Coding Lesson Plan Template

Coding and Computational Thinking
Lesson Idea Name: Coding with Scratch

Content Area: Mathematics
Grade Level(s): 6th-8th
Content Standard Addressed:
Related to the Georgia Standards of Excellence mathematics content standards for 6th-8th grades that discuss
the topics of Algebra and Geometry.
Technology Standard Addressed:

ISTE-S Standard 6: Creative Communicator-Students communicate clearly and express themselves creatively
for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their
goals. 6A) Students choose the appropriate platforms and tools for meeting the desired objectives of their
creation or communication. 6B) Students create original works or responsibly repurpose or remix digital
resources into new creations.
Selected Technology Tool:

Scratch Coding Tool
URL(s) to support the lesson (if applicable):
https://scratch.mit.edu/, this is the link to the Scratch Coding Tool’s online website.
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: Regarding the engagement principle of universal design for learning, students will be able to
become interested and engaged with learning because they are using technology in a way that makes them
become interactive learners. Using the coding tool Scratch, students will be able to learn how to create
different mathematical figures such as a rhombus, parallelogram, and trapezoid and be able to identify and
find the areas of the figures after their creation. Also, anytime students are able to use technology within the
classroom they become active learners and more engaged in classroom activities.
Representation: Regarding the representation principle of universal design for learning, content and
information is presented in a different way than the traditional way for learning. Students would be able to
use their algebra and geometry skills to determine how to create mathematical figures with coding. This is a
completely different approach to learning compared to the traditional way of learning from a textbook.
Action and Expression: Regarding the action and expression principle of universal design for learning, this
lesson idea allows students to show their understanding of content through an alternative way. Students are
able to show their understanding of content through the creation of mathematical figures using a coding tool.
Lesson idea implementation:

During this activity, students will be the ones who take control over their learning. They will be using the
online tool Scratch to determine the perimeter and area of the mathematical figures they create. During this
activity, teachers will be supervisors. If students need something clarified about the activity or help using the
Scratch coding tool, then the teacher will be able to help solve these issues. This activity will take 35-40
minutes, one class period, to complete.
Coding and Computational Thinking
Students learning will be assessed based off how well mathematical figures are created using the coding tool
and how much information they can obtain about each figure’s area and perimeter. The final products that
students create will differentiate learning because they will be able to go back to the figures they created to
practice improving their mathematical skills. This differentiates the way they learn and obtain information.
Students learning is as extended as it can be throughout this activity. This lesson will conclude with a class
discussion on important mathematical concepts that were learned through this activity. Students will receive
feedback on their work through a graded rubric.
Importance of technology:
The coding tool Scratch is critical to this activity because it helps students create mathematical figures that
will be assessed using algebra and geometry skills. This activity could not be completed without this
technology. The creativity aspect of this activity would be lost without the use of this technology.
Inspiration (optional):
N/A
Internet Safety and Student Privacy:

Some possible issues surrounding internet safety and student privacy that could arise during this learning
activity include invasion of students’ privacy. Without property knowing how to use the Scratch tool, students
could display information about themselves after posting creations. I could minimize risks to students and
myself by informing everyone on how to use the Scratch coding tool without breaking any internet safety and
student privacy laws/policies. I could alleviate any fears that parents or administrators have by informing
them of what the Scratch coding tool is and its use/purpose within the classroom. By doing all of these things,
I can prevent the violation of internet safety and student privacy laws/policies.
Reflective Practice:
After designing this lesson idea, I feel the activity will greatly impact students’ learning on the mathematics
topics of algebra and geometry. This lesson is as extended as it can be because students are asked to create
original products using a coding tool and assess their knowledge on mathematical figures and their features.
There are no other technology tools that could further enhance this activity.

Coding Lesson Plan Template

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Coding Lesson Plan Template

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Coding and Computational Thinking

Lesson Idea Name: Coding with Scratch

Technology Standard Addressed:

Selected Technology Tool:

Bloom’s Taxonomy Level(s):

Levels of Technology Integration (LoTi Level):

Universal Design for Learning (UDL):

Lesson idea implementation:

Internet Safety and Student Privacy:

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