Design Challenge Lesson

Designer(s)/Creator(s): Consuelo Velazquez

Intended Grade Level: 9th grade

The Design Challenge Problem Statement: What are ways to promote a cause that is making
one’s life complicated?

Student Learning Outcomes: At the end of this activity, students will be able to:
Students will be able to:
-understand and explain the causes and effects of society is having
-to use the technology of Pixton like characters, backgrounds, speeches, etc.
-how to promote contents through Pixton
-Technology learning goal: Use Pixton to say a story/ news

Lesson for a 60-90 min Lesson (Break down the activity/design challenge into smaller steps):
Estimated amount Activity/Steps:
of time:

12:00 pm-12:05 pm Pre-Assessment Survey:

- Will give out a survey for students to get a preview of the
activity will be about.

12:05 pm-12:10 pm Warm-up:

Ask the students about the issues that society is having. Give an
example of an issue and definie how is that a problem on the
whiteboard.

12:10-12:15 LAUNCH
Explain the assignment: The class will have the gist of issues society
is having that is causing stress to people. Given from what warm-up
activity they will know more of and pick one that is interesting. They
would need to research the causes and effects. The students will use
Pixton as a way to promote issues to the whole classmates. They will
get the know the main features.

The comic must:

- Explain the issue
- Explain how it could affect someone’s lives(either show the
beneficial of a way to manage the issue or how it the issue affect
one or both)
 - Provide at least texts to show what is going on and can so many
boxes to explain
- Must provide at least three beneficial ways to manage the issue
Students may use the sample as a guide but not to copy the texts.

12:15-12:30 Go over sample project: My sample comic introduces mental health.

We will watch the video to learn how it is done and give what the
activity is about. It will give out ways to manage and how effective
each one is. I will explain functions there on how to create a character
and others, more importantly, show the mean features on how to get
more creative in the comic the students will be making. After, they can
ask questions during this time and throughout the activity.

12:30 pm-1:15 pm EXPLORE

(break @ 12:50 Transition to computers/Tinkering time: Students will have 40
pm-12:55 pm) minutes to create their comic. Halfway through this time, there will
have a 5-minute break to rest their brain. *If necessary, we may allow
some time during the next day to finish.
During this time, students will:
- Either use the sample I have made or create their own
- Can talk with their classmates for any advice or anything but
needs to be on task with the activity.

During this time, I will:

- Walk around the check the progress and help the ones who need
to a push to start the activity
- Will continue to answer questions that students ask me at the
time
- Check if they are providing the contents that need to be in
Pixton(also means I can go help to redirect them to find other
ways to approach a solution)

*This lesson operates under the assumption that the class has been
taught of social issues that are causing people to stress about it. The
students can get to do more research on the topic on their computers.

1:15-1:25 pm (Summarize) Class discussion/lesson summary:

Debriefing as a class;
- What do you think of society?
- Is it helping the people?
- Why are people stressing about an issue you found interested?
- What is a way to promote an issue?
- What are the benefits of using Pixton?
 * If students are reluctant to participate in a whole class discussion at
first, it can be turned into smaller groups, and one person from every
group to write down something on the whiteboard for every question.
Then the whole class can discuss with points offered for their
participation.

1:25-1:30 pm Post-Assessment: Give out the survey after the whole activity is done.

Assessment Plan:
Pre-assessment ( https://forms.gle/FLfqrki21gJqcCgW9): Brief survey with short and long
answers and checkboxes, consisting of scale measurement of least to significant. It will be
different from the post-assessment survey because this one measures how much the students
know the topic the class is learning and how confident they can use Pixton.
Post-assessment (https://forms.gle/ay5hyftBGWQNo3AU7): Electronically survey after this
comic activity is done. This survey will help me understand the activity's pros and cons to know
what needs improvement for future similar actions. It will show the effectiveness and
engagement of the students and see if they remember vital details, which I will give out points to
help those in need. The students will be able to give their feedback on this lesson.

During the lesson: In the explanation, students will be able to show hands-on understanding of
the lesson and briefly repeat it to let the knowledge digest to their brains or/and raise their hands
for questions. During the exploration time, I will walk around to see the progress and help the
ones who need it, as well as answer any questions students may have.

Link to a completed design challenge product: Sample Pixton