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1 | CREATIVE COMPUTING CURRICULUM GUIDE STANDARDS CROSSWALK | |||||||||||||||||||||||||||
2 | Creative Computing Curriculum Guide | http://scratched.gse.harvard.edu/guide | |||||||||||||||||||||||||||
3 | K12CS Standards | k12cs.org | |||||||||||||||||||||||||||
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5 | Unit # | Unit Title | Lesson | Lesson Title | Learning Objective | CSK12 Concepts Addressed | CSK12 Practices Addressed | |||||||||||||||||||||
6 | 0 | Getting Started | 1 | Introducing Scratch | Students will be introduced to computational creation with the Scratch programming environment. | Computing Systems Networks and the Internet Algorithms and Programming Impacts of Computing | Practice 1: Fostering an Inclusive Computing Culture Practice 2: Collaborating Around Computing Practice 7: Communicating About Computing | |||||||||||||||||||||
7 | 2 | Scratch Account | Students will create a Scratch account and explore the community guidelines. | |||||||||||||||||||||||||
8 | 3 | Design Journal | Students will start a personalized design journal for documenting their design process and reflections. | |||||||||||||||||||||||||
9 | 4 | Scratch Surprise | Students will engage in an exploratory, hands-on experience with Scratch. | Practice 5: Creating Computational Artifacts | ||||||||||||||||||||||||
10 | 5 | Scratch Studio | Students will add projects to a studio and post comments on other projects. | Practice 1: Fostering an Inclusive Computing Culture Practice 2: Collaborating Around Computing Practice 7: Communicating About Computing | ||||||||||||||||||||||||
11 | 6 | Critique Group | Students will practice giving and receiving feedback on design ideas and works-in-progress. | |||||||||||||||||||||||||
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13 | 1 | Exploring | 1 | Programmed to Dance | Students will learn to express a complex activity using a sequence of simple instructions. | Computing Systems Algorithms and Programming | Practice 4: Developing and Using Abstractions | |||||||||||||||||||||
14 | 2 | Step-by-Step | Students will build up a program by experimenting and iterating. | Practice 5: Creating Computational Artifacts | ||||||||||||||||||||||||
15 | 3 | 10 Blocks | Students will create a project with the constraint of only being able to use 10 blocks. | Practice 5: Creating Computational Artifacts | ||||||||||||||||||||||||
16 | 4 | My Studio | Students will explore projects on the Scratch website, and curate a collection of 3 or more Scratch projects in a Scratch studio. | Practice 2: Collaborating Around Computing | ||||||||||||||||||||||||
17 | 5 | Debug It! | Students investigate a problem and find a solution, explore a range of concepts (including sequence) through the practices of testing and debugging, and develop a list of strategies for debugging projects. | Practice 6: Testing and Refining Computational Artifacts | ||||||||||||||||||||||||
18 | 6 | About Me | Students will create an open-ended Scratch project that is an interactive digital representation of their personal interests. | Practice 5: Creating Computational Artifacts | ||||||||||||||||||||||||
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20 | 2 | Animations | 1 | Performing Scripts | Students will be introduced to the concepts of events and parallelism through performance of scripts. | Computing Systems Algorithms and Programming | Practice 5: Creating Computational Artifacts Practice 6: Testing and Refining Computational Artifacts | |||||||||||||||||||||
21 | 2 | Build-A- Band | Students will create a program that combines interactive sprites with interesting sounds, and develop greater fluency with sequence, loops, events, and parallelism. | |||||||||||||||||||||||||
22 | 3 | Orange Square, Purple Circle | Students will gain more fluency with Looks blocks and the paint editor while expressing creativity through an arts-themed challenge. | |||||||||||||||||||||||||
23 | 4 | It's Alive! | Students become more familiar with the computational concepts of sequence and loops by experimenting with Control blocks. | |||||||||||||||||||||||||
24 | 5 | Debug It! | Students investigate a problem and find a solution, explore a range of concepts (including sequence) through the practices of testing and debugging, and develop a list of strategies for debugging projects. | |||||||||||||||||||||||||
25 | 6 | Music Video | Students will create a project that combines animation and music, while gaining more familiarity with sprites, costumes, and sounds. | |||||||||||||||||||||||||
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27 | 3 | Stories | 1 | Characters | Students will gain more familiarity with the computational concepts of events and parallelism, and the practice of experimenting and iterating. | Computing Systems Algorithms and Programming | Practice 5: Creating Computational Artifacts Practice 6: Testing and Refining Computational Artifacts | |||||||||||||||||||||
28 | 2 | Conversations | Students will explore two different strategies for synchronizing interactions between sprites (timing and broadcasting) and develop greater familiarity with the computational concept of events and parallelism. | |||||||||||||||||||||||||
29 | 3 | Scenes | Students will create a project that experiments with changing backdrops, and gain more familiarity with the computational concepts of events and parallelism. | |||||||||||||||||||||||||
30 | 4 | Debug It! | Students investigate a problem and find a solution, explore a range of concepts (including sequence) through the practices of testing and debugging, and develop a list of strategies for debugging projects. | |||||||||||||||||||||||||
31 | 5 | Creature Construction | Students will be introduced to the computational practice of reusing and remixing by contributing to a collaborative drawing. | |||||||||||||||||||||||||
32 | 6 | Pass it On | Students will experience pair programming by working in pairs to develop a collaborative storytelling project. | Practice 1: Fostering an Inclusive Computing Culture Practice 2: Collaborating Around Computing Practice 7: Communicating About Computing | ||||||||||||||||||||||||
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34 | 4 | Games | 1 | Dream Game List | Students will identify common design elements of games. | Computing Systems Data and Analysis Algorithms and Programming | Practice 3: Recognizing and Defining Computational Problems | |||||||||||||||||||||
35 | 2 | Starter Games | Students will develop greater fluency with computational concepts (conditionals, operators, data) and practices (experimenting and iterating, testing and debugging, reusing and remixing, abstracting and modularizing). | Practice 4: Developing and Using Abstractions | ||||||||||||||||||||||||
36 | 3 | Score | Students will be able to describe what a variable is and why variables are useful, and will be introduced to the computational concept of data, and will experience remixing and reusing a project or part of a project. | Practice 5: Creating Computational Artifacts Practice 6: Testing and Refining Computational Artifacts | ||||||||||||||||||||||||
37 | 4 | Extensions | Students will become more familiar with the concepts of conditionals, operators, and data by exploring programs that illustrate common game mechanics. | |||||||||||||||||||||||||
38 | 5 | Interactions | Students will explore different approaches to making projects interactive by solving a series of nine programming puzzles, and gain more fluency in the concepts of conditionals, operators, and data, and the practice of testing and debugging. | |||||||||||||||||||||||||
39 | 6 | Debug It! | Students investigate a problem and find a solution, explore a range of concepts (including sequence) through the practices of testing and debugging, and develop a list of strategies for debugging projects. | |||||||||||||||||||||||||
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41 | 5 | Diving Deeper | 1 | Know Want Learn | Students will reflect on past projects and experiences, self-assess current knowledge and learning goals, and pursue personal learning interests. | Computing Systems Data and Analysis Algorithms and Programming | Practice 7: Communicating About Computing | |||||||||||||||||||||
42 | 2 | Round Two | Students will have the opportunity to create a self-remix of past work or spend time on a unit activity that was previously skipped or not completed. | Practice 3: Recognizing and Defining Computational Problems | ||||||||||||||||||||||||
43 | 3 | Advanced Concepts | Students will gain more fluency with computational concepts (events, parallelism, data) and practices (experimenting and iterating, testing and debugging, reusing and remixing, abstracting and modularizing) by creating a project exploring video sensing or cloning. | Practice 4: Developing and Using Abstractions | ||||||||||||||||||||||||
44 | 4 | Hardware and Extensions | Students will be introduced to various hardware extensions that connect the digital world of Scratch with the physical world. | Practice 5: Creating Computational Artifacts | ||||||||||||||||||||||||
45 | 5 | Activity Design | Students will design an activity or resource for supporting others in learning more about Scratch and computational creativity. | |||||||||||||||||||||||||
46 | 6 | My Debug It! | Students will become more fluent with computational practices (experimenting and iterating, testing and debugging, reusing and remixing, abstracting and modularizing) by designing a debugging challenge. | Practice 6: Testing and Refining Computational Artifacts | ||||||||||||||||||||||||
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48 | 6 | Hackathon | 1 | Project Pitch | Students will brainstorm project ideas based on personal interests, and will discuss their pitch ideas, interests, and skills to form project teams. | Computing Systems Networks and the Internet Data and Analysis Algorithms and Programming Impacts of Computing | Practice 3: Recognizing and Defining Computational Problems | |||||||||||||||||||||
49 | 2 | Project Planning | Students will identify an appropriately-scoped project to work on, develop an outline of activities or tasks required to complete the project, and generate a preliminary list of resources required to complete the project. | Practice 5: Creating Computational Artifacts Practice 6: Testing and Refining Computational Artifacts | ||||||||||||||||||||||||
50 | 3 | Design Sprint | Students will use computational concepts and practices to further develop a Scratch project of their choosing. | |||||||||||||||||||||||||
51 | 4 | Project Feedback | Students will work together in small critique groups to give each other preliminary feedback on their projects test projects-in-progress formulate and share feedback for others. | Practice 1: Fostering an Inclusive Computing Culture Practice 2: Collaborating Around Computing Practice 7: Communicating About Computing | ||||||||||||||||||||||||
52 | 5 | Project Check-In | Students will review project progress and feedback, develop an outline of activities or tasks required to complete the project, and generate a list of resources required to complete the project. | Practice 6: Testing and Refining Computational Artifacts | ||||||||||||||||||||||||
53 | 6 | Unfocus Group | Students will interview, observe, and ask others for feedback on projects-in-progress. | Practice 1: Fostering an Inclusive Computing Culture Practice 7: Communicating About Computing | ||||||||||||||||||||||||
54 | 7 | Showcase Prep | Students will work on their final project drafts and prepare for the final project showcase. | Practice 7: Communicating About Computing | ||||||||||||||||||||||||
55 | 8 | Showcase | Students will share their final projects with others and reflect on their overall design process and computational creation experiences. | |||||||||||||||||||||||||
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