Engaging in New and Emerging Technologies

Assessment Two - Portfolio

Part A. Reflection

Interview at St Hilda

The following interview was conducted with the Head of the Curriculum Innovation Department and
Primary school teachers and students at St Hilda’s private school situated in the Gold Coast.

Question 1. “How would you implement the digital technology curriculum in a meaningful way?”

Responses:
HOD: “Our school’s motto is Non Nobis Solum, which means, not for ourselves alone. Students are
asked to look beyond themselves and are encouraged to think about how they can help others within
their local and broader community. Therefore, it would be beneficial to extend this thinking to all
facets of the curriculum including the digital and design technology curriculum areas.”

Year 6 Teacher: “I believe in order implement technology in ways that are meaningful and motivating
to students that you have to have a deep understanding of the children within your class and your
school’s demographic.”

Question 2: “How do you think Makey Makey (MM) contributes to student learning?”

Responses:
HOD: “MM provides a really interactive and engaging platform to develop students learning
particularly in the understanding of circuits and conductivity.”

Year 5 Student: “This term we used MM to explore conductivity, I really liked using MM to do this as
I could test lots of interesting materials and quickly tell which materials were conductive or not
depending on whether my computer would make a sound or not.”

Question 3: “How would you ensure digital technologies are used fairly and safely within the
classroom?”
Responses:
HOD: “An essential part in incorporating any digital technology into the classroom is ensuring students
are informed of the health and safety risks and responsible practice of utilising technology. When
utilising digital technology (particularly when accessing/implementing online communication
platforms such as seesaw) students will be made aware of how to responsibly use technologies to
ensure they are safe and are mindful of the ways in which they use technology.”

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Year 5 Teacher: “Careful selection of class groups is required to ensure students are having equal
opportunities to interact and utilise these technologies.”

Question 4: “How would you engage parents/carers in the educative process using digital
technology?”
Response:
Year 2 Teacher: “Digital technologies platforms such as ‘Seesaw’ allow parents and carers to be
involved in the educative process through being able to see what the students are sharing about their
work in class and parents/carers can respond appropriately.”

Implementing Makey Makey – Lesson Adjustments and Considerations

In accordance to the feedback of fellow students and interview responses a number of key
considerations were highlighted in order to improve the success of the MM lesson sequence.

1. The design challenge must be relevant and meaningful to the school’s demographic and
students’ interests.
2. Students need to be provided more time for the designing, creating, evaluating, redesigning
and implementation stages.
3. Students should be provided additional scaffolding and modelling of potential designs that
they could choose to create.
4. Students must be informed of safety practices and ethical use of ICTs and technologies.

The following lesson adjustments were made to ensure these considerations are met:

To maximise student success it is imperative the lessons are meaningful and relevant to students
(Westwater & Wolfe, 2000). Therefore, assessments of the school’s demographic, ethos and students’
interests will be collected prior to deciding upon and introducing the design challenge. The mini-unit
will be extended to include two more lessons wherein students can further gain awareness of what
potential products they could make and take the time to thoroughly evaluate and make improvements
to their designs. In order for students to process and develop higher order thinking (HOT) skills, a
suitable timeframe is required (Blooms, 1984). Schools are required to educate students and address
the underlying values and behaviours expected when interacting with online applications (Victoria
State Government, 2017). Therefore, explicit instruction of safety considerations when utilising MM
and corresponding computer applications has been implemented into to lesson to ensure students
are aware of how to use these tools responsibly and ethically. (See Appendix 1 for Adjusted unit plan)

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Links to the AITSL Standards

Through the implementation of the MM mini STEM unit, direct links to AITSL Standard 3 ‘Plan for and
implement effective teaching and learning’ and Standard 4 ‘Create and maintain supportive and safe
learning environments’ are made (AITSL, 2017).

Standard 3

MM was carefully selected to enhance student engagement within their learning, through
incorporating interactive hands-on activities (Gonzalez & DeHass Willems, 2012). Learning goals were
thoughtfully planned to ensure they are achievable, challenging and meaningful for all students. This
is achieved through utilisation of the Universal Design for Learning teaching principles of multiple
modes of engagement, representation and expression (CAST, 2017). The lesson was planned to build
upon students’ prior learning and make meaningful real world connections through connecting their
understanding of circuits and conductivity to create a design a solution that will meet a community
need. Design solutions created throughout this process will be shared with parents and carers through
the end of unit class design showcase. Further improvements of this standards practice would be to
evaluate and improve the teaching program after it has been implemented. In order to improve
teaching and learning and ensure students are provided with current, relevant and appropriate
content teachers must continually evaluate their teaching (UNSW, 2016).

Standard 4

The MM mini-unit provides strategies to support inclusive student participation through ensuring
content is made accessible to all students, students are all given equitable opportunities to engage
and interact with the technology and peer mentoring is fostered (NSW Education, 2017). Throughout
this unit classroom activities are managed by providing simple instructions, questioning and graphic
organisers to scaffold student learning. Students will be informed of potential safety hazards when
working with a variety of materials and tools in order to create their design solutions. Responsible and
ethical ICT use will be discussed with students to ensure students know how to appropriately
communicate and access online materials. Further ways to improve the practice of this standard
would incorporate developing a larger range of strategies for developing challenging behaviours
within the classroom.

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PART B. Makey Makey Implementation Proposal

Mr McCallen Date: 17/08/17

Principal
Glasshouse State School
58 Coonowrin Rd
Glass House Mountains QLD 4518

Dear Mr McCallen,
Re: Implementing Makey Makey
In 2020 the digital and design and technologies curriculum will be enforced throughout Australian
schools, therefore building the school community’s understanding of authentic implementation of
digital technologies is crucial (ACARA, 2017). This proposal outlines an engaging interactive digital
technology called Makey Makey (MM) which could be used as a great building block to develop
teachers’ and students’ understanding of conductivity, circuits and connectivity (Makey Makey, 2017).
This proposal includes MM’s benefits, costs and the steps that would be needed in order to
successfully implement this technology within the school.

Intended Technology Implementation

In ensuring schooling environments are catering to the fundamental needs of living in the 21st Century
with rapidly changing technologies, tools and services, new and emerging technologies need to be
embedded into everyday classroom practices to ensure students grasp what different technologies
are their components and how they work. MM provides a way for students to develop a basic
understanding and opportunity to explore connectivity and programming technologies (Makey
Makey, 2017).

MM enables interactive, hands-on learning and caters for a constructivist learning approach through
building student knowledge through doing (Gonzalez & DeHass Willems, 2012). MM provides scope
for students to progress through the full range of Blooms taxonomy through gaining understanding of
how to use MM to applying this understanding to create and analyse designs utilising MM (Bloom,
1984). Students can maximise learning through utilising MM to complete design challenges and create
their own multimedia and function at the redefinition level of the SAMR model (Puentedura, 2014).

The main purpose for implementing this technology into the classroom is that it provides an engaging
and authentic way for students to explore circuits, conductivity and how digital systems connect
together to transmit data. This understanding can be implemented and expanded throughout many
curriculum areas including:

Makey Makey Curriculum Links

Curriculum Area Makey Makey Utilisation
Design Years 5-6
Technology Investigate how electrical energy can control movement, sound or light in a
designed product or system (ACTDEK020).

Investigate characteristics and properties of a range of materials, systems,

components, tools and equipment and evaluate the impact of their use
(ACTDEK023)

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Digital Years 3/4

Technology Implement simple digital solutions as visual programs with algorithms
involving branching (decisions) and user input (ACTDIP011). – Through relevant
coding activities to create their MM designs.

Years 5/6
Examine the main components of common digital systems and how they may
connect together to form networks to transmit data (ACTDIK014).
Science Year 6
Electrical energy can be transferred and transformed in electrical circuits and
can be generated from a range of sources (ACSSU097).
Art Students can see their drawings, creations and designs come to life through
using conductive materials and connecting them to MM to add in sounds, and
interact with computer applications online.
Music Students can create their own instruments and music through connecting the
MM and interacting with or making their own programs and codes.

Years 5/6
Rehearse and perform music including music they have composed by
improvising, sourcing and arranging ideas and making decisions to engage an
audience (ACAMUM090).
General Numeracy – through measuring materials using special reasoning to make
Capabilities designs using MM and calculating sums in related programming.
Literacy – through corresponding written work relating to MM design and
understanding and in utilising MM as a tool to support phonetic understanding
(attaching MM to conductive letters and exploring what sound each letter
makes).
Critical and Creative Thinking – to make designs and creations utilising MM
and think critically about how designs can be improved.
Personal and Social Capability – through group activities and design
challenges.
ICT Capability – to create and investigate ideas and utilise coding programs
when using MM.
Cross-curriculum Sustainability – through exploring what materials are used when working with
Priorities MM and/or designing something using MM that would enable sustainable
practices.

Proposed Budget Required

Although MM can be used with the pre-existing computers we have within the computer lab, I suggest,
in order to meet the demands of the digital technologies curriculum that the school also invests in an
additional 12 laptops.

The Australian Government have introduced Digital Literacy School Grants which provide between
$10,000 and $50,000 and are available for schools and other organisations to encourage and facilitate
implementation of the digital technologies curriculum (Australian Government, 2017). Given your
school meets the eligibility criteria this could be an excellent way to cover the proposed budget costs.

Item Cost
STEM classroom Invention Literacy Pack $850
(12 MM and additional wires).

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12 x Dell Inspiron 11 Laptops $6,000

Laptop Charging Trolley $500
*Optional MM Online Workshop Training $400
Total $7750

Ongoing Maintenance
Laptop Replacement – Every 5 Years $6,000
Makey Makey Replacement – Every 5 Years $850
Incidentals (replacement wires etc) Yearly $50

School Requirements

In order for this technology to be successfully implemented into the classroom, the school
environment has to be open to technology usage within the classroom and supportive of assisting the
teachers in gaining a deeper understanding of this technology. Teachers will need to have a basic
understanding of electronic and programing techniques, including an understanding of basic circuitry
and coding programs such as Scratch.

Teachers can gain this understanding through MM’s various educator guides, educator groups and
video tutorials, which can be found on the Education section of the MM webpage. Teachers can also
become a certified MM educator through undertaking a Makey Makey Invention Literacy Workshop
online, where they’ll learn how to teach Invention Literacy, Making, and Design Thinking using the
MM invention kit (Makey Makey, 2017).

Technology implementation challenges and potential problems and their solutions

- Damaged equipment due to student irresponsibility – Teachers must communicate rules and
expectations of MM usage to students.
- Faulty Equipment – Replacement parts will be issued, ensure there is one spare MM.
- Lack of teacher understanding of how to use resources – provide links to MM tutorials and
teacher guides. Have a teacher expert share their knowledge during a PD.
- Rust on MM wires – Ensure equipment is stored in a dry place.
- Lack of student ability to use MM – Ensure MM is implemented in an upper primary setting
unless heavily scaffolded by the teacher (MM designing requires fine motor and HOT skills).

In Summary I believe MM would be a valuable educational tool to be incorporated in various

classroom practices as:

- MM is can be implemented throughout various areas of the curriculum.

- MM are reasonably cost-effective for a new digital technology and there are grants that can
be obtained for the purchase of these items.
- Educational information of how to utilise MM within the classroom is easily accessible online.
- There are minimal challenges of implementing this tool within the school.

Regards,
Courtney Sinclair

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References:
ACARA. (2017). Australian Curriculum. Retrieved from https://www.australiancurriculum.edu.au/f-
10-curriculum/

AITSL. (2017). Australian Professional Standards for Teachers. Retrieved from

https://www.aitsl.edu.au/teach/standards

Australian Government. (2017). Digital Literacy School Grants. Retrieved from

https://www.education.gov.au/digital-literacy-school-grants-dlsg

Bloom, B. (1984). Taxonomy of Educational Objectives. Boston, MA: Allyn and Bacon.

CAST. (2017). About Universal Design for Learning. Retrieved from http://www.cast.org/our-
work/about-udl.html

Gonzalez, A. & DeHass Willems, P. (2012). Theories in Educational Psychology Concise Guide to
Meaning and Practice. Plymouth, UK: Rowman and Littleford Education

Makey Makey. (2017). Makey Makey Educators. Retrieved from

http://makeymakey.com/education/

NSW Education. (2017). Creating Supportive Learning Environments. Retrieved from

http://www.learning.schools.nsw.edu.au/crossroads/support-materials/creating-a-
supportive-learning-environment/

Puentedura, R. (2014) SAMR and TPCK. Retrieved from

http://www.hippasus.com/rrpweblog/archives/2014/12/11/SAMRandTPCK_HandsOnApproac
hClassroomPractice.pdf

UNSW. (2016). Why Evalutate L&T. Retrieved from https://teaching.unsw.edu.au/evaluating-

curriculum

Victoria State Government. (2017). Supporting Digital Learning. Retrieved from

http://www.education.vic.gov.au/school/teachers/support/Pages/safeandresponsibleuse.asp
x

Westwater, A. & Wolfe, P. (2000). The brain-compatible curriculum. Educational Leadership, 58(3) p.
49-52

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Appendix 1) Annotated Lesson Plan

Makey Makey STEM Mini Unit

This unit plan is designed for a Year 6 class of 24 students in a middle-upper socio-economic area. Students within this
setting have had previous experience working with Makey Makey and digital platforms including Scratch. Students
have previously explored basic concepts of circuits. This class has a diverse range of students including one child with
ASD who is gifted with technology, one student who is hard of hearing and students who are working at lower level of
literacy.
Inclusivity:
This unit plan utilises the Universal Design for Learning (UDL) framework to ensure all students are able to be
successful. This is achieved through incorporation of multiple means of representation, engagement and expression.
Representation: Creating meaningful real world links and connections to prior knowledge. Multiple means of
representation of information will be present throughout each lesson (visual, auditory, tactile and written).
Engagement: Participation optimised by incorporating choice, flexible grouping arrangements, access to technology
and other concrete materials. Expression: Students are able to create a solution based upon a relevant, meaningful
cause of their choice. Utilising Gardiner’s multiple intelligences/interests.
Catering for Student Diversity: Student with ASD: Strategic grouping – placed in a mixed ability group with peers he
has success in working with. Give him the role of technology advisor to maximise his strengths. Use of timely and
effective feed-back. Warning before timer goes to move to the next stage. Do not seat directly under bright lighting.
Hearing Impairment: Place child within close proximity to the teacher. Utilisation of closed captions in clips or
transcripts where possible.
Student with low literacy: Clear simple instructions, graphic organises and verbal prompts. Heterogeneous grouping
to support peer mentoring. Check for inclusion in group activities and provide study notes.
Inquiry/Constructivist approach using questioning to guide learning, following students’ interests in solving their
chosen topic/design solution.
Bloom’s Taxonomy: Focusing on higher order thinking in design challenge. Students follow the process from
remembering, through applying, analysing, evaluating and finally creating a design in their group.

Educational outcomes: Encouraging positive interaction skills, peer mentoring, social learning (ZPD), problem solving,
creative and critical thinking and processes, understanding how technology can assist people, ownership of learning, to
share their ideas with their learning community, to be able to transfer knowledge to other contexts.
Materials: Curriculum Links for unit:
- Makey Makey
Device & cables Digital Technologies: Knowledge and Understanding
- Laptops & Examine the main components of common digital systems and how they may connect together to
LED’s form networks to transmit data (ACTDIK014).
- Processes and Production Skills: Acquire, store and validate different types of data, and use a range
- Conductive of software to interpret and visualise data to create information (ACTDIP016). Define problems in
materials: terms of data and functional requirements drawing on previously solved problems (ACTDIP017).
bananas,
playdough, Design Technologies: Knowledge and Understanding
pencil lead, Investigate how electrical energy can control movement, sound or light in a designed product or
steel wool, system (ACTDEK020).
concrete, Processes and Production Skills:
tinfoil, copper Investigate characteristics and properties of a range of materials, systems, components, tools and
equipment and evaluate the impact of their use (ACTDEK023) – The unit clearly links to this
Non-conductive curriculum area as well.
materials: glass,
paper, rubber, Science:
oil, fibreglass, Physical Sciences: Electrical energy can be transferred and transformed in electrical circuits and can
teflon, ceramic, be generated from a range of sources (ACSSU097).
wood, plastic, Nature and Development of Science: Science involves testing predictions by gathering data and
cotton using evidence to develop explanations of events and phenomena and reflects historical and
cultural contributions (ACSHE098).
Questioning and Predicting: With guidance, pose clarifying questions and make predictions about
scientific investigations (ACSIS232).

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Planning and Conducting: Identify, plan and apply the elements of scientific investigations to
answer questions and solve problems using equipment and materials safely and identifying
potential risks (ACSIS103). Decide variables to be changed and measured in fair tests, and observe
measure and record data with accuracy using digital technologies as appropriate (ACSIS104).
Processing and Analysing Data and Information: Construct and use a range of representations,
including tables and graphs, to represent and describe observations, patterns or relationships in
data using digital technologies as appropriate (ACSIS107). Compare data with predictions and use as
evidence in developing explanations (ACSIS221).

General Capabilities: Information and Communication Technology (ICT) capability, Critical and
Creative thinking, Personal and Social Capability and Literacy.
Lesson 1 – Understanding circuits and conductivity
Learning Intention: Students will examine components of the Makey Makey and see how they connect together to
form networks to transmit data. Investigate the scientific principles behind circuits. Test a variety of materials for their
conductivity.
Success Criteria: build and describe the components of a circuit using Makey Makey and LEDs; explain and identify
whether a material is a conductor or an insulator.
Introduction: Teacher: Students Will: Assessment &
Differentiation:
Watch the clip. Discussion questions: Watch and discuss Diagnostic:
- What possible creations could be made using MM)? clips: Identify prior
- What was happening in the videos? What is a circuit? https://www.youtu knowledge of
- What do we already know about MM? be.com/watch?v=w electricity, circuits
- What materials were used to make the instruments? kPt9MYqDW0&list= and experience using
- What did those materials have in common? RDQMxfHXLvCZsd0 MM.
Outline Learning Intention: Display LI and revisit regularly. Diff: Use a range of
Throughout this unit we will be building our knowledge and platforms to
understanding of MM to create a design using MM to meet a need for Participate in communicate
members of our community. discussion/ask information, spoken,
Today we will be exploring the components of a MM, how to create questions. written and visual
simple and complex circuits and test a variety of materials to see if representation.
they are a conductor or an insulator. (Information /summary Check for
displayed on IWB using simple language). understanding.
Provide written
instructions to
student with HI.
Refresh: (I do): Explicitly discuss safety measures required and safe Inclusion:
practices when working online. Create a basic circuit using the MM Students assist the Multiple methods of
(plug MM into the computer – clip one alligator clip into the space teacher in how to representation;
and one into the earth). (Explicitly demonstrate each step and display put together Makey instructions given
step by step instructions in simple language on the whiteboard.) Makey. verbally, shown on
Load: https://scratch.mit.edu/projects/2543877/ (to test circuit). Students work in PowerPoint with
(We do): Prior to plugging in/touching the earth cable ask students to small groups to images and copies of
tap the alligator clip connected to the spacebar. Discuss why nothing recreate a basic instructions given to
is happening/what is missing in the circuit. circuit and test a each group.
Discuss how a simple circuit needs a source of voltage, a conductive variety of materials
path, and a resistor. to see if they are Formative:
Invite two students to come up and each hold the metal end of each conductors or Ongoing observation,
alligator clip (one alligator clip placed into the spacebar and the other insulators. (Students questioning will guide
into the earth). Ask students to give each other a high-five. Ask each can use the scratch students to show
student to hold the plastic wrapping on the alligator clip and high-five game evidence of
again. https://scratch.mit. understanding of a
Discuss what is happening. (Metal is conductive, plastic is an edu/projects/13358 basic circuit and
insulator). A conductor is a material that electricity travels easily 8911/ to test if conductive materials.
through, like metal. Materials that do not let electricity pass through materials are Written evidence
them easily are called electrical insulators. conductive). from individual
As MM is an electrical circuit that allows you to incorporate everyday Students make graphic organisers will
objects we can test objects for conductivity. predictions and indicate level of

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(You do): Students work in heterogeneous groups to test a variety of complete the student
conductive and non-conductive materials using MM. graphic organiser understanding.
Teacher provides challenges throughout this section: see Appendix 1.
Can you test more than one material at once? Did you results match Groups Differentiation:
your predictions, why/why not? How could you make a simple circuit share/explain Heterogeneous
to light up a LED using MM? circuit. grouping to cater for
Extension activities: What is a switch – where do we see switches in peer mentoring and
our everyday lives? Can you make a switch that will still light up the development.
LED without using yourself or another person as the ground? Extension activities.
What other materials can you use to build your own switch? What Minimise background
materials work? What won't work? Why? What do you think a parallel noise. Check for
circuit might look like using a MM? How can you create a parallel understanding.
circuit that will successfully light up a second LED?
Formative:
Discuss: What are the similarities and/or differences between the
Questioning.
materials that conducted electricity and those that did not?
Inclusion: Study notes
given to students.

Lesson 2 – Introducing the Design Challenge

Learning intention: Students will explore community needs and brainstorm how they can create a design solution
using MM in order to help other people.
Success criteria: Students can identify the needs of various members of the community and create ideas for
potential design solutions using MM.
Brief overview of learning from last lesson. Watch clip. Formative discussion
Lesson hook: https://www.youtube.com/watch?v=mY86HMY0sFg Possible responses: and questioning
Discuss: What was the need? How did they solve it? Elderly need provides evidence of
Connect – has anyone got a bit of an inventor in the family? Have you entertainment, understanding of the
ever thought of a need that there is no solution for yet? Do you have money saving, help project requirements.
anyone in your family/community that struggles to get things done? remem-bering
Introduce Design Challenge: Adjust as necessary for the school’s things, an Show
demographic. emergency device ideas/suggestions on
Throughout the next few weeks we will be further developing our etc. People in interactive
understanding of MM and working in small groups to create hospital need whiteboard.
something using MM to help others in our school/community. Once comfort etc.
your project is complete we will invite members of our community to Families need help Inclusion: Check on
interact with our designs. doing the chores, progress, provide
Brainstorm using Padlet: Who are the people in our community, what caring for animals. prompts where
sorts of needs to they have? In what ways could we use MM to create required. Provide
things to help them? (Remind students that MM is an external images to
keyboard and can be used with a variety of apps/online materials). prompt/support
What apps/programs can we use with MM? ideas.
Model/Link to: Different design examples students could build and
show different computer applications they could use.
Select student groups: Ask students to discuss, choose and record Commence work on Inclusion: Timed
their project aim and details using the graphic organiser see Appendix design planning. planning sessions to
2. Ask students to consider how they could use their MMs to meet the keep on track.
aims of their project. Diff: Provide prompts
Prompts: How will your MM design help people? What sorts of /support. Graphic
materials will you need to use? What programs/games/applica-tions organiser completed
will you need to access on your computer? on a mode of their
choice.
Review/discuss learning. Students share their design ideas with the Discuss and listen. Inclusion: Groups
class. share ideas/peer
learning.

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Learning Intention: Students will develop critical thinking skills through creating and annotating design project plans.
Success criteria: Students can create, annotate and justify their design plan.
Introduction: Review learning so far, discuss ideas. Watch and Inclusion: Video features closed-
Watch: https://www.youtube.com/watch?v=zcruIov45bI discuss video. captions providing multiple
Discuss why it is important to help others in need. means of representation.
Ask Students how their designs will help and bring others Provide additional prompts and
happiness. Show students an example design sketch and ideas using videos including:
annotation – outlying the need for students describe the https://www.youtube.com/watch?v=
materials they’ll use and how they will connect to create a circuit. 0UN68hlKGIM
Students to form their groups and to work towards drawing and
annotating their project.
Body: Build from their previous aims and ideas to continue Identify Differentiation:
working with their graphic organiser (Appendix 2) to create an potential Additional scaffolding including
annotated sketch of their potential design problems and ideas lists.
Students are to consider: What will the design do? areas for Inclusion: Ensure all students are
How will it do it? What materials will be used? Are these the best improvement given opportunity to consider and
materials to suit the purpose? Will the MM be a complete circuit? within the answer questions including HOT
Are there any potential issues in the design? Is there anything design. questions.
else I can add to enhance the design? How will this design help
people? Is there a better way to do this/other ways?
Overview of learning so far. Once students complete their design Ass: Co-designed checklists to
plan they are to present their proposal to the teacher. ensure a LI is achieved with MM.

Lesson 4 – 6 Complete design/Building/Testing/Rebuilding

Learning Intention: Students will create, test and evaluate their design plans.
Success criteria: Students can successfully build, test their design and make suitable evaluation/ideas for adjustment.
Review learning. Share ideas. If students are ready they can Check in with
commence building. Teacher.
Students use MM and materials to put together and test their Extension: Diff: Provide additional support
design. Questions: Students can where needed. Extension
What are the components of my circuit – is there anything create their questions and challenges
missing? own online incorporated.
Can I add additional components to make my design more tools to help Ass: Self-assessment embedded.
helpful? others – using See task sheet & rubric for
Did my design work as well as I had planned? Why/why not? their prior summative task.
What can I change to improve my design? Are there any other understanding
applications/computer programs I can use to help people more? of Scratch.
Check in with students.
Lesson 7-8 – Final Tests, Project Details and Showcase design to school community
After students have had adequate time to design, create and evaluate their solutions they can share their work in design
showcase to the local community.

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