Virtual Botanical Garden Adventure in Scratch

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Virtual Botanical Garden Adventure in Scratch

Grade 5ScienceTechnologyComputer Science3 days

In this project, fifth-grade students create a virtual botanical garden adventure using Scratch, designed to teach the diversity and ecological roles of plants. Through an initial visit to a real botanical garden, students document and research plants, focusing on their characteristics and roles in ecosystems. They then use this research to design and program interactive scenes in Scratch, resulting in a fully interactive virtual field trip experience. The project enhances understanding of plant ecology and technology's role in education, culminating in presentations shared both locally and internationally.

Virtual Field TripBotanical GardenScratch ProgrammingPlant EcologyDigital StorytellingInteractive LearningTechnology in Education

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we effectively use digital tools to create an interactive and educational virtual field trip that showcases the diversity and ecological roles of plants at a botanical garden?

Essential Questions

Supporting questions that break down major concepts.

What are the key characteristics and functions of the various plant species found in a botanical garden?
How do plants adapt to their environment and what roles do they play in their ecosystems?
How can digital tools like Scratch be used to create an interactive narrative of a real-world experience?
In what ways can technology help us understand and share scientific concepts?
What elements are necessary to effectively communicate a story or educational experience through a virtual platform?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Analyze and document the key characteristics and functions of various plant species found in a botanical garden.
Describe the ecological roles and adaptations of plants within their environment.
Utilize digital tools, specifically Scratch, to create an interactive virtual field trip experience.
Apply principles of computational thinking to design and program a virtual narrative.
Effectively communicate scientific concepts and plant biodiversity through digital storytelling.

NGSS

5-PS3-1

Primary

Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.Reason: By documenting the botanical garden, students can explore and model plant photosynthesis and energy storage, which eventually supports food chains and energy flow in ecosystems.

5-LS1-1

Primary

Support an argument that plants get the materials they need for growth chiefly from air and water.Reason: Students will examine plant characteristics and functions, linking to this standard by investigating how plants at the botanical garden grow and sustain themselves.

5-LS2-1

Primary

Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.Reason: Documenting and presenting the ecological roles of plants aligns with this standard by demonstrating how plants are part of and affect larger ecosystems.

ISTE Standards for Students

5.CS-T.1

Primary

Use existing software and devices to design solutions to problems by creating programs for a variety of purposes.Reason: Using Scratch to create a virtual field trip directly applies technology standards about designing and programming for educational purposes.

CSTA K-12 Computer Science Standards

5-CT-C.3

Primary

Create a computational artifact for practical and expressive purposes.Reason: Students use Scratch to create a computational representation of their field trip, addressing this computer science standard.

Entry Events

Events that will be used to introduce the project to students

Virtual Field TRip in Scratch

Students visit a botanical garden IRL, document their observations using photos and then share it with friends in another country by creating a VFT in scratch.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Photo to Info: Research Relay

Students analyze their findings from the botanical garden and research each plant to describe their ecological roles and adaptations.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Select a subset of the plants documented during the field trip to focus on for detailed research.

2. Use online resources and library materials to find information on the selected plants' ecological roles, adaptations, and contributions to the ecosystem.

3. Organize research findings in a graphic organizer or digital document, aligning photos with written descriptions.

Final Product

What students will submit as the final product of the activityA detailed digital portfolio of each plant's ecological roles, adaptations, and importance in ecosystems.

Alignment

How this activity aligns with the learning objectives & standardsMeets NGSS 5-PS3-1 and 5-LS2-1 by analyzing energy flow from sun to plants and their ecological impact.

Activity 2

Scratch Scene Designers: Virtual Architects

Using Scratch, students begin to design the virtual field trip experience by creating scenes and scripting narratives based on their research.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Students are introduced to Scratch and its features, exploring existing projects for inspiration.

2. Draft a storyboard for the virtual field trip, including which plants to feature and important facts to highlight.

3. Start building scenes in Scratch by creating backdrops and characters that represent the plants and their environments.

4. Program interactions and movements that help tell the story of each plant's ecological role.

Final Product

What students will submit as the final product of the activityInitial Scratch scenes complete with interactive elements and basic narratives.

Alignment

How this activity aligns with the learning objectives & standardsSupports ISTE 5.CS-T.1 by designing a solution through programming. Aligns with CSTA 5-CT-C.3 by creating a computational artifact.

Activity 3

Interactive Integrators: Code Connection

Students integrate all components of their virtual field trip in Scratch, focusing on interactivity and user engagement.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Refine Scratch scenes by adding transitions, sound effects, and interactive buttons that engage users.

2. Incorporate feedback from peers to improve the virtual field trip experience.

3. Test the entire project to ensure all elements are working cohesively and educational objectives are met.

Final Product

What students will submit as the final product of the activityA fully interactive virtual field trip in Scratch featuring educational content on plants and ecosystems.

Alignment

How this activity aligns with the learning objectives & standardsCompletes preparation for CS and technology standards by fully realizing a digital narrative (ISTE 5.CS-T.1, CSTA 5-CT-C.3).

Activity 4

Storytelling Showcase: The Grand Premiere

Students present their completed virtual field trip projects to classmates and, potentially, to an international audience.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Prepare a presentation that outlines the key aspects of the project, including research findings and how Scratch was used.

2. Students present their virtual field trips to the class, explaining the ecological roles of the featured plants.

3. Host a viewing session where students share their projects with a partner classroom in another country via video call.

Final Product

What students will submit as the final product of the activityPublic presentations of virtual field trips, showcasing students' learning and technical skills.

Alignment

How this activity aligns with the learning objectives & standardsSupports communication of scientific concepts through digital storytelling, highlighting plant biodiversity and roles (NGSS 5-LS2-1, ISTE 5.CS-T.1).

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Virtual Field Trip in Scratch

Category 1

Research and Content Knowledge

Assesses the depth and accuracy of students' research on plant species and their ecological roles.

Criterion 1

Understanding of Plant Characteristics

Evaluates students' ability to accurately describe the characteristics and functions of plants documented during the field trip.

Exemplary

4 Points

Demonstrates a sophisticated understanding of plant characteristics and functions with accurate and detailed descriptions for all selected species.

Proficient

3 Points

Demonstrates a thorough understanding of plant characteristics and functions with accurate descriptions for most selected species.

Developing

2 Points

Shows emerging understanding of plant characteristics and functions with some accurate descriptions, but lacks detail.

Beginning

1 Points

Shows limited understanding of plant characteristics and functions with inaccurate or incomplete descriptions.

Criterion 2

Ecological Roles and Adaptations

Assesses the depth of research and understanding regarding the ecological roles and adaptations of plants.

Exemplary

4 Points

Provides comprehensive evidence and detailed explanations of plant ecological roles and adaptations.

Proficient

3 Points

Provides clear evidence and explanations of plant ecological roles and adaptations with minor omissions.

Developing

2 Points

Provides limited evidence or explanations of plant ecological roles and adaptations with notable gaps.

Beginning

1 Points

Provides insufficient evidence or explanations of plant ecological roles and adaptations, showing little understanding.

Category 2

Digital Content Creation and Design

Evaluates students' skills in using Scratch to create interactive and educational digital content.

Criterion 1

Interactive Design and Programming

Assesses students' ability to effectively use Scratch to create interactive and cohesive scenes.

Exemplary

4 Points

Exhibits advanced integration of programming skills in Scratch with innovative and seamless interactions.

Proficient

3 Points

Integrates programming skills in Scratch effectively with functional interactions and minor technical issues.

Developing

2 Points

Shows partial skill in programming with Scratch, resulting in basic interactions and noticeable issues.

Beginning

1 Points

Struggles with programming in Scratch, leading to incomplete or non-functional interactions.

Criterion 2

Narrative and Storytelling

Evaluates the quality and coherence of the virtual field trip narrative and its educational effectiveness.

Exemplary

4 Points

The narrative is outstandingly coherent and educational, providing an engaging and informative experience.

Proficient

3 Points

The narrative is clear and educational, effectively conveying information through the digital medium.

Developing

2 Points

The narrative lacks coherence or educational depth in parts, affecting engagement and understanding.

Beginning

1 Points

The narrative is incoherent or largely ineffective in conveying educational content.

Category 3

Presentation and Communication

Measures students' ability to present their projects and communicate their findings and processes accurately.

Criterion 1

Presentation Quality

Assesses the preparation and delivery of students' presentations both in class and to external audiences.

Exemplary

4 Points

Demonstrates exceptional presentation skills with clear articulation and engaging delivery.

Proficient

3 Points

Demonstrates effective presentation skills with clear articulation and competent delivery.

Developing

2 Points

Shows basic presentation skills with unclear articulation or weak delivery in parts.

Beginning

1 Points

Demonstrates minimal presentation skills with unclear or ineffective delivery.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on the process of creating a virtual field trip in Scratch. What challenges did you encounter, and how did you overcome them?

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Required

Question 2

In what ways did the virtual field trip project enhance your understanding of the ecological roles and adaptations of plants?

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Required

Question 3

How confident do you feel in using digital tools like Scratch to communicate scientific concepts after completing this project?

Scale

Required

Question 4

Which parts of the project did you enjoy the most, and why?

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Required

Question 5

After completing this project, how effective do you think technology can be in helping us understand and share scientific concepts?

Scale

Optional