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Makey Makey ELA Logic Puzzles Lesson Plan

By Teacher Librarian Colleen Graves

Appropriate for grade levels ES to HS

With just a little programming instruction, your students will be able to incorporate real life objects with rhyming riddles to construct a logic puzzle in Scratch.

Lesson Objectives

  • Teach the literacy of coding with drag and drop programming
  • Use "when block" to create logical sequence and program keys
  • Create logical expressions to work with Makey Makey and conductive materials
  • Use pen tool to draw geometric patterns in Scratch
  • Craft riddles and rhyme schemes to create a logic puzzle
  • Storyboard game and revise for most logical sequence
  • Write a logical sequence of events for Scratch game

Lesson Materials

  • Makey Makey for each student or partner groups
  • Alligator Clips
  • Assortment of conductive materials (metal objects, marshmallows, water, etc)
  • Scratch account
  • The example Scratch Game - https://scratch.mit.edu/projects/24096517/

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Scratch Lesson

DAY 1

Students will learn to program keys for a Sprite (character in game) and create dialogue for the Sprite.

  1. Sign into Scratch.
  2. Familiarize students with the Scratch work area.

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  1. Familiarize student with the Scripts (Blocks) for today's lesson.

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  1. Pick a Sprite and a backdrop to get started.

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  1. When Block- All games need to start somewhere, and the first thing you need to do is program your game to start by dragging a "When (Green Flag) Block" to your "Scripts" area for your main Sprite.

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  1. Looks Block- Next you need to program your Sprite to speak. Click on the purple "Looks" in the Scripts area to find a "say Hello! block." Change "hello" to a funny riddle. Drag the purple block to your "When (Flag) clicked" until it clicks together. You can click on your script to run it and see how it functions.

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  1. To draw geometric shapes, you'll use the Pen tool.

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Here is the code I used to draw a circle. Have students attempt other geometric shapes.

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  1. If you create multiple levels or use multiple sprites, you'll have to program your sprite to "show." You also want to drag a blue "go to x: y:" block so that your sprite always starts in the same place.

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  1. Coding Logic- Small bits of code that can create complex games
    • If/Then Statements - Great explanation and writing lesson here.
    • Repeat Block - Put scripts inside the repeat block that you want to loop multiple times. (This is how I had the butterfly draw a flower in my game. However you can also use this to create motion, etc.)

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ELA Lesson - Putting Coding and Writing Together

DAY 2

Teach students about writing riddles as poetry and emphasize the importance of sequence in writing your own game.

My example riddles:

"I bend and fold, so your chips won't get old" (chip clip)

"I'm feeling so low, can you make a flower grow?" (touch water)

"You might try with your fist to beat down the door, but just a simple twist is all it takes, to lead you to a new floor." (key)

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  • Sequence and storyboarding - Have students create storyboards before making games. If you have time, let them work in partners to check the sequence of the game before creating the logic puzzle in Scratch.
  • Use the storyboards and coding skills learned from DAY 1 and create logic puzzles!
  • Attach Makey Makeys to puzzles and play!

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Note: For younger students, give them specific objects like bananas and Play-doh to write their first riddles. I had a group of 6-8 year olds successfully create a very simple riddle game! We just wrote riddles, made the game, and then connected the Makey Makeys to test their programming.

Here is my example game to share with your students:


https://scratch.mit.edu/projects/24096517/

Resources:

Storyboard from Goochland County Public Schools. Visit their site for planning, lessons, and great ideas on utilizing Scratch in the classroom!

Marji, Majed. Learn to Program with Scratch: A Visual Introduction to Programming with Games, Art, Science, and Math. , 2014. Print.

Walter, John Paul. "What Am I? Teaching Poetry through Riddles - ReadWriteThink."Readwritethink.org. NCTE. Web.

Standards

Note on Standards

These lessons were developed with the idea that teachers all over the globe and a variety of grade levels could hack the lesson plan to meet their students' needs. Therefore, these are just some of the standards the lessons are based on, and not an all-inclusive list. Many of the CCSS align by grade level, so if you teach 9th grade, you could find the stair-stepped standard for CCSS.ELA-LITERACY.W.8.6 by looking at CCSS.ELA-LITERACY.W.9-10.6.

Common Core

CCSS.ELA-LITERACY.RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

CCSS.ELA-LITERACY.SL.6.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

CCSS.ELA-LITERACY.W.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

CCSS.ELA-LITERACY.W.7.3.A: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

CCSS.ELA-LITERACY.W.7.3.B: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

CCSS.ELA-LITERACY.WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

NGSS

3-PS2-3: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

HS-PS3-3: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.






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