Scratch PLC conversation 3: integrating Scratch with subject areas

Contributed by Karen Randall, March 11, 2010

To make time for Scratch, some teachers integrate it into subject-area coursework; or, should the system just be changed with equal time for creative design? Includes a list of content-area galleries.

Original Author: Olga Chaidou, Karen Randall
Education Level: Professional Development
Content Types: Handout, Advocacy Material
Curricular Areas: Teacher Education, Technology
Keywords: integrated curriculum, professional learning community

Third in a series of an international professional learning community's conversations about teaching with Scratch.

In many schools, there are no specific technology classes or time in the curriculum set aside for pure Scratch explorations. To create time for Scratch, teachers integrate it in content classes such as math, science or art. This conversation explores Scratch as a tool for helping students understand concepts in these subjects better; or, should the system just be changed so that time for creative design gets the same weight as reading or math?

In addition to the file, here are some sample galleries that gather projects integrating Scratch with specific subjects.

General:

http://scratch.mit.edu/galleries/view/11876

http://scratch.mit.edu/galleries/view/61011

http://scratch.mit.edu/galleries/view/74909

Math:
http://scratch.mit.edu/galleries/view/72273

http://scratch.mit.edu/galleries/view/43847

Science:

http://scratch.mit.edu/galleries/view/15003

http://scratch.mit.edu/galleries/view/25424

http://scratch.mit.edu/galleries/view/57515 (physics)

http://scratch.mit.edu/galleries/view/54149 (physics)