CS4HS at CSS Lesson Activity Template
Creative Computing: Kristine Browers
Activity: Semester Review
Grade Level: 10
Subject Area: Biology
Time: 8 class periods

Day 1: (classroom) introduction in the classroom (discuss student definition of “computer scientist”; show video clips and examples)

Day 2: (media center) individual students will work on computers and try the activities described in the
“Getting Started with SCRATCH” handout

Day 3: (classroom) student groups will randomly be assigned a specific benchmark and groups will start brainstorming ideas regarding their benchmark storyboard

Day 4-7: (media center or classroom with laptops) work time in groups on storyboard

Day 8: (classroom) groups will present final projects to the rest of the class as a review for the semester final exam; individual reflections
Description: Student groups will randomly be assigned a benchmark covered in class during first semester biology. They will collaborate together to design and program a storyboard in SCRATCH that they will present to the rest of the class as a review for their first semester final exam.
Standards and Outcomes: Students will…
Computational Thinking Standard:
1.
Use modeling and simulation to represent and understand natural phenomena.
International Society for Technology in Education (iste.nets.s):
1.
Creativity and Innovation : Students demonstrate creative thinking, construct knowledge, and develop innovative produces and processes using technology. a.
Apply existing knowledge to generate new ideas, products, or processes. b.
Create original works as a means of personal or group expression.
2.
Communication and Collaboration : Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a.
Contribute to project teams to produce original works or solve problems.
MN State Benchmarks:
1.
Units 1 and 2 – MN state benchmark 9.4.4.2.4: Explain how environmental factors and personal decisions, such as water quality, air quality, smoking, diet, exercise, etc. affect personal and community health.
2.
Units 2 and 3 – MN state benchmark 9.4.1.1.1: Explain how cell processes are influenced by internal and external factors, such as pH and temperature, and how cells and organisms respond to changes in their environment to maintain homeostasis.
3.
Units 1, 2, and 3 – MN state benchmark 9.4.1.2.1: recognize that cells are composed primarily of a few elements (carbon, hydrogen, oxygen, nitrogen, phosphorus, and sulfur), and describe the basic molecular structures and the primary functions of carbohydrates, lipids, proteins, and nucleic acids.
4.
Units 2 and 3 – MN state benchmark 9.4.1.2.2: recognize that the work of the cell is carried out primarily by proteins, most of which are enzymes, and that protein function depends on the amino acid sequence and the shape it takes as a consequence of the interactions between those amino acids.
CS4HS Lesson Template

5.
Units 2 and 3 – MN state benchmark 9.4.1.2.3: describe how viruses, prokaryotic cells and eukaryotic cells differ in relative size, complexity, and general structure.
6.
Units 1, 2, and 3– MN state benchmark 9.4.1.2.4: explain the function and importance of cell organelles for prokaryotic and/or eukaryotic cells as related to the basic cell processes of respiration, photosynthesis, protein synthesis, and cell reproduction
7.
Unit 1 - MN state benchmark 9.4.2.1.1: Describe factors that affect the carrying capacity of an ecosystem and relate these to population growth.
8.
Unit 1 – MN state benchmark 9.4.2.1.2: Explain how ecosystems can change as a result of the introduction of one or more new species. For example: The effect of migration, localized evolution or disease organisms.
9.
Units 1 and 3– MN state benchmark 9.4.2.2.1: Use words and equations to differentiate between the processes of photosynthesis and respiration in terms of energy flow, beginning reactants and end products.
10.
Unit 1 – MN state benchmark 9.4.2.2.2: Explain how matter and energy is transformed and transferred among organisms in an ecosystem, and how energy is dissipated as heat into the environment.
11.
Unit 1 - MN state benchmark 9.4.4.1.2: Describe the social, economic and ecological risks and benefits of changing a natural ecosystem as a result of human activity. For example: Changing the temperature or composition of water, air or soil; altering the populations and communities, developing artificial ecosystems; or changing the use of land or water. (Contexts for items will use examples of Minnesota ecosystems when appropriate)
12.
Unit 3 – MN state benchmark 9.4.1.2.5: Compare and contrast passive transport (including osmosis and facilitated transport) with active transport, such as endocytosis and exocytosis.
13.
Unit 3 – MN state benchmark 9.4.1.2.6: Explain the process of mitosis in the formation of identical new cells and maintaining chromosome number during asexual reproduction.
14.
Unit 3– MN state benchmark 9.4.4.2.5: Recognize that a gene mutation in a cell can result in uncontrolled cell division called cancer, and how exposure to cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer.
Topics:
 unit 1: ecology
 unit 2: biochemistry
 unit 3: cells
Academic Language :
Computer Science Language: computer science, Scratch software, Sprite, dialog, storyboard, stages
Content Language: Please see specific MN state benchmarks above.
Prior Knowledge: Students will have prior knowledge regarding science content since this is a review activity.
(Students will be encouraged to look back at their Cornell notes for units 1-3 from the semester if they need to review content.) Students will need to know basic computer skills in order to learn SCRATCH.
Planning Notes: Teachers should…
 have a basic understanding of SCRATCH software in order to help students troubleshoot
 create or find a SCRATCH example to show students
 create a rubric for the final project that can be passed out to students ahead of time
 print colored copies of the “Getting started with SCRATCH” handout or link to the class fusion page
 create an account on the scratch.mit.edu website where student projects can eventually be uploaded
 reserve the computer lab or laptop carts in advance and make sure SCRATCH software is installed on all computers
CS4HS Lesson Template

Teaching/Learning Strategies :
Before computer activities:

Day 1 : While in the classroom, students will answer the background questions 1-2 on the student handout regarding what they already know about computer science. Students will receive the rubrics that will be used to assess their final project. SCRATCH will be introduced to students with a brief video titled “Kids Programming with Scratch. Overview of Scratch@MIT Conference 2008.” I would also like to show part of the video titled “CNBC Originals: Inside the Mind of Google.” I will show students examples that I created at the SCRATCH/Google workshop as well as student examples from last year.

Day 3 : Back in the classroom, student groups will pick a random “benchmark slip” from a container.
Each slip will list one of the above benchmarks. Student groups will then start brainstorming ideas for their group storyboard by answering planning questions 3-6 on the student handout.
During computer activities:

Day 2 : We will be in the media center. Individual students will follow along in the “Getting Stated with
SCRATCH” handout.

Days 4-7: Either on laptops or in the media center (depending on availability of computers) student groups will work to convert their paper storyboard into a SCRATCH project.
After computer activities:

Day 8: Back in the classroom, student groups will be chosen to “present” their final project to the rest of the class. We will have a class discussion regarding successes and challenges with this assignment.
Students will complete a reflection. I will grade each group’s project using a rubric that the students received in advance.
Assessment and Evaluation:
Formative Assessments :
 Individual students will go through the “Getting Started with SCRATCH” handout as their first hands on experience with the software. This introduction activity will enable the teacher to quickly see the students who need additional support to complete the final project and the students who are ready to move on.

Student groups will create a project based on their assigned benchmark. Students will present their projects to their classmates as a review for their semester final exam. Projects will be graded using
MYP criteria B (communication in science) and F (Attitudes in science).
Summative Assessments:

Students will take their semester final exam the day after the SCRATCH presentations. This final exam addresses each of the previously listed state benchmarks that were covered during first semester biology. What assessments will you use at the end of the unit to assess student learning?
Accommodations:
Since day 2 is an individual assignment in the media center, students will be able to work at their own pace.
Students who are able to complete this activity before the end of the period will be given one of the extra “card” printouts with the following tasks: say something, move to a beat, change color, keep score, moving animation, animate it, key moves, follow the mouse, glide, surprise button, interactive whirl, and dance twist. Students who need extra help, will have an additional resource to answer questions. Our media center specialist also has training in SCRATCH and is willing to help out as well.
CS4HS Lesson Template

Resources :
-in class Cornell notes from the semester
-SCRATCH website: http://scratch.mit.edu/ (possibly link website to class fusion page)
-“Getting Started with SCRATCH” handout: http://llk.media.mit.edu/projects/scratch/wanthelp/ScratchGettingStarted.pdf
(possibly link pdf to class fusion page)
-Creative Computing Curriculum Guide: http://scratched.media.mit.edu/sites/default/files/CurriculumGuidev20110923.pdf
-SCRATCH Reference Guide: http://info.scratch.mit.edu/sites/infoscratch.media.mit.edu/files/file/ScratchReferenceGuide14.pdf
-“Kids Programming with SCRATCH. Overview of Scratch@MIT Conference 2008” online video clip
( http://info.scratch.mit.edu/Support/Videos )
-“CNBC Originals: Inside the Mind of Google” online video clip ( http://www.hulu.com/watch/116372 )
CS4HS Lesson Template

Semester 1 Review Name: ________________________ Benchmark #_________Laptop#_______
SCRATCH Software Project Student Handout
Goal: You will use SCRATCH software to create a scene in which you use a minimum of three sprites
(including one original) and three backgrounds to demonstrate your assigned MN State Science
Benchmark from first semester. You will have five class periods with the computer to work on your project.
You will present your project to the class to help review for your semester final exam.
Background: Prior knowledge-
1.
Please list words that describe what a “computer scientist” means to you.
2.
Please describe your thoughts regarding SCRATCH software and computer science.
Planning: Please plan your storyboard below-
3.
Please write your assigned MN State Science Benchmark below (from slip of paper that was “picked” from the container).
4.
What are the scientific terms you will include in your project? (At least ten scientific terms are required not used in everyday language are required.) Please reference your benchmark and your Cornell notes from the semester if you need help.
CS4HS Lesson Template

3.
How many sprites (characters) will you use in your project? _________ (You need a minimum of three total Sprites) (see examples below). One of your three required Sprites needs to be an original one that you create. See paint editor below regarding how to create your own Sprite.
a.
What is the name of your Sprite 1? __________________ (be sure to name each of your Sprites once you open the software) b.
What is the name of your Sprite 2? __________________ c.
What is the name of your Sprite 3? __________________ d.
If you are using more than three Sprites, what are they? Please list below.
CS4HS Lesson Template

4.
Will there be any dialog between Sprites? _______ If yes, what will they say? (write the dialog below) If no, how will your Sprites communicate? (See example below.)
CS4HS Lesson Template

5.
How many scenes (backgrounds/stages) will you use in your project? (you need a minimum of three backgrounds) ______ (See example below.)
CS4HS Lesson Template

6.
Write a rough draft of the “story” the Sprites are going to “tell” in order to present the necessary biology content information in your benchmark .
7.
Use your storyboard from above, and use the SCRATCH software to begin your project.
8.
If you have specific questions regarding the software, please right click any of the blocks for help or for an example how to use a block.
9.
You will have five class days to work on your project.
10.
You will present your project to the class to help review for your semester final exam.
11.
Be sure to save your project often to the file for your class period. Please name your file with the last names of your group members. (For example: Anderson, Jones, Bensen, etc.)
12.
Have Fun!!
CS4HS Lesson Template

Final Project: Include sketches of your final project below:
CS4HS Lesson Template

Reflections:
CS4HS Lesson Template

MYP Criterion B: Communication in Science
MYP Achievement Level: 6-5
Grade Score: 10-9.5
MYP Achievement Level: 4-3
Grade Score: 8.5-7.5
The student uses sufficient scientific language correctly. At least ten scientific terms , not used in everyday language, are included in the storyboard.
(Sufficient scientific language implies that all scientific terms, ideas, and concepts discussed in the storyboard are properly described.)
The student uses sufficient scientific language correctly. At least eight scientific terms , not used in everyday language, are included in the storyboard.
The student communicates scientific information effectively.
Effective communication implies that the storyboard has a logical beginning, middle, and end.
Project uses a minimum of three sprites (one original).
Project uses a minimum of three scenes/backgrounds.
Project demonstrates communication between Sprites.
The student communicates scientific information with some effectiveness.
Project uses a minimum of two sprites and/or is missing an original sprite.
Project uses a minimum of two scenes.
Project uses a minimum of two scenes/backgrounds.
Project demonstrates communication between Sprites.
MYP Achievement Level: 2-1
Grade Score: 6.5-5.5
The student uses a limited range of scientific language correctly. At least six scientific terms , not used in everyday language, are highlighted or underlined in the essay.
The student communicates scientific information with limited effectiveness.
Project uses one sprite.
Project uses only one scene/background.
Project demonstrates communication between Sprites.
Name: _________________________________
MYP Achievement Level: 0
Grade Score: 0
The student does not reach a standard described by any of the previous descriptors.
The student does not reach a standard described by any of the previous descriptors.
Circled item(s) are missing or lacking
Scientific Language
(Is sufficient scientific language used correctly?)
Appropriateness of Modes of
Communication
(How effective is the mode of communication?)
CS4HS Lesson Template

MYP Criterion F: Attitudes in Science
MYP Achievement Level: 6-5
Grade: 10-9.5
The student works responsibly during independent work time.
MYP Achievement Level: 4-3
Grade: 8.5-7.5
The student requires little guidance during independent work time.
MYP Achievement Level: 2-1
Grade: 6.5-5.5
The student requires some guidance during independent work time.
Name: _________________________________
MYP Achievement Level: 0
Grade: 0
The student does not reach a standard described by any of the previous descriptors.
Circled item(s) are missing or lacking
Working Independently
(How well does the student work independently?)
The student uses computer and software equipment competently.
The student requires little assistance when using the computer and software.
The student requires some assistance when using the computer and software.
The student does not reach a standard described by any of the previous descriptors.
When working as part of a group, the student cooperates with others.
When working as part of a group the student cooperates with others on most occasions.
When working as part of a group, the student needs frequent reminders to cooperate with others.
The student does not reach a standard described by any of the previous descriptors.
The student fully contributes to the group.
The student moderately contributes to the group.
The student minimally contributes to the group.
The student does not reach a standard described by any of the previous descriptors.
Use of Equipment
(How well does the student use materials and equipment?)
Works well with others
(How well does the student work with others in the class?)
Individual Contribution to Group
(Does the student contribute to the group?)
CS4HS Lesson Template