Little Coding Chefs
Students will watch a video demonstrating how to make ice-cream in a science experiment. Show the video one time through. Then, show the video a second time. During the second viewing, routinely stop and pause to discuss both key vocabulary and parts of a sequence. Finally, end with a partnered class discussion.
This step falls inline with the substitution step of the SAMR model for teaching with technology. It is also an example of the Comprehension level of Bloom's Digital Taxonomy.
After watching the Sci Guys video on "How to Make Ice-Cream", turn and talk to your table partner. Discuss why following each step of the experiment is important for the success of the outcome.
2 Direct Instruction Instruction
Use the Brain Pop video and resources to guide your direct instruction. The subtitled video beautifully instructs students on the ins and outs of sequence. It is perfect for ELL students. Allow students to play the practice game. Then, prompt class to take the associated quiz.
The Brain Pop game and quiz demonstrate the SAMR augmentation stage. During this step, you are taking student learning to the Application level of Bloom's Digital Taxonomy.
Play the Writing in Sequence game. When you are ready, take the Writing in Sequence quiz.
When everyone has finished the quiz, turn and talk to your table partner. What did you learn about sequence today?
3 Guided Practice
Review the Brain Pop video content through the creation of a mind map. Then, Prompt students to collaborate through Google Drive by using Google Docs or Google Slides to create their own mind map on the content of the Sci Guys experiment video.
In this step, a regular brainstorming activity is taken to the next level by using Google Drive to collaborate with classmates, representing the Modification stage of SAMR. Students are now working at the Analysis and Synthesis levels of Bloom's Digital Taxonomy.
After completing the Brain Pop mind map activity, work with a partner, through Google Drive, to demonstrate your understanding of sequencing. Use the material in the Sci Guys video from day 1 to show the sequenced steps to making ice cream.
4 Independent Practice
**NOTE: This step may require additional instruction if you have not previously used Scratch in your classroom. If necessary, do a mini lesson (or two), demonstrating to students how to drag and drop the appropriate pieces of code and Sprites.
Explain to students that their final task will be to use Scratch to create an interactive story board. This story board will teach viewers how to make their favorite food. Students may choose to demonstrate the sequence in making ice cream, or a food of their choice. It is important that students understand their goal is to describe each step in accurate detail so the viewer can create their product.
Scratch is the perfect tool to use to take students to the Redefinition level of the SAMR model. Scratch puts computer coding at the students' level. Using computer programing basics, students can create projects never before thought of. Students are now working 100% at the Synthesis level of Bloom's Digital Taxonomy.
Use everything you have learned about Scratch to demonstrate your knew knowledge of sequencing. Create a story board that teachers viewers how to make ice cream OR your favorite food!
Finish your lesson flow by providing students an opportunity to share and critique each others work.
Prompt students to use Padlet to reflect on their learning and create a board demonstrating their reflections. Next, instruct students to share their boards to Google Classroom and comment on their classmates work.
This final activity not only wraps up the lesson flow, it also takes student learning to the highest level of Bloom's Digital Taxonomy, Evaluation. Students can critique and appraise each others work through the use of technology sites that foster creation and collaboration.
Using Padlet, create a project board that represents everything you have learned about sequencing and experiments. Include information from the classroom videos and mind maps. Make sure to share a link to your final Scratch project. Finally, post your padlet to Google Classroom and share and comment on other classmates work.