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IT: Building Software and Applications Pathways to Prosperity Network

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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.

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

Discuss important issues with peers.

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 make it popular.


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Lesson Agenda Opening

Analysis of Student Survey (5 min)

Work Time Common Text (10 min)

App Analysis (20 min)

MIT App Inventor Tutorial (40 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.

Setup. This lesson begins with the first tutorial from MIT App Inventor, “I Have a Dream”. The

text and video of the instructions can be found at

http://ai2.appinventor.org/content/ai2apps/simpleApps/dream. Ensure this website is

bookmarked on each computer station.

MIT App Inventor. In order to best support students during work time, it is crucial to explore

the MIT App Inventor website and complete the “I Have a Dream” tutorial on your own in

advance.

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

https://www.youtube.com/watch?v=xlRgBvYFxTo

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

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


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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

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.

This lesson begins with the second tutorial from App Inventor: “I Have a Dream”.

Bookmark the website on all computer stations:

http://ai2.appinventor.org/content/ai2apps/simpleApps/dream.

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

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

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

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

https://itunes.apple.com/us/app/zombies-run!/id503519713?mt=8


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Opening (5 min)

Analysis of Student Surveys

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.

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

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.

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

written conversation. If necessary, pair students in advance.

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.

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?

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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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.

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

7. Tell students that you are going to project two 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.

8. 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.

MIT App Inventor Tutorial (40 min)

You have been chosen to join IT Ops to represent your generation: a generation that

consumes digital media on an unprecedented scale, and yet includes few with the know-

how to create that media. Think back to our first lesson: How many programming jobs will

be available over the next ten years? Approximately 1,400,000. Remember, only about

400,000 college graduates will apply for these positions, leaving nearly 1,000,000 jobs

unfilled!

Here at the IT Ops headquarters, we are helping to fill these openings by training the next

generation of young programmers to create apps for mobile devices. As a member of an

Informational Technology Team, you will learn to create your media as well as to consume

it more critically. But coding is only one part of the work. You will also learn how to define

your audience and discover their needs, to work as a team to develop ideas on paper

before you begin coding, and to market and sell your app when it’s complete. Learning

these entrepreneurial skills will serve you well no matter your future career, and they might

even point you towards what that career may be.

Students with

experience in

building apps

can move on to

more

challenging

apps at:

http://ai2.appinv

entor.org/conten

t/ai2apps/interm

ediateApps.

Encourage

these students

to also serve a

helping role by

acting as a

resource in the

Three Before

Me protocol.

Struggling

students can

ask them

clarifying

questions before

going to the

teacher.






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As you work on your apps, you will think about which parts of the work are the best fit for your

interests and talents. Will you love writing code or marketing materials? Drawing prototypes or

presenting the finished product? IT is one of the fastest growing fields in its own right, and the

skills of information technology can be crucial in many different fields, from health and science

to music, business, and travel. But the first step is to begin to learn the skills of the trade. Let’s

start by learning some basic code of mobile applications—the language of modern technology.

1. Invite students to sit at a computer and open the first MIT App Inventor Tutorial called

the <I Have a Dream App>. The “I Have a Dream” app is an educational soundboard

that plays Martin Luther King, Jr.’s famous speech.

2. Project the introductory video and debrief as a whole class before students begin

working independently. Ask: What is the purpose of the “I Have a Dream” app? What is

its function?

3. Model the first steps as a class. As the tutorial video plays, model pausing at intervals to

complete the tasks outlined in the video. Have students first watch along as you navigate

through the beginning steps of the tutorial on the projector before they begin working at

their own computers.

4. Provide time for students to work through the rest of the steps independently. Have

students record any new vocabulary terms in their <I Have a Dream Note Catcher>.

o Circulate and assist students as needed. Encourage students to use the <Ask

Three Before Me> protocol. Explain to students that they should use three

resources other than the teacher in an effort to solve their problem. Resources can

include other students, website resources, video resources, and message board

resources on the MIT App Inventor site.

5. At the conclusion of the timeframe, ask students: What new terms and concepts did you

learn?

6. Invite volunteers to share the terms and concepts and their definitions or descriptions.

7. Listen for: Canvas, user interface, arrangement, touch, drag, variables methods,

loops/looping, conditional statements (if, while), variables.

o Clarify terms and concepts, as needed.

Closure (5 min)

Debrief & Discuss

1. Call the YPs to attention for the <Debrief & Discuss> closure.


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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

MIT App Inventor Tutorial


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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 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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“I Have a Dream” Note Catcher

Term Definition

Workspace

Starter App

Import

User Interface

Component

Label

Player

Blocks

Event Handlers

Warnings


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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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16


17


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Zombies, Run! Screenshot 1


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Zombies, Run! Screenshot 2


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“I Have a Dream” Note Catcher: Answer Key

Term Definition

Workspace Digital area in which program is created.

Starter App A pre-programmed set of tools (images, sounds, files, etc.) used to

simplify and shorten the creation of an app.

Import Loads a file into the workspace

User Interface The part of the app the user sees and interacts with. In this example,

it would be the photo of MLK, the labels, and the audio of his speech.

Component Any part added to the User Interface, such as a button, image, label,

textbox, etc.

Label Text that the user cannot alter.

Player A type of media component that can play an audio file.

Blocks This section is what allows for the “back end” of the app to be coded.

The blocks interact with the User Interface

Event Handlers Block of code used when any event needs to happen.

Warnings Alerts coder to any issues in real time.