Design for Change Project

Lesson 14

Complete Climate Message Project

Students receive feedback on priorities for completing their projects from peers. Students continue working on their projects.

In this lesson, students receive feedback from a partner on their priorities for their project, and receive suggestions for completing it.

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Students spend the majority of the class time working on their climate message projects.

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Exploration: Priorities for End of Day 3

Completing the Climate Project

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Students share their Final Project Planning Document and Design Elements Form (think-pair-share).

Students receive feedback and suggestions for completing their projects.

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Teacher asks for a volunteer to share an example of the status of a project with the class.

Priorities for End of Day 3 - Completing the Final Project

Students return to their Final Project Planning Document and Design Elements Form.

Prioritize a task list based for the Design Elements that still need to be completed.

• P1 = Must get done!!!! (highest priority)
• P2 = Nice to do! (medium priority)
• P3 = Wait and see... (low priority)

Example priorities

P1. Center the text

P1. Fix the emoji size

P2. Make the gradient color scheme go right to left, instead of left to right.

P3. Add sparkles to the design.

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Priorities Checklist end of Day 3

Design Elements: Feedback Form

Control Structures: Repeat, Functions, or Loops

• How are control structures used in the project?
• Suggest ways to improve control structures to make the project work smoothly.

Template:

T-shirt, bag, shoe, phone case, skateboard, nails, surfboard, or face

Will the use of this template engage the intended audience? How? Why?

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Shapes:

• Are the shapes needed for this project described?
• Are there any other shapes that might be used?
• What possible issues could occur with the shapes in this project?

Text / Emoji:

• Is the text (or emoji), including size, color and font, appropriate for this project? Why?
• Suggest ways to improve the text/emoji choices for the project.

Color:

• Are the colors for this project described?
• Are they appropriate and/or engaging for the intended audience? How? Why?
• Suggest ways the colors could be improved to have impact and engage the intended audience.

Randomness:

• Is the project using randomness?
• Are there any issues that you see with using randomness in the project? Why?

Challenge: Work on Climate Project

Students continue working on their projects.

Students use the 3 Before Me Strategy for finding and receiving help (see next slide for reminder).

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Getting Help: 3 Before Me Strategy

If you have a problem with your computer program or you are unsure about how to do something in your project using P5.js, follow this strategy:

• Check the P5.js reference page and click on examples.
• Search Code Examples from previous lessons on the unit website.
• Ask 3 students for advice about how to solve the problem or find the information you need.
• Ask your teacher for help.

Challenge: Priorities for End of Day 4

Completing the Climate Project

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Students return to their Final Project Planning Document and add a Design Elements Form.

Prioritize a task list based for the Design Elements that still need to be completed.

• P1 = Must get done!!!! (highest priority)
• P2 = Nice to do! (medium priority)
• P3 = Wait and see... (lowest priority)

Example priorities

P1. Center the text

P1. Fix the emoji size

P2. Make the gradient color scheme go right to left, instead of left to right.

P3. Add sparkles to the design.

Priorities Checklist End of Day 4

Challenge: Self-Assessment Rubric

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• In the next class period, students should be prepared to share a completed self-assessment rubric.
• The rubric can be completed as a homework assignment for students who have completed their climate message projects.

End of Lesson