Coding and Computational Thinking

Lesson Idea Name: Shapes

Content Area: MATH
Grade Level(s): 7th
Content Standard Addressed: MGSE7.G.2 Explore various geometric shapes with given conditions. Focus on
creating triangles from three measures of angles and/or sides, noticing when the conditions determine a
unique triangle, more than one triangle, or no triangle.

Technology Standard Addressed:

Designer
Educators design authentic, learner-driven activities and environments that recognize and accommodate
learner variability. Educators:
5a
Use technology to create, adapt and personalize learning experiences that foster independent
learning and accommodate learner differences and needs.

Selected Technology Tool: Scratch

URL(s) to support the lesson (if applicable):
https://scratch.mit.edu/

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☒ Level 5: Expansion ☒ Level 6: Refinement

Universal Design for Learning (UDL):

Engagement: Students will work with partners to design different shapes on Scratch.
Representation: Students will design the shapes on the website, Scratch. After designing the shape, they will
print out the shape and explain the process behind creating the shape.
Action and Expression: Working with partners, the students can expressed their ideas behind creating a
shape.

Lesson idea implementation:

I will introduce the project after a brief over view of different shapes. I will introduce the different properties
that go into creating a shape and what will not work. The students will use these notes to create different
shapes on the website. The project will take about 3 days to complete. This will give the students time to
perform numerous trials and errors together. This will allow the students to fully understand the different
properties of shapes.
The students will be assessed based on the coding steps that go into building the shape. This website lays out
the different steps that go into building the shapes. I was look at these steps and decide if it is able to make
the shape or not. After this short project, I will extend learning by having the students perform these coding
steps on paper.
Importance of technology:
Using a coding tool is critical to this project because we need this tool to be able to create the shapes.
Without having the resources for coding, we would not be able to create the shapes or know what steps will
work and what steps will not work. The project could not be completed. The students will lose the interaction
of technology in their learning and the understanding of a new skill, coding.
 Coding and Computational Thinking

Internet Safety and Student Privacy:

Unfortunately, Scratch requires that the students create an account for the students. Luckily, most students
are able to use their school email address to create an account on Scratch. This will allow the students to be
able to use the website without fear of personal information being lost or stolen. Just in case parents are still
not comfortable with using the website, I will send home a permission slip. On this slip, it will have a brief
explanation of what we will be doing on the website and how it will connected to the learning of the
students.
Reflective Practice:
I feel as though this project will open up the learning of the students. Students are able to interact with the
information given and create something on their own. They will get an introduction to the world of coding
and get a feel to whether they truly enjoy the skill or not. This will allow students to experience something
that they have not experience before. This activity will most likely be an introduction to the unit. It will just
give the students a chance to play around and maybe understand the properties a little more. After the
project, we will dive a bit further into the unit and get a better understanding as a whole class.