Coding and Computational Thinking

Lesson Idea Name: Scratch Coding the Water Cycle

Content Area: Earth Science
Grade Level(s): 6th Grade
Content Standard Addressed: S6E3. b.

S6E3. Obtain, evaluate, and communicate information to recognize the significant role of water in Earth
processes.

b. Plan and carry out an investigation to illustrate the role of the sun’s energy in atmospheric conditions that
lead to the cycling of water. (Clarification statement: The water cycle should include evaporation,
condensation, precipitation, transpiration, infiltration, groundwater, and runoff.)

Technology Standard Addressed: ISTE-S 1. a.

1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences.
a. Students articulate and set personal learning goals, develop strategies leveraging technology
to achieve them and reflect o the learning process itself to improve learning outcomes.

Selected Technology Tool: Tablets

URL(s) to support the lesson (if applicable): https://scratch.mit.edu/

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): Partner work or groups with students who need assistance and those
who are proficient. Every student is given an assigned task.

Engagement: This assignment is very student engaging in the way that the students have to program the
sprite to move to the different locations.

Representation: The students have the ability to choose which sprite they will use and describe to the rest of
the class the process they took to create the path to the next step in the water cycle.

Action and Expression: This activity provides students with the hands-on activity of programming the sprite
to move in the direction they want them to go by the use of block coding.
Lesson idea implementation: Students will illustrate the role of the sun’s energy in atmospheric conditions
that lead to the cycling of water by programming the sprite through block coding to follow the direction of
the water as water cycles through the water cycle. This will take 2-3 days to complete depending on the
students ‘ background knowledge of coding. The students will be assessed by their final product. Through this
activity I will be able to identify those with misconceptions of how water moves through the water cycle. At
the conclusion of the lesson the students will give a summary of what they liked or did not like about the
lesson and give a brief description of the water cycle.
 Coding and Computational Thinking
Importance of technology: To be able to map the water cycle is one thing, but when it is put into a coding
context it creates a level of engagement where the students are learning computer concepts at the same
time. This project can be completed without this technology, but the engagement and focus would not be
there.

Inspiration (optional):
Internet Safety and Student Privacy: Teachers need to monitor students and themselves to not disclose any
personal information while connected via chat to the scientists. Teacher's must also closely manage the
students' use of the internet and track the content that their students are viewing or sharing while
researching their specimen on their own. Internet safety and student privacy is crucial and must have the
proper documents signed for the students to participate.

Reflective Practice: The idea of coding would be a new concept to introduce to students. This is a great way
to get them involved in the concepts I am trying to teach them through means of a new technology they have
not experienced before. This project can also be completed with robots such as Spheros or Osobots.