Scratch coding and NGSS
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Coding with Scratch can help with the 3 Dimensions of Learning that are integral to NGSS
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Scratch coding and NGSS
- 1. Scratch Coding and NGSS Greg Beutler B.S.E.E. greg@techscool.org Learn to Code Code to Learn
- 2. Catapult physics learn to Code; Code to Learn www.techscool.org 2
- 3. Model Electricity learn to Code; Code to Learn www.techscool.org 3
- 4. Nicole Name Game learn to Code; Code to Learn www.techscool.org 4
- 5. Why Coding? learn to Code; Code to Learn www.techscool.org 5
- 6. Using Mathematics and Computational Thinking • Mathematical and computational thinking at the 6–8 level builds on K–5 experiences and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments. • Decide when to use qualitative vs. quantitative data. • Use digital tools (e.g., computers) to analyze very large data sets for patterns and trends. • Use mathematical representations to describe and/or support scientific conclusions and design solutions. • Create algorithms (a series of ordered steps) to solve a problem. • Apply mathematical concepts and/or processes (such as ratio, rate, percent, basic operations, and simple algebra) to scientific and engineering questions and problems. • Use digital tools and/or mathematical concepts and arguments to test and compare proposed solutions to an engineering design problem. http://ngss.nsta.org/Practices.aspx?id=5 6 learn to Code; Code to Learn www.techscool.org
- 7. NGSS- 3 Dimensional Learning learn to Code; Code to Learn www.techscool.org 7 Dimension 1: Practices Create algorithms Scientific Inquiry: formulation of a question that can be answered through investigation Engineering design: involves the formulation of a problem that can be solved through design. Dimension 2: Crosscutting Concepts Structure and function Patterns Dimension 3: Disciplinary Core Ideas Basic math operations
- 8. Our Problem • Could you add up all the numbers between 1 and 100? 8 learn to Code; Code to Learn www.techscool.org
- 9. You’d use a computer. • Use digital tools (e.g., computers) to analyze very large data sets for patterns and trends. 9 learn to Code; Code to Learn www.techscool.org computers are lean mean number-crunching machines My i7 quad core -2.79 Ghz 66 GFLOPShttp://www.softpedia.com/get/System/Benchmarks/?utm_source=spd&ut m_campaign=postdl_redir
- 10. Algorithm • Create algorithms (a series of ordered steps) to solve a problem. 10 learn to Code; Code to Learn www.techscool.org
- 11. NSTA Using Mathematics and Computational Thinking • Apply mathematical concepts and/or processes (such as ratio, rate, percent, basic operations, and simple algebra) to scientific and engineering questions and problems. 11 learn to Code; Code to Learn www.techscool.org
- 12. Pseudo-code • We need a place holder of the addition of the numbers – in computer science we call that a variable – Good coders don’t just call the variable ‘x’; – we use a useful name like ‘SUM’ • So SUM = 1 + 2 + 3 + 4 + ….. 12 learn to Code; Code to Learn www.techscool.org
- 13. Pattern 1 • So SUM = 1 + 2 + 3 + 4 + ….. 1. Sum = x + x + 1 2. add 2 to x 3. and repeat until x = 100 99 – 100 is called a fence-post error – Need to use 99 as we’re using x+1, • so X has to be 100-1 or 99 13 learn to Code; Code to Learn www.techscool.org
- 14. Pattern 2 • So SUM = 1 + 2 + 3 + 4 + ….. 1. Sum = x 2. X = x +1 3. Sum = sum + x 4. And repeat until x = 100 14 learn to Code; Code to Learn www.techscool.org
- 15. So let’s use Scratch to solve it 15 learn to Code; Code to Learn www.techscool.org
- 16. Scratch.mit.edu 16 learn to Code; Code to Learn www.techscool.org
- 17. Scratch Panes 17 learn to Code; Code to Learn www.techscool.org
- 18. Best Practices 1. Get frustrated! Show your students that you're human. When they see how you react to challenges, they'll begin to follow suit. 2. Adopt the iteration mindset. Life is all about learning how to persevere. It's OK to make mistakes. We should be teaching our students how to learn from their mistakes. 3. Allow students to become the experts. Give your students a chance to shine. https://www.edutopia.org/blog/coding-in-the-common- core-tara-linney 18 learn to Code; Code to Learn www.techscool.org
- 19. Create SUM Variable 19 learn to Code; Code to Learn www.techscool.org
- 20. Set SUM 20 learn to Code; Code to Learn www.techscool.org
- 21. Create Number Variable 21 learn to Code; Code to Learn www.techscool.org
- 22. Our Solution Examined Start the program Initialize the variables Number and SUM Do this computation 100 times Have the cat say the answer Add our numbers 22 learn to Code; Code to Learn www.techscool.org
- 23. https://scratch.mit.edu/projects /154266701/ 23 learn to Code; Code to Learn www.techscool.org
- 24. Solution 1 https://scratch.mit.edu/projects/154266701/#editor 24 learn to Code; Code to Learn www.techscool.org
- 25. Whoa!! 25 learn to Code; Code to Learn www.techscool.org
- 26. Is our answer reasonable? • Looks to be too big to be true. • 1 way to size it is to multiply 100x100 = 10,000 • So the upper bounds is 10,000, the answer needs to be much smaller than that. 26 learn to Code; Code to Learn www.techscool.org
- 27. So what do we do? 27 learn to Code; Code to Learn www.techscool.org
- 28. Let’s see if the initial results are correct learn to Code; Code to Learn www.techscool.org 28 3059 after 10 loops
- 29. Let’s see if the initial results are correct learn to Code; Code to Learn www.techscool.org 29 3,377,699,720,527,819 after 50 loops
- 30. Solution 2: Replace change with SET 30 learn to Code; Code to Learn www.techscool.org
- 31. Is this right? learn to Code; Code to Learn www.techscool.org 31
- 32. Solution 2: Replace change with SET 32 learn to Code; Code to Learn www.techscool.org 1325 after 50 loops
- 33. Both results are under Assumption • Earlier ball-park assumption – 100x100 loops = 10,000 • answer has to be less than 10K – 1325 after 50 loops • ( ½ way answer) – 5150 after 100 loops • ( answer) – Both way under 10,000 and both over 200 – so it meets reasonableness criteria learn to Code; Code to Learn www.techscool.org 33
- 34. Final Solution = Solution 2 https://scratch.mit.edu/projects/154267079/#editor 34 learn to Code; Code to Learn www.techscool.org
- 35. Housekeeping stuff • Initialize Number and SUM both to 0 • Have the cat explain to the user what we’ll be doing learn to Code; Code to Learn www.techscool.org 35
- 36. Set Vs Change Blocks Changes variable by specified amount Sets variable to specified number 36 learn to Code; Code to Learn www.techscool.org
- 37. Scratch Reference Guide • http://webpages.uncc.edu/krs/courses/1214/software_tools/scratch/ScratchReferenceGuide .pdf 37 learn to Code; Code to Learn www.techscool.org
- 38. Extension or Exploration: • Beyond solving this addition problem, What other are other ways you can utilize Scratch in teaching Math? • Maybe an arithmetic and geometric progression • https://scratch.mit.edu/projects/2586623/#editor? • https://wiki.scratch.mit.edu/wiki/User:KrIsMa/LessonPlans/Math/11.2_- _Sequences_and_Series • https://scratch.mit.edu/projects/1309140/#editor 38 learn to Code; Code to Learn www.techscool.org
- 39. Geometric Series learn to Code; Code to Learn www.techscool.org 39
- 40. Additional resources • http://people.cs.ksu.edu/~nhb7817/scratch • This page offers a number of lesson plans for using the Scratch Programming environment within K-12 education to support discipline-specific education, as well as address educational standards expressed in the Common Core State Standards and the Next Generation Science Standards (Also known collectively in Kansas as the Career and College Ready Standards). • Scratch is a programming language and environment developed by MIT Media Lab's Lifelong Kindergarten Group, which attempts to make programming accessible by representing programming syntax as snap-together blocks in a visual multimedia programming environment. Scratch also has a strong educator community at ScratchED. 40 learn to Code; Code to Learn www.techscool.org
- 41. Additional Resources • https://scratch.mit.edu/projects/141901723 learn to Code; Code to Learn www.techscool.org 41
- 42. Additional Resources: parabolas • https://scratch.mit.edu/projects/158364027 learn to Code; Code to Learn www.techscool.org 42
- 43. Use Scratch with Math • Helps illuminate algorithms • Helps critical thinking • Modeling data sets and equations • Fun • Integrate into every lesson plan • Learning to Code is Coding to Learn learn to Code; Code to Learn www.techscool.org 43
- 44. Learn to Code Code to Learn 44 learn to Code; Code to Learn www.techscool.org
Editor's Notes
- There’s a popular urban legend about Carl Gauss, who may have been the greatest mathematician in history, and was probably a little too sassy for his own good. It goes like this: In Germany, at the cusp of the 19th century, Master Büttner was fed up with his rowdy pupils . In those days, public schools were sober, single-room affairs crammed with students of all ages — a crucible for chatter. In the hopes of peace and quiet, Büttner sentenced his pupils — among them a young Gauss — to a long, mind-numbing task: adding up all the numbers between 1 and 100. This kind of drone-like calculation is sometimes called ‘number-crunching’ — and it’s frustrating work. What if you forget a number? Or don’t quite add up 47+48 correctly? You might have to start the whole calculation from the top! If Gauss and his peers had computers, they’d be laughing, because computers are lean mean number-crunching machines. We’re talking over 100,000 MIPS (million instructions per second)!
- So if your teacher assigned you the same dull task… you’d do it the smart way. You’d use a computer. But to do so you need to write an algorithm That’s a set of step by step instructions for the computer to solve the problem. So let’s create our own algorithm to solve this. I like to call it Psuedo-code, as it is almost code, but its English phrases breaking down the problem to solve our problem. So what do we need? We need a place holder of the addition of the numbers – in computers we call that a variable Good coders don’t just call it ‘x’, we use a useful name like ‘SUM’
- So what do we need? We need a place holder of the addition of the numbers – in computers we call that a variable Good coders don’t just call it ‘x’, we use a useful name like ‘SUM’