Creative Computing Project

Lesson Proposal
PSC-IT and ISTE-E Standards Addressed in the Project
6.2/6b Managing Technology & Learning
Candidates manage the use of technology and student learning strategies in a variety of
environments such as digital platforms, virtual environments, hands-on makerspaces, or in the
field. (PSC-IT 6.2, ISTE-E 6b)

6.3/6c Design & Computational Thinking

Candidates create learning opportunities that challenge students to use a design process and/or
computational thinking to innovate and solve problems. (PSC-IT 6.3, ISTE-E 6c)

6.4/6d Creativity
Model and nurture creativity and creative expression to communicate ideas, knowledge, or
connections. (PSC-IT 6.4, ISTE-E 6d)

In this document you will outline the proposal for your Creative Computing Project. This project
could be part of your normal teaching or part of an extra circular activity in either a formal (k-12
school) or informal (library, community center, etc.) learning setting. Projects should include
some type of computation (e.g., Scratch, Makecode, another programming languages, or CS
Unplugged Activity.)

Suggestions include (but are not limited to):

o Teaching digital storytelling with Scratch
o Doing a CS Unplugged activity to teach about the steps of an algorithm
o Using the Makecode website to teach block-based coding
o Using your SparkFun Inventor’s kit to teach students how to breadboard (e.g., make
their first LED blink and/or control the servomotor.)
o Creating a robotic pet

This activity could be done with a whole class, or a small number of students depending on your
teaching environment.

Name: Lauren Nesbitt

Grade level: 2nd grade

Subject(s): Reading
Description of Your Proposed Creative Computing Project
This section should include a detailed description of your Creative Computing Project. What is
your inspiration for the project? What materials did you need? What will be the teaching
context? (e.g., traditional classroom, after school program, makerspace, etc.)
- My inspiration for this project is to have students be able to digital storytelling
with Scratch while also incorporating retelling. Students will be choosing to retell
a story they are currently familiar with, such as Three Little Pigs, Cinderella, Jack,
and the Bean Stock, Mercy Watson, and other familiar folktales and fictions
stories.
- My students have been learning about retelling over the past couple of weeks. I
believe this project would not only allow for students to activate their schemas,
but it would allow for the incorporation of technology that hasn’t been used
before in second grade.
- Materials that students will need are their reading notebook to brainstorm their
ideas for retelling a story and their iPad.
- This project will take place in a traditional classroom. I will teach students about
this in a small group setting. Students will be learning the basics about Scratch
before we begin.
- I will be incorporating the following Georgia-based standards in my creative
computing project with students.
Standards:
- ELAGSE2RL5: Describe the overall structure of a story including describing how the
beginning introduces the story, the middle provides major events and challenges, and
the ending concludes the action.
- ELAGSE2RL2: Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.

Use of Technology and Student Learning Strategies (ISTE-E 6b)

This section should document how you plan on managing the use of technology and student
learning strategies as part of your Creative Computing Project.

ISTE Portfolio Questions

1. What rules, guidelines, and parameters, regarding the use of technology, do you have
for your learners when they are working independently in alternative classroom
settings?
- Students will have their devices faced down during instructional time. Students will
make sure there’s no food or drinks placed near their iPad. Students are only allowed to
use the Chrome web browser based on our school’s electronic policy because of the
web monitoring software.

2. Do you guide learners to reach out to their peers for support and troubleshooting?
 - I will guide students to reach out to their peers for support and troubleshooting first.
Students will have a checklist as a guide on how to access the scratch website first. This
will allow for students as young as second grade to become independent learners
throughout this process. The checklist will provide students with the reassurance that
they might need throughout the program. Students will ask their small group peers for
assistance when needed first and then ask the teacher for help.
3. What ways do/can they troubleshoot their needs, independently?
- Students can check their Scratch checklist to see how they can troubleshoot themselves.
Students can also check their Scratch checklist to see areas where they might need
additional assistance.
4. How do you manage the use of technology in these alternative classroom settings?
- Technology is managed in alternative classroom setting by having students use a certain
web browser, but also making sure students are accessing this while working at my
small group table only.

Design Process (ISTE-E 6c)

In this section you should outline the five (5) step design process that you plan on using as part
of your creative computing project. Possible design processes include:
o Creative Learning Spiral (Imagine, Create, Play, Share, Reflect),
o Creative Play (Inspire, Imagine, Create, Play, Share),
o Engineering Design Process (Ask/Define, Understand, Plan, Create, and Improve), or
o Design Thinking (Empathize, Define, Ideate, Prototype, Test)

ISTE Portfolio Question

1. How do you implement a recognized design-thinking process into your instruction?

- I would like to implement the creative learning spiral for students while retelling their
familiar stories through Scratch.
- I will have students create a Scratch Retelling Design Journal with a templated provided
by the teacher that is age-appropriate for students.
- Students will first go through the Imagine stage. I will first show students a video about
Scratch and the different things that they could do in Scratch. Students will learn about
sprites, costumes, and stages. I have listed the Scratch YouTube video below.
- https://www.youtube.com/watch?v=BoCyN0fzP8U
- Students will then move into the creative stage, where students will plan what they
would like for their retelling to be about. Students will practice writing out their script in
their design journal and design what sprites, costumes, and stages they would like to
add to the retelling of their sprites.
- After students have sketched out their Scratch designs, they will begin working on the
Scratch website. I will guide students through the beginning of their Scratch and get
started to make sure they are successful. Students will also have a guide to make sure
they’re able to troubleshoot themselves if mistakes occur.
 - After creating their Scratch, students will play their Scratch to make sure it runs
smoothly with no hiccups. The small group will share their final products and their
classmates.
- After the competition of the project, students will take a short survey about their
experience using Scratch throughout the Creative Computing Project.

Computational Thinking (ISTE-E 6c)

Using language such as abstraction, decomposition, pattern recognition, and algorithms,
describe how you plan on incorporating computational thinking into your creative computing
project?

ISTE Portfolio Question

1. How do you provide opportunities for your learners to apply the components of
computational thinking?
- Computational thinking will occur while students are using their Scratch Retelling Design
Journal. Students will have to decomposition their ideas for their Scratch retelling
stories by thinking about familiar stories that they already know about, such as the
Three Little Pigs, Mercy Watson, Captain Underpants, DogMan series, and Jack and the
Bean Stack. Students will apply the second component of computational thinking by
working together and collaborating while troubleshooting, allowing for pattern
recognition to occur. Students will then move into the abstraction stage of
computational thinking by reviewing their Scratch checklist to focus on their end goal
for their Scratch presentation. Students can determine and successfully execute their
end goal after working in a small group and becoming familiar with the Scratch platform.
Students will also work through algorithms while using Scratch to provide a successful
running Scratch retelling. Students will learn the steps of being able to make their sprite
be able to move and talk

ISTE NOTE 1: To meet this criteria you must show how you provide opportunities for your
learners to engage in the Design Thinking or Computational Thinking process, just presenting
on what it is, is not enough.

ISTE NOTE 2: Please specifically identify each of the steps of which process you identify in your
artifact, as well as how the details of the lesson/activity as it fits into the Design Thinking or
Computational Thinking process, in your artifact.

Nurturing Creativity (ISTE-E 6d)

Explain how you plan on intentionally modeling and nurturing creativity and creative expression
to communicate ideas, knowledge, or connections as part of your project. Consider using the 4P
framework (Projects, Peers, Passion, and Play).
ISTE Portfolio Questions
1. How do you demonstrate creativity and creative problem solving for your learners by
providing them opportunities to obtain feedback and showcase their final work?
- Students will have an opportunity to demonstrate creativity and creative problem
solving on Scratch with the retelling of their story. Students are going to create their
own twist to these original folktale stories or stories that they read previously. Students
will not only work with their peers, but they will also be able to peer review their
Scratch’s before sharing their final product with the class. Students will work in a small
group setting while being able to learn about the educational platform.
2. What opportunities are you providing for your learners to express their own creativity?
- Students are given opportunities to express their own creativity throughout my creative
computing project by being able to go through the creative learning spiral. Students will
have a Scratch Retelling Design Journal where they’re able to imagine, create, play,
share, and reflect. Students will also be able to design their Scratch Retelling with their
creative twist. Students can add a variety of sprites throughout their animation to bring
their story to life.
3. How do your learners share their work with others?
- Learners will share their work with others in a small group setting. Students will have
the opportunity to share their work in a whole class setting as well if they would like too.
4. Do you provide opportunities for peer feedback?
- Students will have opportunities throughout the creative learning spiral to collaborate
with their peers on areas where they would like to grow. Students will also have
opportunities where students can aid each other while working on Scratch.

5. Do you encourage this creativity using technology resources and/or tools?

- Yes, I do encourage creativity using technology throughout my creative computing
project by having students use Scratch, YouTube from a teacher monitored video, and
while students go through the creative learning spiral.