IT: Building Software and Applications

Pathways to Prosperity Network 1

BUILDING SOFTWARE AND APPLICATIONS

Essential Question: Can I Build an Application to Solve a Problem?

Learning Targets:

Students will:

Use a variety of media to develop and deepen understanding of a topic or idea.

Effectively engage in collaborative discussions with peers.

Use informal writing to express ideas.

Analyze apps from the perspective of an end-user.

Lesson Overview

The lesson begins with a discussion of the results of the survey from the previous lesson and

introduces an MIT App Inventor tutorial. In this lesson, YPs will explore the purpose of mobile

apps, and how apps can address real needs for people. The context of this work is the app

Zombies, Run!, which claims to help people get off the couch and ready to run a 5K (3.3 miles).

This app is designed to address the relationship between exercise and obesity. By the end of

the lesson, students will be able to determine what the creator wanted to achieve with the app

and the features of the app that have made it appeal to a wide variety of end-users.

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Lesson Agenda

Opening Analysis of Student Survey (5 min)

Work Time Common Text (10 min)

App Analysis (30 min)

Zombies, Run! App Screenshot Analysis (20 min)

Closure Debrief & Discuss (5 min)

Materials

Young Professional student packet

Projector and speakers

Common Text: Data strips

Common Text: Text strips

Zombies, Run! official trailer: https://www.youtube.com/watch?v=xlRgBvYFxTo

2011 Kickstarter campaign video:

https://www.kickstarter.com/projects/sixtostart/zombies-run-a-running-game-and-audio-

adventure-for

Screenshots of Zombies, Run!

MIT App Inventor Tutorial: “I Have a Dream”

FACILITATION NOTES

Student Surveys: Review the exit ticket Student Surveys from the previous lesson in advance

and create summary descriptive statistics (i.e. a visual bar/line/pie graph) of the class’s digital

habits to project during the opening activity.

Read to Learn: The common text in the Building Background Knowledge workshop during work

time is a tiered activity, meaning students can choose to build knowledge by looking at data or

by reading short excerpts. They should be given the choice based on what type of text they

prefer—numbers or words. This is an optional activity. If students struggle with reading for

information, you may choose to show this video as their common text:

https://www.youtube.com/watch?v=K_ffSw-z_FE.

Written Conversation Protocol: In this protocol, students will be writing simultaneous notes to

one another about the video. They will swap notes every 2 minutes at your signal, for a total of

two to four exchanges (depending on your time constraints), remaining quiet along the way.

They are to write for the whole time allotted for each note, putting down words, phrases,

questions, connections, ideas, wonderings—anything related to the video, or responding to what

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their partner has said, just as they would in an out-loud conversation. Spelling and grammar do

not count, so long as students can make their writing understood by their partner. For examples,

see: https://twowritingteachers.org/2014/10/12/written-conversations/.

Extension: For students with more experience or a high interest in coding, encourage them to

work through more advanced MIT App Inventor Tutorials at:

http://ai2.appinventor.org/content/ai2apps/intermediateApps.

Zombies, Run! 2: As an extension, consider having the YPs browse features of the updated

version of the app: https://itunes.apple.com/us/app/zombies-run!/id503519713?mt=8. Lead a

discussion on what features have changed and whether these features seem more user friendly

or not.

IN ADVANCE

Prepare visual, descriptive summary statistics of Student Surveys from previous lesson.

Cut apart the <Common Text> data and text strips and place them in two different

areas of the room.

Review the <Three Before Me> protocol included in the body of this lesson.

Prepare the equipment needed to project videos and analyze the Zombies, Run! app.

Vocabulary

Content Tier II

canvas, user interface, arrangement, touch

drag, variables, event, event handler,

Kickstarter, features

specialists, entrepreneur

Opening (5 min)

Analysis of Student Surveys (5 min)

During our last session together, you completed a survey that helped us collect some data

about digital media use. Surveys are useful tools for gathering information from a lot of people in

a short amount of time. I have analyzed the data from your surveys and will share the overall

results from this group of IT Ops lab participants.

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1. Project the graphic representation of student survey results.

2. Direct students to analyze the representations for 1-2 minutes, in silence.

3. Ask: What trends do you notice about the digital habits of this group? What is

surprising about this data?

4. Use equity sticks to call on volunteers to provide answers. Answers will vary.

Correct any misconceptions that might arise from the challenge of reading the

graph.

5. Ask: What questions do you have about the digital habits of this group?

6. Have the YPs pair-share their responses.

7. Invite students to <Quick Write> a broad summary of the data presented and

then turn to a partner to share their summaries.

8. Call on volunteers to read their summary statements.

Work Time (50 min)

Common Text (10 min)

1. Explain to students that they are going to close in on the topic of the lesson by choosing

from two different types of content—the <Common Text: Data Strips> and the

<Common Text: Text Strips>.

2. Explain to students that they should choose one strip, either data or text, depending on

whether they prefer working with words or numbers.

o After students select their strips and return to their seats, give them two

minutes to read and think about their strips.

o Once students have finished, direct them to find a partner who is

interested in working with the same type of content.

3. Tell pairs to select one of their strips and spend three minutes thinking about it and

discussing it together. They should then draft a sentence that summarizes the central

point of the strip.

App Analysis (20 min)

We just analyzed an issue that many scientists and physicians think is a large problem in

our country and across the world: People not getting the amount of physical activity

needed to maintain a healthy weight and to avoid serious illnesses. The data indicates

that lack of physical activity is, in large part, related to people’s amount of screen time

and other “sit time.” Some software developers decided to create an app to encourage

people to get up and move during their screen time. The app is called Zombies, Run! and

Consider

breaking

students into

two groups

based on their

experience with

the app. If a

group of

students has

used the app

before, you may

skip the intro

videos and

begin the

Written

Conversation

protocol. Ask:

What positive

experiences

have you had

with this app?

Do you use it

often? Why or

why not?

A Quick Write is a

simple strategy for

written responses.

Students are given

a prompt or

question and a set

amount of time

(usually 2-5

minutes) to write

freely in response.

Afterwards, they

share their

responses with

peers or with the

class.

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is described as a “couch-to-5K” training app. (Ask: What is a 5K? Listen for: A 5K is a

typical footrace, at a length of 3.3 miles.) Entrepreneur Magazine states that 1 in 4

downloaded mobile apps are never even used and eventually discarded. (Ask: What is an

entrepreneur?) What is it about this running app that makes it a #1 bestseller and, even

more, an app that is widely used by the people who purchased it?

1. Project the Zombies, Run! official trailer and the 2011 Kickstarter campaign video.

Explain to students that Kickstarter is a website that helps creators raise funds to get a

project off the ground. The fundraising is conducted from a website where people can

raise funds for their projects, often using clever pitch videos, social networks, and cool

gifts for donors.

o After watching the short videos, have students turn and talk to a partner,

brainstorming the features of the app. Use the equity sticks to ask students to

generate a list of the app’s features.

o Listen for: A storyline, keeps track of your data, you can build a defense

compound, etc. Write this list on the board.

2. Begin the <Written Conversation Protocol>: Have students identify partners for a

written conversation. If necessary, pair students in advance. (Alternative: Students can

turn and talk instead of using the Written Conversation Protocol.)

3. Ask students to begin writing a letter to their partner with an opinion to the following

question. If you had to train to run a 5K, what features of this app would appeal to you?

Why? (Note: Be sure to clarify the term features and provide examples if necessary: A

feature is a notable property of an application, such as the ability to track your location

on a map as you frantically run from zombies.)

4. Provide students about 2 minutes to write the first letter.

o Both students in each pair should write a note (e.g., “Dear Javier, When I saw

this video, I was really excited about training to run with a zombie story as

motivation…”).

o After 2 minutes, ask students to exchange notes. Remind students: Read what

your partner said, then take 2 minutes to answer just as if you were talking out

loud. You can write responses, feelings, stories, make connections of your own,

or ask your partner questions—anything you would do in a face-to-face

conversation.

5. After completing the protocol, ask each pair to share the highlights of their conversation.

Zombies, Run! App Screenshot Analysis (20 min)

As an

extension, turn

this into a

math-rich

activity by

asking: What’s

the ratio of

people who

have used the

app to those

who have not?

How would you

write the ratio

as a fraction?

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1. Distribute the <Zombies, Run! App Screenshot Analysis Note-catcher>.

2. Tell students that you are going to project six screenshots from this app. You will project

one screenshot, provide 30 seconds for students to look at it in silence and then tell

them to turn-and-talk about the screenshot and answer the two questions on the note-

catcher. Then repeat with the second screenshot.

3. Explain to students that they are going to vote on their favorite screenshot. Ask them to

hold up one finger if they liked the first, and two fingers if they thought the second

screenshot was best. When making a decision, encourage the YPs to consider the

features that would make them want to buy the app and select the screenshot that

reflects these features.

Closure (5 min)

Exit ticket (5 min)

1. Call the YPs to attention for the <Exit ticket> closure.

o Ask: What types of uses and functions do apps have (e.g., chat, exercise monitor,

etc.)? What do you use to fill those functions in your life, other than a

smartphone/tablet?

2. Provide a few minutes for students to pair-share their responses.

3. Use <Equity Sticks> to solicit responses for whole-group discussion.

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Name:

Date:

BUILDING SOFTWARE AND APPLICATIONS: Can I Build an

Application to Solve a Problem?

Today’s Learning Objectives:

I can:

Use a variety of media to develop and deepen understanding of a topic or idea.

Effectively engage in collaborative discussions with my peers.

Relate the design of an app to the need it addresses.

Discuss important issues with my peers.

The lesson begins with a discussion of the results of the survey from the previous lesson and

introduces an MIT App Inventor tutorial. In this lesson, I will explore the purpose of mobile

apps, and how apps can address real needs for people. The context of this work is the app

Zombies, Run!, which claims to help people get off the couch and ready to run a 5K (3.3

miles). This app is designed to address the relationship between exercise and obesity. By the

end of the lesson, I will be able to determine what the creator wanted to achieve with the app

and the features of the app that make it popular.

Today’s Activities:

Student Survey Analysis

Common Text

App Analysis

Zombies, Run! Screenshot Analysis

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Quick Write

What are generalizations you can make from the data collected yesterday? Summarize the

trends.

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“Zombies, Run!” App Screenshot Analysis Note Catcher

Directions: Observe the two screenshots and answer the following questions before sharing

with your partner.

o What need does this app fulfill?

o What elements about it would make you want to buy it?

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Exit Ticket

Directions: Reflect on today’s lesson. Answer:

o What types of uses and functions do apps have (e.g., chat, exercise monitor, etc.)?

o What do you use to fill those functions in your life, other than a smartphone/tablet?

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Facilitator Documents:

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Zombies, Run! Screenshot 1

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Zombies, Run! Screenshot 2