What are the benefits of learning to code? goal-setting brainstorming how to evaluate design choices rapid-prototyping the importance of testing your ideas and critical evaluation.

1. MIT's SCRATCH
Scratch is designed and developed by the Lifelong
Kindergarten Group (LLK) at the MIT Media Lab

2. http://bit.ly/1QUnsHA

4. Maslow’s Hierarchy Of Needs

5. What are the benefits of learning to code?
My primary objective is to stimulate interest in STEM
 Empowering kids to innovate
 goal-setting
 brainstorming
 how to evaluate design choices
 rapid-prototyping
 the importance of testing your ideas and critical evaluation.

6. Code.org intro
What is Computer Science?
Computer Science is Changing Everything
https://www.youtube.com/watch?v=xJqSu1IbcHg
https://youtu.be/0OJlxaOIQMA

7. Scratch

Developed by MIT
− Over 11 Years old
− Used worldwide -150 countries, 40 languages
− Over 11 Million coders
− Free- requires only a Chrome or Firefox browser and Adobe Flash

Scratch helps young people learn to
− Think Creatively
− Reason Systematically
− Work Collaboratively
− — Essential Work skills for life in the 21st century--

8. Https://scratch.mit.edu

9. Scratch Panes
1 Stage
2 Sprites
3 Script Area
4 Block Palette
5 Backdrop
6 Costumes Tab
7 Sounds Tab
8 Script Tab
1
3
2
5
4
768

10. Demo day studio
https://scratch.mit.edu/studios/2008043/

11. Lets’ make a square

12. How many sides
How many angles?
What is the length of sides?
What is the angle between the sides?

15. What do we notice?
There's a pattern.
Let's use the Repeat command

17. Change number of sides with
data variable

19. Variables
What are they for?
How do we make them?

20. Sequences
Repeat Loop
Initialization
Events

21. Algorithms

22. Understanding and writing algorithms;
-Opens up a whole world of possibility.
Solve meaningful problems with code

23. Spiral project 2
Swap the sides
with Angles and
change length
of sides
https://scratch.mit.edu/projects/101047615/
http://bit.ly/1U5kgsH

24. Initiating and Planning
(e.g., asking questions, clarifying problems, planning procedure
Performing and Recording
(e.g., following procedures, accessing information,recording observations and findings)
Analyzing and Interpreting
(e.g., organizing data, reflecting on the effectiveness of actions performed, drawing
conclusions)
Communicating
(e.g., using appropriate vocabulary, communicating findings in a variety of ways)
SCIENTIFIC INQUIRY AND TECHNOLOGICAL PROBLEM SOLVING

25. Scratch in Science
https://scratch.mit.edu/projects/110108739/#editor

26. Pass out handout

27. We teach coding via games

28. Metrics
Final Project:
Demonstrate knowledge and creativity in building their own game.
Present their game.
Support their decisions both logical and creative
Re-mix (re-factor) earlier work
Critical Thinking
Communication
Collaboration
Creativity

29. Rubric
Item Points total
Game Mechanics (50
pts)
Possible
Introduction 5
Help /Instructions 5
User Control 10
Autonomous Sprites 10
Scorekeeping 5
Clean, tidy code 5
Collision
Management
10
Game Play (50 pts)

30. Teach the Engineering Process

32. Mitch Resnick, director MIT
https://www.youtube.com/watch?v=oNSao-amctk
https://www.youtube.com/watch?v=y5x9-6pQcaM

33. CONNECTIONS AND BACKGROUND
INFORMATION
ISTE Standards* (formerly NETS)
1.c - Use models and simulation to explore complex
systems and issues.
2.d - Contribute to project teams to solve problems.
4.b - Plan and manage activities to develop a solution
or complete a project.
6.a - Understand and use technology systems.
*International Society for Technology in Education

34. CSTA K-12 Computer Science Standards:
CPP.L1:3-04 - Construct a set of statements to be acted out to accomplish a
simple task.
CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be
acted out.
CT.L1:6-01 - Understand and use the basic steps in algorithmic problem-solving.
CT.L1:6-02 - Develop a simple understanding of an algorithm using computer-free
exercises.
CT.L2-03. Define an algorithm as a sequence of instructions that can be
processed by a computer.
CT.L2-06. Describe and analyze a sequence of instructions being followed.

35. Common Core Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Common Core Math Standards
K.G.A.1 - Describe objects in the environment using names of shapes,
and describe the relative positions of these objects using terms such as
above, below, beside, in front of, behind, and next to.
K.CC.4 - Understand the relationship between numbers and quantities;
connect counting to cardinality.

36. Common Core Language Arts Standards
SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics
and texts with peers and adults in small and larger groups.
SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through
other media by asking and answering questions about key details and requesting clarification if
something is not understood.
L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and
responding to texts.
SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups
SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented
orally or through other media.
L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and
responding to texts, including using frequently occurring conjunctions to signal simple relationships.
SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and
responding to texts, including using adjectives and adverbs to describe.

37. Resources
 http://day.scratch.mit.edu/static/files/resources/ScratchDayActivityIdeas.b0b4cb0d49e5.pdf
https://www.edsurge.com/news/2013-05-08-learn-to-code-code-to-learn

38. Software is the language of our world
Software is becoming a critical layer of all our
lives.
It is the language of our world..
It is crucial that every child learns to code
LEARN TO CODE; CODE TO LEARN

39. Learn to Code; Code to Learn
techsCool.org
greg@techscool.org
https://twitter.com/ungreg
www.linkedin.com/in/gregbeutler