use computational thinking to teach the periodic...

iQUEST Lesson http://www.csusm.edu/iquest - NSF Project Award Number: 0833753

Scratch 1

Use Computational Thinking to Teach the Periodic Table Lesson Authors: Jamie Hagen-Holt and Donna Markey

Do your students view the periodic table as boring and illogical? Do they feel that learning about

it is a waste of time? Would they rather be playing games on a computer, perhaps creating their

own story and animating their own characters? Let them Scratch an Element!

Instead of memorizing atomic masses, groups and families, students use Scratch an Element, to

learn about the periodic table. They research an element, investigate its history, understand its

properties and create an original story. Using Scratch they learn important mathematical and

computational ideas, while learning to think creatively, reason systematically, and work

collaboratively. They culminate the project by sharing their animations with classmates and the

community.

Scratch was developed by the Lifelong Kindergarten Group at the MIT Media Lab, with

financial support from the National Science Foundation, Microsoft, Intel Foundation, MacArthur

Foundation, Google, Iomega and MIT Media Lab research consortia.

This is Singing Sensation, a little like

American Idol but this show has an

amazing contestant, the element silver

from the periodic table of elements. This

video was created by Mackenzie K. at

Vista Magnet Middle School.

Hope you enjoy!


Scratch 2

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.

2. Click Control

Drag “When green flag is clicked.” Always start every new script with this.

1. Choose a sprite


Scratch 3

Add a Background!

3. Click Motion

Set XY coordinates so the sprite will

always start in this position.

4. Click Looks

Show or Hide at the start?

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.

5. Click Stage.

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.


Scratch 4

Scripts required!

Use the Scratch cards to explore Scratch and create your own animation!

7. Create a script. Every sprite and background

require their own script.

8. Click on a sprite to return to the sprite’s script.

Glide Say Something

Animate Move and Animate


Scratch 5

Scratch an Element! - Building a Bohr Diagram of Sodium

1. Open Scratch and Select “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.)

New sprite - Paint new sprite

Click on Cat and delete


Scratch 6

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.

Each new sprite

Each sprite needs a script


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:

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.

http://movies.yahoo.com/feature/lastsamuraiscripttoscreen.html


Scratch 8

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)


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

support from the National Science Foundation, Microsoft, Intel Foundation, MacArthur

Foundation, Google, Iomega and MIT Media Lab research consortia. http://scratch.mit.edu/


http://ptable.com/

http://www.chemicool.com/

http://www.chemicool.com/


http://us.rd.yahoo.com/movies/exclusive/sumofallfears/dwnldflash/SIG=mvhhkt/*http:/www.macromedia.com/shockwave/download/index.cgi?P1_Prod_Version=ShockwaveFlash


http://scratch.mit.edu/


Scratch 9

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.

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.



Scratch 10

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.

http://info.scratch.mit.edu/Support/Get_Started

use computational thinking to teach the periodic...

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