decided that Allison will take care of the Developmental Updates and logging our progress in order to make sure we record all of our progress throughout the project. We found warm up/beginning activities to work off of for our lesson plans and have created an outline of what all of our lesson plans should look like, as well as a curriculum overview so everyone knows what the other lesson plans will look like.