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Makey Makey Spanish (Dual Language) Lesson Plan

By Teacher Librarian Colleen Graves

Appropriate for grade levels MS to HS

Scratch is a great platform for incorporating Makey Makey into the classroom. This lesson plan is divided for students new to Scratch and students who are more advanced in coding with Scratch. This is also a great lesson to incorporate classroom knowledge AFTER completing the Game Controller Challenge.

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Lesson Objectives

MS students will learn:

  • Coding language like "If Then" statements and "forever" statements
  • Utilizing timers and scoring in Scratch
  • Spanish pronunciations
  • Simple block programming
  • Building levels in Scratch
  • Creating restaurant skits in Spanish

ES students will practice:

  • Spanish Pronunciations
  • using kinesthetic tools to imprint Spanish language

Lesson Materials

  • Makey Makey for each student or partner groups
  • Alligator Clips
  • Tinfoil
  • Playdoh
  • Conductive food for Scratch game (apple slices, orange slices, strawberries, bread, glass of water, etc.)
  • Prepared Telephone wires
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1. Clip jack 2. Carefully cut outer casing 3. Don't cut colorful wires
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4. Pull off the outer casing 5. Each wire has two usable wires twisted together. 6. Use Wire stripper to expose copper
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7. Twist ends 8. Push into Makey Makey 9. Or wrap and twist
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Rookie Scratch User Lesson (ES/MS)

DAY 1

If your students are new to Scratch and Makey Makey, you will want to have them program a simple Spanish lesson game. However, they will also need to play with Makey Makey first to understand how it works.

  1. Set out a computer, a Makey Makey and a box of conductive and nonconductive items for each small group.
  2. Share the Makey Makey page and basic how to.
  3. Direct students to open one of the games on the how to page.
  4. Help students connect alligator clips to Makey Makey and some conductive items.
  5. Let students play and test out different materials.

  1. Show students this Scratch example, but explain that they will only make a game with one level. Show this quick video to show students what real game play will look like with real objects.
  2. Have students create storyboards for a simple dual language game. Students should determine what fruits/conductive food they want their game to center around. They also need to determine their Spanish phrases.

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DAY 2

Students will create a game in Scratch. Here are some excellent tutorials on the basics. They will need to create Sprites and program each Sprite to play a sound when a certain key is pressed.

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DAY 3

Show off student creations!

Have computers, Makey Makey, and objects set up in the library or classroom. Invite students from all over school to come play these dual language games!

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Advanced Scratch Users (MS/HS)

If you have students that are advanced Scratch users, why not have them program a multi-level game? Or even create a game with a younger audience in mind.

DAY 1

Storyboarding and Prototyping

  1. Show students this Scratch example and video of game play.
  2. Have students brainstorm in small groups and then create storyboards for a multi-level dual language game. Allow time for designing each level and drafting ideas. Students should also plan what fruits/conductive food they want their game to center around. Make sure they determine their Spanish phrases and add them to the storyboard as well.

Examples of levels:

Level One: Program the game with pictures and have students record their voice to match the picture. (Vine Video of Level One)

Level Two: Program the game with the spanish words and then students will need to grab the correct object to score points. (Vine of Level Two/Three)

Level Three: Create a restaurant scene. Program the characters to act out a skit as if two characters are eating out but speaking only in Spanish. Then have students play the game by grabbing the correct object. Incorporate a timer and set student groups up against each other!

See Scratch Example and video of game play

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DAY 2-3

Give students ample time to create their games in Scratch. Here are some excellent tutorials on the basics and here are some tutorials on creating multi-level games. Plus, here is an amazing guide for "creative computing" with Scratch.

DAY 4

Before sharing games and content with community, group students in pairs and have them test games and check pronunciations with this feedback form. (25 -30 min)

After playing, students should read their feedback and revise their games. (30 min)

DAY 5

Have a Dual Language Maker EVENT! Invite parents, staff, etc to come play these awesome games! Set them up in the library or in the gym and let students and the community play these awesome games and interact with everyday objects by incorporating Makey Makey into your curriculum! Or take the whole set-up along with your high schoolers to the elementary school and have younger dual language students play the games the high school students created.

Resources:

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

Scratch Wiki from MIT! Forums, blocks, tutorials, just check it out!

Script Changers: Digital Storytelling with Scratch by Kylie Peppler, Rafi Santo, Melissa Gresalfi, and Katie Salen Tekinbas.

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.W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

CCSS.ELA-LITERACY.RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

CCSS.ELA-LITERACY.RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

CCSS.ELA-LITERACY.SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

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.

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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