Integrating computing instruction into early K-12 education is increasingly recognized as essential for preparing students to navigate a technology-driven world. Digital storytelling, with its capacity to combine narrative expression and programming, offers a promising interdisciplinary strategy for promoting computational thinking (CT). This experience report presents a narrative-centered learning environment that integrates digital storytelling, block-based programming, and hands-on maker activities to foster CT and interdisciplinary learning in upper elementary classrooms. Grounded in a problem-based storyline, the environment engages students in solving real-world-inspired challenges through physical science experimentation and interactive narrative creation. We describe a multi-week classroom implementation with fourth- and fifth-grade students and analyze surveys and programming artifacts from 41 participants to explore how CT practices, including sequencing, conditionals, and debugging, emerged in their work. While students demonstrated statistically significant gains in CT knowledge, they also encountered challenges with narrative coherence, science alignment, and conditional logic. We reflect on what did and did not work, offering design insights and practical recommendations for educators and designers adopting interdisciplinary, story-driven approaches to computing education in the early grades.