Research topic area and create a poster or model for concept. Identify key areas of the poster to add interactive points. eg: Research the lifecycle of a tomato and create a poster to illustrate their understanding. Grow a tomato plant in the classroom.
Write a script with additional information to enhance the poster/model, the script will be used for the recording the information.
Be familiar with the parts of a Makey Makey. Students should be given time to explore how the circuit works and conductivity of the points, prior to the adding it to a poster. The Makey Makey site has a visual procedure for setting up a Makey Makey.
A still life drawing lesson using tomatoes prior to creating the poster on the life cycle of a tomato could enhance the quality of drawings on the poster.
The teacher models how to create a series of blocks (algorithm) in scratch.mit.edu on the board. Teacher models how to connect one point on the Makey Makey to the split pin on the poster. The teacher demonstrates how to make the program operate.
If students have not used the Makey Makey before you will need to allow time to demonstrate/explore how the Makey Makey works and the significance of the neutral or earth connection.
The recorded scripts should include information about how the lifecycle could be interrupted by both natural and man made interventions eg: lack of water, sun, poor soil, human land use, predators.
The teacher introduces and uses new language: “algorithm” and “debugging/debug”, “circuit”, “interactive point”.
Depending on the experience of your class the teacher may offer an opportunity for students to solve the problems themselves prior to demonstration. The teacher may choose to only demonstrate one point and ask students to create the rest without assistance. This could be differentiated so lower students have visual support of the graphic below but more capable students do not.
Learners now work in teams, to construct their own series of blocks (algorithm) and a recording using their script. Once the recording is working in scratch.mit.edu they can then work together to connect the Makey Makey. Teams are given the opportunity to create additional interactive points using the split pins and scratch, by recording their voices and connecting the Makey Makey.
Once all teams have had a chance to test and debug their algorithm, teams are given a chance to demonstrate their learning to the class, or another team. Peers are to be critical friends and to help provide feedback.
Students are given a chance to think about and describe what happened in their scratch programming and to talk about what they learned and how they might change or extend their algorithm for next time.