As I mentioned in my last post, I’ll be creating some Scratch projects similar to what kids might when using Scratch as a constructive tool.
I’ll repeat the ground rules from my last post…
- I’m not trying to create a program to teach the kids anything (I’ll have a hard time remembering this!). I’m building a demonstration program similar to what the kids could build as part of a constructive activity as part of an inquiry into a subject.
- These demonstrations will be created using the simplest constructs. If there’s a clever, sophisticated way to do something and a brute force simple method, I’ll try to resist my normal inclinations and use the simple method. This will better allow me to appraise the age of kids who could make such a program or understand and discuss such a program.
- Recognizing that kids will do a program and then be ready to move on, I’ll try to restrain my tendencies to go back and optimize the projects. (I know I’ll do some… it’s just too much in my nature. )
Now, on with the phases of the moon. The 5 requirements for the project are:
- Consist of the Sun, Moon, and Earth.
- The Moon will orbit the earth.
- The side of the moon facing the Sun will always be lit.
- A mechanism will help the observer know what portion of the Moon is visible from the Earth.
- A separate picture will show the Moon as observed from the Earth.
View the project here, or download the project file here. The script for the Moon orbiting the Earth is shown in the image to the right.
Implementation notes:
- The drawing tools in Scratch made it very easy to create the Moon and Earth. Motion of the Moon around the Earth is a simple circle with the Moon stopping each day to allow us to see where it would be and how it would look.
- Scratch allows you to select whether a sprite rotates as it changes direction. The Earth is set to rotate. The Moon circling the Earth is set to not rotate.
- The red line that marks the area of the Moon that is visible from Earth is a simple line sprite that has the same motion as the Moon.
- The view from Earth Moon image is simply 28 different costumes for the sprite. The costume changes each time the Moon moves.
Some of the things I want to consider for these projects was mentioned in my previous post…
- Estimate the grade level of students who I believe could generate a comparable program.
- I think Junior High level kids could generate a comparable project. I think a 6th grader could create most of the project with a little help here and there (may be within Vygotsky’s Zone of Proximal Development). I’d really like input on this! Any readers want to provide feedback on my estimates???
- Estimate the grade level of students who I believe could understand the program, discuss the strengths and weaknesses of the program, and possibly improve it.
- I think 5th and 6th graders (10 - 12 year olds) could understand the scripts and discuss the project. Those with some Scratch experience could probably improve the simulation.
- Estimate the amount of time I spent putting the demo together.
- I spent about 2 -3 hours playing with this. Much of that time was trying to figure out if there was a better way to show the view from Earth. I settled on a costume for each day - there’s probably a more elegant way to do this… but using the costumes is well within the ability of the kids I mentioned above.
- Provide sample discussion questions.
- What’s wrong with this simulation? (The fact that the Moon moves around the Earth in the wrong direction is one of the things wrong.)
- Can you modify the simulation to make the Moon orbit the Earth in the correct direction?
- How do the real phases of the Moon look different from those shown in the View from Earth?
- Why do the real phases of the Moon appear to be crescents? Why does the simulation always have the light / dark separation as a vertical line? (besides the laziness of the author, think in terms of a 3 dimensional sphere lit from one side verses a 2 dimensional circle)
Well, what do you think? Suppose you have a class of 6th graders in Science studying the Moon. Suppose you come up with 4 - 5 concepts, break the class into small groups, and let them “Scratch” out a simulation to demonstrate their concept. (This would include investigating the concept, coming up with simple requirements for the simulation, designing and implementing the simulation.) Then allow the groups to show their projects to the class and discuss questions such as those I included above.
Would the students learn the concepts better? Would they be more (intrinsically) motivated? Is this practical? Why or why not? I’d really like to know.
As I’ve been thinking back over my past posts, I’ve noted a recurring theme (or a stuck record). It seems that when devising constructive activities, one of my suggestions is always to have the kids use Scratch to build a simulation, … (See the 3 part Scratch in the Classroom series of posts to learn more about Scratch; part 1, part 2, part 3.) In particular, part 3 has about 10 specific suggestions for how kids could use Scratch in a constructive way.
I decided it’s time to put these ideas to the test. In the next few posts I’ll create demonstrations of a few of the various applications of Scratch that I’ve suggested. These projects will not be elaborate or professional - The goal will be to use Scratch in a manner similar to how students could use it in a constructive learning environment. For each demonstration, I’ll
- Estimate the grade level of students who I believe could generate a comparable program.
- Estimate the grade level of students who I believe could understand the program, discuss the strengths and weaknesses of the program, and possibly improve it.
- Estimate the amount of time I spent putting the demo together.
- Provide sample discussion questions.
A few things to remember concerning these posts…
- I’m not trying to create a program to teach the kids anything (I’ll have a hard time remembering this!). I’m building a demonstration program similar to what the kids could build as part of a constructive activity as part of an inquiry into a subject.
- These demonstrations will be created using the simplest constructs. If there’s a clever, sophisticated way to do something and a brute force simple method, I’ll try to resist my normal inclinations and use the simple method. This will better allow me to appraise the age of kids who could make such a program or understand and discuss such a program.
- Recognizing that kids will do a program and then be ready to move on, I’ll try to restrain my tendencies to go back and optimize the projects. (I know I’ll do some… it’s just too much in my nature. )
First up, a simulation of the phases of the moon. I should have it posted within a week.
As the new year approached, I was involved with the conversation on Will Richardson’s blog post “Some New Year’s Dreaming“. The conversation moved toward how schools could be damaging to kids, how to make them better, … As a parent (not professionally involved in education), I struggle with - and blog about - ways that I can be involved in improving education.
It was a fortuitous time for me to think about this… as I was working on my personal goals for 2008. The conversation on Will’s blog helped me formulate my own educational technology goal for 2008.
Create / implement a series of 3 short term projects (1 week daily - maybe 2 months of Saturday AM) that will increasingly engage small groups of kids (< 15) in constructive and relevent learning situations in an effort to mitigate some of the damage done by schools and possibly (hopefully) provide a model for more successful project efforts. At least one of these will be geared toward one or more of my own children. At least one of these will be geared toward those less fortunate and provide opportunities for one or more of my children to contribute.
Note: I contemplated pulling the section about “damage” out as it may come across as offensive. Please read the comments on Will’s blog for context.
In thinking about how to implement such projects, I’ve concluded that Churches would be a good venue. Ours (Fresh Start Community Church) is in Moore, OK, in one of the less affluent areas of the city. We have an after-school program for neighborhood kids that I suspect will provide some students. It’s handy that we also have a computer lab. Other Churches in more urban areas have partnered with schools in a project called Whiz Kids. These partnerships may provide a fruitful place to begin.
To get started, I’ve proposed 2 such projects at my Church
Saturday Scratch Camp – Children will learn the basics of computer programming and discover creative applications using the Scratch programming environment. For information on Scratch, see the following links http://scratch.mit.edu and my blog entries about Scratch; http://g4classes.com/learningforward/?p=7 (What is Scratch), http://g4classes.com/learningforward/?p=12 (Scratch Compared to NetLogo), http://g4classes.com/learningforward/?p=15 (Scratch uses in the classroom). The idea would be to meet with the kids for 2 – 3 hours for 4 – 6 Saturdays. Appropriate grades would likely be 4 – 8. The kids would work on projects of their own choosing and the adults would facilitate brainstorming and problem-solving.
Writing for a Global Audience; be a blogger – Children will learn the basics of blogging. This may be more appropriate for Junior High age kids (and they will need to have permission for internet access) although the fifth and sixth graders probably have the requisite skills – but maybe not the inclination. There are numerous blogs on the internet on all possible subjects – very good ed tech blogs (my area of interest) are http://www.speedofcreativity.org and http://www.weblogg-ed.com. My personal blog is http://www.g4classes.com/learningforward (not too great - but an example of an amateur blog). The idea would be to meet with the kids for 2 – 3 hours for 4 – 6 Saturdays. The kids would be provided with blogs and could work as individuals or small groups to write about their interests. One (somewhat risky) alternative to this blogging idea could be to provide guidance on how to implement a MySpace web presence. I know this would motivate the kids – but might be too controversial.
I’d appreciate any comments on my proposals - and any other ideas you might have that would help me meet my goal.