1. Get to know the SCRATCH Work Space:
iQUEST Lesson http://www.csusm.edu/iquest - NSF Project Award Number: 0833753
Scratch 1
2. Click Control
Drag “When
green flag is
clicked.”
Always start
every new
script with
this.
3. Click Motion
Choose a sprite:
Create your own
in Paint, choose
one from file, or
get a surprise
sprite. Place it on
the screen where
you want it to
start. This is the
XY coordinate.
1. Choose a sprite
4. Click Looks
Set XY coordinates
so the sprite will
always start in this
position.
When green flag is
clicked, what do you
want to happen? The
sprite can show or
hide. If hide, then
click Control and set
time and then Looks
and show.
Show or Hide at the start?
Add a Background!
iQUEST Lesson http://www.csusm.edu/iquest - NSF Project Award Number: 0833753
Scratch 2
6. Click
Backgrounds
Choose
Paint - create your own
background in Paint
Import -from the preloaded files
or from your own photo file
Camera -use the computer’s
camera.
5. Click Stage.
iQUEST Lesson http://www.csusm.edu/iquest - NSF Project Award Number: 0833753
Scratch 3
Scripts required!
7. Create a script. Every
sprite and background
require their own script.
8. Click on a sprite to return to the
sprite’s script.
Use the Scratch cards to explore Scratch and create your own animation!
Glide
iQUEST Lesson http://www.csusm.edu/iquest - NSF Project Award Number: 0833753
Say
Something
Scratch 4
Move and
Animate
Animate
Scratch an Element! - Building a Bohr Diagram of Sodium
1. Open Scratch and Select “New Sprite – paint New Sprite”
Click on Cat and delete
New sprite - Paint new sprite
2. The sprites for the Bohr diagram are designed in Paint. Each ring has to be drawn
separately so it can be animated separately. (Hint: Hold the SHIFT key down while
drawing circle to make it perfectly round.)
iQUEST Lesson http://www.csusm.edu/iquest - NSF Project Award Number: 0833753
Scratch 5
Each sprite needs a script
Each new sprite
Discussion:
What challenges do you foresee in doing this with your students?
Are there other applications of Scratch that you might do with your students?
What surprises you the most about Scratch?
Students created CD cases with information about their element to create a bulletin board
sized periodic table.
iQUEST Lesson http://www.csusm.edu/iquest - NSF Project Award Number: 0833753
Scratch 6
iQUEST Lesson http://www.csusm.edu/iquest - NSF Project Award Number: 0833753
Scratch 7
Lesson Title: Scratch an Element-Using Computational Thinking to Teach the Periodic Table
Authors: Jamie Hagen-Holt, Donna Markey
Overview: Take the traditional element report that middle schools students are often assigned,
add computers for research and a programming tool from MIT. What is the result? A creative
animation about each element that encourages computational thinking and problem-solving
skills. This unit promotes student engagement and motivation by doing online research about the
elements using interactive websites, creating an animation using the Scratch programming tool
and showcasing their animations to the public. Students learn about creating a storyboard and
meeting short-term deadlines as they complete this long-term project.
Science Concepts: Each element in the periodic table has a distinct structure which results in
each element having distinct properties and uses in our world.
Objective 8.3 Each of the more than 100 elements of matter has distinct properties and a distinct
atomic structure. All forms of matter are composed of one or more of the elements. As a basis for
understanding this concept:
●
8.3.a Students know the structure of the atom and know it is composed of protons,
neutrons, and electrons.
●
8.3.f Students know how to use the periodic table to identify elements in simple
compounds.
Pre-Activities and Concepts:
Prior to this series of lessons, students learned about the structure of an atom; protons, neutrons
and electrons. They were assigned an element and learned how to find information about it on
the periodic table. Using interactive websites, they researched information about their element.
They learned about Scratch and created a short animation, using key commands they would need
for their animation. They watched a video clip of Script to Screen for “The Last Samurai”
http://movies.yahoo.com/feature/lastsamuraiscripttoscreen.html. This clip shows how a movie
script, the movie storyboard and the final film relate to each other. After exploring the Scratch
program and discovering the tools that were available, they created a storyboard for their
animation.
Post-Activities and Concepts:
iQUEST Lesson http://www.csusm.edu/iquest - NSF Project Award Number: 0833753
Scratch 8
When students finished their animations, they created a CD cover about their element to create a
class periodic table. In order to communicate their research and projects to the public, a Scratch
Festival was held for their peers, their parents, and member of the community.
NETS Standards (http://www.iste.org):
1. Basic operations and concepts
 Students demonstrate a sound understanding of the nature and operation of technology
systems.
 Students are proficient in the use of technology.
3. Technology productivity tools
 Students use technology tools to enhance learning, increase productivity, and promote
creativity.
 Students use productivity tools to collaborate in constructing technology-enhanced
models, prepare publications, and produce other creative works.
4. Technology communications tools
 Students use a variety of media and formats to communicate information and ideas
effectively to multiple audiences.
5. Technology research tools
 Students use technology to locate, evaluate, and collect information from a variety of
sources.
6. Technology problem-solving and decision-making tools
 Students employ technology in the development of strategies for solving problems in the
real world.
Support Materials (Video Links,Web links, etc):
Interactive periodic table sites for students to use for research:
http://periodictable.com/
http://ptable.com/
http://www.chemicool.com/http://periodic.lanl.gov/index.shtml
Photos of elements: http://periodictable.com/
Script to Screen - A side by side look at the script, storyboard and final version of a battle scene
from the film. (Flash 6.0 Plugin required)
http://movies.yahoo.com/feature/lastsamuraiscripttoscreen.html
Scratch: Scratch is a programming language that makes it easy for students to create their own
interactive stories, animations, games, music, and art -- and share their creations on the web.
Scratch is developed by the Lifelong Kindergarten Group at the MIT Media Lab, with financial
iQUEST Lesson http://www.csusm.edu/iquest - NSF Project Award Number: 0833753
Scratch 9
support from the National Science Foundation, Microsoft, Intel Foundation, MacArthur
Foundation, Google, Iomega and MIT Media Lab research consortia. http://scratch.mit.edu/
Technology/system requirements:
a) Laptop or desktop computers
b) Projector for demonstrations and to show video clip
c) speakers connected to laptop to project sound from video
d) Scratch downloaded on to each computer
Material Requirements: Periodic Table Project Deadline Sheet, Storyboard Template, Research
Checklist, CD Cover Template, Project Rubric
Teacher Notes:
 Students should have knowledge of Scratch or build instructional time for Scratch
into the project.
 Students should have background knowledge of protons, neutrons and electrons.
 Student should know how to find an element’s symbol, atomic number and atomic mass
on the periodic table.
 Students should have been assigned an element.
 Each student should have access to a computer.
Lesson Elements Guide For Teachers
Engage: Teacher will engage students by introducing the Bohr diagram of sodium and
guiding students to create it with animated energy levels on Scratch. Students will then
create a Bohr diagram of their assigned element with animation. Teacher will show video
clip of Script to Screen. Teacher will use “The Last Samurai” (available at:
http://movies.yahoo.com/feature/lastsamuraiscripttoscreen.html) to introduce students to
storyboards and how they relate to the final animation. Teacher will distribute the project
rubric.
Explore: Depending on students’ background knowledge of Scratch, teachers may wish
to have students explore the backgrounds and sprites so they know the tools that are
available before developing their storyboards. Once they have developed a storyboard,
they begin creating their animation, using the rubric as guide for including the required
components.
Explain: Students will demonstrate knowledge of their element by completing their
Scratch animation. They will use the rubric to self-assess and peer-assess their animation,
and make revisions as necessary.
iQUEST Lesson http://www.csusm.edu/iquest - NSF Project Award Number: 0833753
Scratch 10
Evaluate: Students will present their animation at a “Scratch Festival” for their peers
and the community. Teacher will assess the final animation using the project rubric and
students will choose winners in various categories such as; Most Humorous, Best
Dialogue, Most Informative, Best Sound Effects, etc.
Extend: Students can add voiceovers and sound effects to their animation. They can
publish
their
animation
on
the
Scratch
website.
http://info.scratch.mit.edu/Support/Get_Started
Assessment, Product, or Outcome: Students create a Scratch animation about their element
with dialogue. They will present their animation at a Scratch Festival.
Evidence of ICT alignment with science concept: Students use technology to locate, evaluate,
and collect information from a variety of sources about their element. They use technology and
productivity tools to enhance learning, and promote creativity. Students problem solve and
communicate information and ideas effectively.
Attachment Descriptions: (student samples, worksheets, handouts, photos, rubric)






Scratch Cards: Cards, available on the Scratch website, that give hints on how to use
some of the commands.
Periodic Table Project Deadlines: An information sheet that details the requirements and
deadlines for the project.
Storyboard Template: A student worksheet for creating a storyboard.
Research Checklist: A checklist students can use for research.
CD Cover Template: A template students can use to display their information for the
classroom periodic table.
Project Rubric: The rubric with which the final project is assessed.
iQUEST Lesson http://www.csusm.edu/iquest - NSF Project Award Number: 0833753
Scratch 11