Create, test, and modify a program in a graphical environment (e.g., block-based visual programming language), individually and collaboratively.
| Name |
Description |
| Symbols of America: Mount Rushmore, Lesson 4 | Students will use the research gathered from lesson 3 to create an interactive Scratch program that provides facts about Mount Rushmore as an American symbol. This is lesson 4 of a 4-part integrated computer science and civics mini-unit. |
| Florida Tackles Invasive Species: Lesson 3 | Students will use their pseudocode from lesson 2 to create code in the Scratch program that informs viewers about an invasive species in Florida and what citizens can do to help. Finally, students will complete a digital gallery walk to interact with their peers’ projects and take notes on different invasive species. This is the final lesson in a 3 lesson integrated computer science and civics mini-unit. |
| Public Service Jobs and Databases: Part Two | In this lesson plan, students will review jobs in public service, select one to research, and create a plan for a Scratch program on this public service job. This is lesson two in a three-lesson unit that integrates computer science and coding. |
| The Great Seal of Me Lesson 3 | Students will create a scratch presentation to describe and explain the symbolism they used to create their self-portrait seal from The Great Seal of Me Lesson 1. This is lesson three of three in an integrated computer science and civics mini-unit. |
| From the Articles of Confederation to Two Sides- Lesson 3 of 3 | Students will research significant leaders that were either Federalists or an Anti-Federalist and their reasoning for supporting their respective side. Students will work to create a coded Scratch presentation to support their research.
This is part 3 of a 3 part mini-unit that integrates Computer Science and Coding with Civics. |
| From Articles of Confederation to Two Sides- Lesson 2 of 3 | Students will review the differences between the views of Federalists and Anti-Federalist and then explore created code to determine where there might be bugs and how they might fix the code. Students will use their knowledge on coding to perform edits that allow for the Scratch program to run. This is lesson 2 of 3 in a Computer Science and Civics integrated lesson plan. |
| Who Represents the US? (Part 3) | Students will utilize research completed on specific individuals (James Madison, Susan B. Anthony, Booker T. Washington and Alexander Hamilton) who represent the United States of America to create a digital timeline on Scratch. This is Lesson 3 in a 3-part unit integrating civics and computer science. |
| From the Articles of Confederation to Two Sides- Lesson 1 of 3 | Students will learn about block coding completion within Scratch to determine what happened with the Articles of Confederation based on the strengths and weaknesses. In this lesson plan, students are able to perform the lesson without the use of their own computers to see how they can complete the code. This is part one of a three-part civics and computer science integrated series. |
| Patriot, Loyalist, or Neutral- Part 2 | Students will be taking the informational notes from Lesson 1 to plan and create a group Scratch to inform others about the reasons why a colonist would have been a Patriot or a Loyalist. Students will continue this lesson as the second part of a three-part Civics and Coding integrated series. |
| The Great Seal of the State of Florida: Then and Now (Lesson 3) | In this integrated lesson, students will create a program using block-based visual programming in Scratch to identify the similarities and differences between the 1846 version and the current version of the Great Seal of the State of Florida. This is part 3 of a 3-lesson unit. |
| A "Seal" of Approval: Coding and Civics Integration Part III | This lesson is the final lesson in a three-part mini-unit on coding and integrated civics. In this integrated civics lesson, students will be using all of the research and information gathered from the lesson II planning and design sheet in order to create a program on Scratch that explains the different components of the Great Seal of the United States. |
| IMPEACHMENT PROCESS PART 3 | This is Lesson 3 in an integrated Civics and Coding Unit. In this lesson, students will produce Scratch programs based on the flow chart they created in Lesson 2 that depicts the U.S. impeachment process. |
| American Symbols: Civics and Coding Part 3 | This is lesson 3 of 3 that will integrate ELA, Civics and Computer Science to create a visual presentation using Block coding with Scratch to demonstrate knowledge of the symbols within the Great Seal of the United States. In this lesson, students will use their template to code a Scratch program that explains the symbolism of the Great Seal of the United States. After developing their block coding, students will use the grading rubric to review for any errors, potential debugging, and suggest changes. |
| Celebrate Constitution Day, Part 2 | In this lesson plan, students will create code in a Scratch based program that celebrates Constitution Day by presenting summary information on the writing and purpose of the constitution. This is part two of a two-part series that integrates Civics and Language Arts with Computer Science and Coding. |
| Coding with the Great Seal of the State of Florida | Students will plan and write a Scratch coding program to explain how various elements on the Great Seal of the State of Florida represent Florida. After reviewing the various elements included in the Great Seal of the State of Florida, students will create a Scratch coding program that describes the importance of at least one element on the Great Seal. Students will be required to use at least one sprite, a background, narration, and any animations they choose in their block-based coding program |
| Creating a Civic Action Scene in Scratch | In this lesson students will use event blocks to help illustrate a story surrounding a scenario that depicts civility. Prior to this lesson, students will have created a sprite with a background (for instance, a person at a beach). The students will be adding event blocks that will allow the user to interact with the scenario and learn more about the scene. For instance, the user could click on the sprite and then the sprite can say (using audio or text) what they are doing at the beach. |
| American Symbols: Civics and Coding Part 2 | This is lesson 2 of 3 that will integrate ELA, Civics and Computer Science to create a visual presentation using block coding with Scratch to demonstrate knowledge of the symbols within the Great Seal of the United States. In this lesson, students will use their research on the symbolism of the Great Seal to plan out a Scratch program that includes choosing a sprite and writing narration. |
| Physical Science Unit: Water Beach Vacation Lesson 8 Coding a Simulation: Changes to Water | Students will use logical thinking, decision making and flowcharts to code a simulation about the state of matter the water will be in, dependent upon water temperature. Students will use a free online block-coding platform called Scratch.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx. |
| Physical Science Unit: Water Beach Vacation Lesson 7 Planning a Simulation: Changes to Water | Students will use logical thinking, decision making and flowcharts to plan a coded simulation about the state of water, dependent upon water temperature. Students will then be able to use that flowchart and code their own simulation using a free online block-coding platform called Scratch.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit ofSaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
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| Just Right Goldilocks’ Café: Temperature & Turbidity | This is lesson 3 of 3 in the Goldilocks’ Café Just Right unit. This lesson focuses on systematic investigation on getting a cup of coffee to be the “just right” temperature and turbidity level. Students will use both the temperature probe and turbidity sensor and code using ScratchX during their investigation. |
| Just Right Goldilocks’ Café: Turbidity | This is lesson 2 of 3 in the Just Right Goldilocks’ Café unit. This lesson focuses on systematic investigation on getting a cup of coffee to be the “just right” level of turbidity. Students will use turbidity sensors and code using ScratchX during their investigation. |
| Just Right Goldilocks’ Café: Temperature | This is lesson 1 of 3 in the Just Right Goldilocks’ Café unit. This lesson focuses on systematic investigation on getting a cup of coffee to be the “just right” temperature. Students will use temperature probes and code using ScratchX during their investigation.
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| Coding Geometry Challenges #1-7, 14 & 15 | This set of geometry challenges focuses on creating a variety of polygons as students problem solve and think as they learn to code using block coding software. Student will need to use their knowledge of the attributes of polygons and mathematical principals of geometry to accomplish the given challenges. The challenges start out fairly simple and move to more complex situations in which students can explore at their own pace or work as a team. Computer Science standards are seamlessly intertwined with the math standards while providing “Step it up!” and “Jump it up!” opportunities to increase rigor.
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| Coding Geometry Challenge 8, 9 & 17 | This set of geometry challenges focuses on using area/perimeter as students problem solve and think as they learn to code using block coding software. Student will need to use their knowledge of the attributes of polygons and mathematical principals of geometry to accomplish the given challenges. The challenges start out fairly simple and move to more complex situations in which students can explore at their own pace or work as a team. Computer Science standards are seamlessly intertwined with the math standards while providing “Step it up!” and “Jump it up!” opportunities to increase rigor. |
| Coding Geometry Challenge #10 & 11 | This set of geometry challenges focuses on scaled drawings and area as students problem solve and think as they learn to code using block coding software. Student will need to use their knowledge of the attributes of polygons and mathematical principals of geometry to accomplish the given challenges. The challenges start out fairly simple and move to more complex situations in which students can explore at their own pace or work as a team. Computer Science standards are seamlessly intertwined with the math standards while providing “Step it up!” and “Jump it up!” opportunities to increase rigor. |
| Coding Geometry Challenge # 16, 18 & 19 | This set of geometry challenges focuses on creating a variety of polygons using the coordinate plane as students problem solve and think as they learn to code using block coding software. Student will need to use their knowledge of the attributes of polygons and mathematical principals of geometry to accomplish the given challenges. The challenges start out fairly simple and move to more complex situations in which students can explore at their own pace or work as a team. Computer Science standards are seamlessly intertwined with the math standards while providing “Step it up!” and “Jump it up!” opportunities to increase rigor. |
| Coding Geometry Challenge # 12 & 13 | This set of geometry challenges focuses on creating circles and calculating area/circumference as students problem solve and think as they learn to code using block coding software. Student will need to use their knowledge of the attributes of polygons and mathematical principals of geometry to accomplish the given challenges. The challenges start out fairly simple and move to more complex situations in which students can explore at their own pace or work as a team. Computer Science standards are seamlessly intertwined with the math standards while providing “Step it up!” and “Jump it up!” opportunities to increase rigor |
| Rounding Decimal Numbers - Lesson #3 | This is the final lesson in the Rounding Decimal Numbers Unit and will bring together the mathematical concepts in lesson 1 and 2. This lesson then bridges the computer science coding and mathematical thought process together as students dissect code that rounds decimal numbers as well as building their own code to make rounding an automated process. |
| Lesson #3 - Moon Phase Unit | This is the final lesson in the Moon Phase unit. In this lesson, students will complete an algorithm sheet to understand how they can connect the flowchart model to real-world programming. It also gives an insight to various blocks used in Scratch and their significance. This lesson allows students to program in Scratch based on the flowchart model made in the previous lesson and switch the costumes based on the operational conditions placed on the sprite. The final product in this lesson will showcase the students' conceptual understanding of the Moon phases in a computer science medium. |
| States of Matter and Their Properties - Building the Model Lesson #3 | This lesson is an introduction to some of the basic principles of computer programming. Scratch is a block language that allows for programming without writing test code by using pre-made blocks that can be connected to create more complex functionality. This is the final lesson in the Phases of Matter Unit and will allow the students to showcase their understanding of states and properties of matter in a new medium. |
