4th Grade Creative Computing

Print Friendly, PDF & Email

Scratch Programming

Fourth Graders become proud of the Scratch Maze games they build and the toys they re-imagine with Micro:bits. These two in-depth projects are central to Fourth Grade Creative Computing.

Maze Games

The game unit builds on programming concepts taught in Third Grade. First, students bring their unique mazes, heroes, obstacles and backgrounds into Scratch to build their own imaginative world. With Scratch code, they command their heroes to move with the arrow keys, and their obstacles to travel according to x y coordinate grid. With Scratch’s broadcast features and if statements, students construct a “magical” key that unlocks a door. When they program their original soundtrack to change at different stages of the the action, students discuss copyright and fair use. Use of a timer introduces variables.

By bringing unique art, animation and musical composition to computational thinking, students to combine their creativity and passions with step-by-step problem solving. When they help on another debug their code, students generate their own collaborative learning environment.

At the conclusion of this unit, the games become part of a Scratch studio where they and their families can play each other’s games

Micro:bit Toy Project

For the Micro:bit toy project, students re-imagine familiar stuffed toys. They create a character inspired by the original toy in Scratch. Then, by inserting a micro:bit chip or engineering a way to attach it to the toy, the toy can communicate, via Bluetooth with the drawn toy in the Scratch program. When the physical toy is shaken, or when it jumps, its accompanying digital character tells its story, dances and sometimes sometimes even sings. Start saving your gently used stuffed toys for this endearing unit!

A stuffed bunny who is ready to interact with its on-screen counterpart

Data

How many medals did the USA win at the  1980 Olympics? How does that number compare with number of gold, silver and bronzes that the Soviet Union received? Why did the total number of medals for the Soviet Union’s drop to zero in 1992

Olympic Data from the New York Times

Fourth graders explore historical Olympic Data on an interactive New York Times site. Examining dynamic visualizations helps students develop deeper understandings of world events, history, and geography.

For this exploration, students go on to browse, sort and graph their own data that is collected from their peers Google Drive. What board games, movies and books are most popular among Third and Fourth Graders?  As they search a Google Sheet according to more than one criteria, students employ Boolean logic. Do any fourth graders have the same favorite movie and book as me? They also make predictions. Student generated graphs will show this year’s most popular ice cream flavors, colors and movies.

Studying data brings up important topics for discussion. How can be responsible when exploring information about others. How can I keep my own data secure?

Choice

During choice classes, students are encouraged to explore many hand-on possibilities that enliven our Creative Computing space, including:

Programming the Finch robot to draw

Teaming up to build marble run structures

Designing with applications such as ProCreate (on iPads ) and Tinkercad

Cutting coded geometric shapes with the Cricut Maker