Teacher: Ms. Sparks
Date of Lesson: N/A
Duration of Lesson: 1 Hour
Grade: 3rd
Subject: Computer Science & Art (Architecture)
Featured Artwork: “Amsterdam General Extension Plan” (1934)
Learning Goal:
Students will know how to use/apply basic functions of “Scratch” a visual programming site, with the same architectural influence of Doesburg’s work.
Learning Objective(s):
- Students will create a Scratch project of an example of the Amsterdam General Extension plan using simple algorithms.
- Students will understand what algorithms are and their importance within architecture
Prior Knowledge Resources:
- Students can navigate basic functions on a computer
- Students will have had art instruction before.
- Students will have previous knowledge about De Stijl.
- Student will be familiar with “Scratch” in an introductory/beginner manner.
- VTS (Visual Thinking Strategies) will be already scaffold and practiced.
Materials:
- Laptop
- Internet
- Projector
- Scratch Account
- History lesson of Cornelius van Eesteren
- Images of Amsterdam General Extension Plan & himself.
- Short Video about Amsterdam’s architecture.
Scratch Project Teacher Notes (see below)
Lesson Progression
| Duration: | The Teacher Will… | The Students Will… |
| 0:00-15:00 | Show the whole class a short video about Netherlandish architecture and a small biography of van Eesteren. | Engage with the materials and attempt to ask any clarifying questions. Use VTS to interpret his planning. |
| 16:00- 24:00 | Instruct the students to pull up the Scratch website, and since they have previous created accounts with Scrtach before, the process will be quick. Have them create a new project and then place their hands off the keyboard and listen to my next set of directions. Explain to the students that they will make a city planning with the elements of De Stijl, using van Eesteren as a model. Explain that using Scratch requires understanding algorithms, or, “a process or set of rules to be followed in calculations or other problem-solving operations, especially by a computer.” The set up own computer on project with the Scratch will be displayed for all students to see.
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Have an understanding of the expectations of this project about urban planning/architecture and the influences De Stijl and architect van Eesteren had on the Netherlands. They will have a clear understanding of what algorithms are and the importance of algorithms in computer science. |
| 25:00-55:00 | Work step-by-step following the Scratch project notes, pausing multiple times to allow students to follow easily. Students will have silent, individual working time as well as group time to talk to their partners/neighbor to share ideas. | Students will complete the project by watching whats happening on the projector, raising hands, and working in individual/group allotted times
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| 56:00-60:00 | Students will have time to show their peers the work they had done via projector. Lastly, I will instruct the students to log off Scratch and put laptops away. | Students will respectfully admire their peers work and take a step back and relax after working their minds. They will listen to directions of what to do with the laptops after logging out. |
| Grading Criteria:
– Demonstrates effective use of “algorithms” features, step by step blocks in a sequential order that is logical. – Demonstrate original city planning with the van Eeestern model and color blocking (red, yellow, blue). |
Adaptions:
Adaptions will be given to children on the basis of their needs and restrictions. These will be addressed prior to lesson.
Standards Addressed:
- Computer Science: (3-5) 1B-A-3-7 “Construct and execute an algorithm (set of step-by-step instructions) that includes sequencing, loops, and conditionals to accomplish a task, both independently and collaboratively, with or without a computing device.”
- Art: (MA: Cn10.1.3)
A) Use personal and external resources, such as interests,information, and models, to create media artworks.
B) Identify and show how media artworks form meanings, situations, and/or culture, such as popular media.
Explanation of Rationale:
- The students will be “learning, performing, and expressing themselves in other subjects” (art). Art will be executed through on Scratch in a logical, structured steps of how an architect would plan their city.
- This lesson practice scratch coding techniques if. . . then, when, if, wait until, show, hide, next costume, etc.
| Scratch Project Teacher Notes:
1. Title of Scratch: City Planning 2. Create different sized polygons of various rectangles and squares and have all the squares connected to each other. Each square has black outside line, make each polygon with the rectangle button. 3. Duplicate each square in the costume column add one of three colors, red, blue, or yellow, to the square. Repeat for each square until completed 4. Line up each polygon so that it creates “roads” and buildings. Use the model of Amsterdam Extension Plan. 5. Use the if, then statements, when (@ some letter) clicked, pop sounds, and different costume variables in your statements. 6. See above at photo for what the format should be for each rectangle. Add in Student Variations 7. Students can add in different types of sprites should as trees or buses! It can add a bit of creativity.
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https://scratch.mit.edu/projects/226109847/ Van Eesteren Scratch Project Link