Name: Jill DeLeon

Class: ITC 547

Grade Level: 8
Subject: U.S. History
Time Allotment: 2-3 forty-five minute class periods

Lesson Title: Oregon Trail Animated Map – Scratch

Standards:
Common Core Standards:
 2.2. Algebraic Concepts
CC.2.2.8.C.1 Define, evaluate, and compare functions.

 8.6 Writing
CC.8.6.6-8.I. Write over shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.

PA Core Standards:
 CC.8.6.6-8.E: Use technology, including the Internet, to produce and publish
writing and present the relationships between information and ideas clearly and
efficiently.

Objectives (“ABCD”):
 Audience: generate a study tool through the formation of an animated map for
fellow eighth grade students

 Behavior: construct an animated map of the Oregon Trail journey using Scratch

 Condition: create an animated map that includes five or more stops; each stop
includes a speech bubble of information; each stop includes an image

 Degree: make a variable (background number); use “broadcast” (change

background); use “go to” (indicate specific x and y coordinates); use “show” and
“hide”; use “wait” (specific number of seconds); use “say” (specific number of
seconds)

Instructional Materials:
 Classroom set of computers with Internet access
 Access to Scratch - scratch.mit.edu
 Handout: instructions
 Handout: planning guide (2 sheets)
 Handout: rubric
 Smartboard
Subject Matter:
 Prerequisite Knowledge: basic understanding of the Oregon Trail; previous
experience with Scratch coding

 New Subject Matter to be Taught: Scratch coding, including variables,

broadcasts, go to x and y coordinates, show/hide/wait/say; specific stops along
the Oregon Trail, including famous landmarks

Implementation:
Introduction
 Review the Oregon Trail by creating a brainstorming web on the Smartboard
 Review Scratch animation by visiting the Scratch website: scratch.mit.edu
 Introduce Scratch project by showing the class example on the Smartboard and
reviewing the code inside: https://scratch.mit.edu/projects/67547300

Development
 Distribute instruction sheet and read aloud
 Distribute planning guide and rubric – read aloud rubric requirements
 Provide students with computers, and instruct students to begin researching and
collecting images
 Circulate as students complete planning guide
 Assist students with Scratch animation coding; allow 1-2 class periods for coding

Closure
 Instruct students to “share” Scratch animations and to write down URLs
 Utilize the Smartboard to project each students’ animated maps
 Allow students to give each other feedback after each presentation

Accommodations
 ELL: Change Scratch settings to language of choice in “Account Settings”; adjust
computer language in Control Panel
 Dyslexia: Colored-coded Planning Guide (each section a different color)

Evaluation of Students – For assessment purposes, I will use:

 Rubric; components include: Planning Guide, Scratch Animation (code), Scratch
Animation (Visuals and Speech Bubbles), Scratch Animation (sprites)