iDesign: Theres an App for That

www.iDesignAIGcamp.weebly.com

Lesson #1 iReady
Lesson #2 iCreate
Lesson #3 iApply
Lesson #4 iReveal

Are you glued to facebook, instagram or twitter 24/7? Do you ever wonder what
happens behinds the scenes to make such an app magically hook the audience? Apps likes
these are used for everything now a days. Everything from communicating, ordering pizza,
buying clothes and checking out favorite teams scores can all be accessed using an app. This
week, we will research, plan and create an app as we link arms with local businesses. Do you
think you could design the next most popular app in the app store? If so join us for an exciting
week as we learn to create apps from the PERSPECTIVE of local businesses.

Cady Tartt
Kristin Justice
SPED 6402 Spring 2015
East Carolina University

CONTENT RESEARCH PAPER

App creation utilizes perspective in a variety of ways. When we access an app

the designer has a specific point of view in the creation process. Whether it is in how it
is written (1st, 3rd person etc.) the creator has formulated each detail on the app to
describe various features about a company. When reading and viewing various pages
we do so through the eyes of the creator. It is a glimpse into their world and vision. It is
important for students in our session to understand how an app creator relay
information to the world. Apps are all about the perspective of the author and business.
Meaning, their perspective on the topic of the app and exactly how it should operate.
Students will become creators of apps for local companies. Therefore it is
imperative that they fully understand the ins and outs of what the company stands for.
The apps created will visually describes the companys ideals, products and services.
Thus relaying the companies perspective to those who will access the app. As a result
they will research a company and create an app to describe facts, etc, and judging their
relative importance. Therefore the viewers of the app will be able to fully perceive what
the company stands for. It can be difficult to correctly portray a certain perspective but it
would be an imperative skill in the professional world.
Perspective can be defined as a point of view. When creating an app the creator
needs to not only determine the companys/business point of view but also how the end
product will be conveyed to and by the audience. The ultimate goal for a
company/business in having an app created is to generate business and an influx of
customers. If the app is not focused on how the product, good or service can impact a
person, then those viewing the app will have a negative point of view towards this

company/business. The audience is what will ultimately grow and expand the future of
the company/business. Using images, words/phrases and the like that appeal to a wide
(and sometimes specific) audience will communicate the vision and goals of the
company/business thus increasing the likelihood that profits will increase.
Furthermore, from the perspective of the AIG students they will take ownership in
the implementation, creation and publishing of the final product. The latin word for
perspective means to perceive. To have perspective means being able to perceive
something. Throughout this unit students will need to look at the app creating through
the lens of the creator. They will need to analyze their choices for the app in ways that
are professional and responsible. Students will be required to problem solve and
troubleshoot in order to create an app that to display something that is appealing to the
audience. Therefore the student must identify themselves as the creator and recognize,
observe, note and relay that perspective to their audience. Perspective works in two
ways for camp: relaying the perspective of the student for the creation of the app and
also allowing someone else to see their perspective when using the app.
Perspective is described through app creation in a variety of ways. As the
creator one must analyze what the company/business point of view is. Therefore we
must communicate their vision and goals in a way that is appealing to an audience. The
audience will perceive each detail and in return formulate a point of view regarding
various graphics, word choices etc. Finally, as creators we must take ownership of the
choice we make as we problem solve and troubleshoot in order to achieve an end
product.
CONNECTION TO THE THEME

Perspective can take many angles and descriptions. Point of view in literature is
looking at the perspective of the writer and/or narrator. The story takes on the angle
and mood of how the narrator views a particular story, concept, character, setting and
the like. Furthermore, if a particular writer has a narrow viewpoint on a nonfiction topic
they may create a piece of informational text that is rather biased based on their
particular mindset.
Perspective can also describe our attitude towards something and/or someone.
Like in writing we may be influence by our childhood, social groups or environments.
Thus creating a mindset that is narrow, biased or in some cases the opposite such as a
broad view. Our perspective is an attitude that is displayed in how we speak, write,
think and interact with others.
Ultimately, perspective is how a person figuratively looks at something. We all
see things through different lenses based on our opinions and experiences. Those
experiences help us form those perspectives, feelings and attitudes.

TECHNOLOGY INTEGRATION

Technology is a huge part of app creation. Whether the app is being created for a
computer or for a mobile device, there is a large amount of technology involved in the
process. Essentially, every part from beginning to end involves technology. With this

being said, our unit will be centered around technology and the integration within our
content.
Throughout the week, we will often use our weebly site that we made for camp.
Our website is a working platform where students will interact, post and create
throughout the week. This website will hold the content of our unit as well as the daily
lessons and outlines. We will use this to guide our unit and to reference throughout the
lessons. Students will use this website to get involved from the beginning. We will use
the weebly site for blog entries for students, such as posting a blog entry with a question
for our topic expert. We will also post daily tabs so students can easily access
information for Code Academy, videos and our class padlet. This website will also be a
great place for us to post pictures and app creations from throughout the week for
classmates and parents to view as students are in camp. Overall, this website will be an
interactive tool that students will help by adding information, thoughts, and questions as
the week progresses.
Collaboration is a vital component of this unit. Students will post question to our
guest speaker using an online sticky note called Padlet. Using their digital device (iPad
or Chrome Book) students will create a thought provoking question to help them better
understand the app creation process. Our guest speaker will be able to review these
questions prior to coming to our session by accessing the Padlet through our camp
website. Furthermore, if students have another question they think of during his
presentation they will be able to post them using a back channel called Todaysmeet.
This is a great tool for students to utilize which allows for further communication without
distractions while the presenter is describing his expertise in app creation.

Another form of technology we will use is TED talks. Specifically, students will
view a video about Thomas Suarez, a young boy who began creating apps on his own
at the age of twelve. TED talks will help us bring current events into our unit and will
give our students something to connect to. This will be imperative that students see and
learn from his perspective the ins and outs of how technology can take you to new and
exciting places. It will also teach students the importance of troubleshooting- never
giving up just because you hit a momentary road block.
During our break out/station time students can practice elements of coding
through Code Academy. This is a great resource which provide students with real-world
experience of coding . One of the student activities will centered around the video How
Can Coding Help You. This will encourage students to explore roles and their future in
computer science related fields. In addition, Code Academy offers a comprehensive
tutorials on a plethora of coding languages. This will allow students to practice
troubleshooting, sequencing and a variety of coding skills.
Story Board (a app which will be downloaded on the iPads) will be used by
students as they engage in the creation process of their apps. As students build
background knowledge and determine a company's goals, vision and desires for a web
platform they will develop a storyboard to display the various components of the app.
The storyboard will display the images, links and information which the App will house.
By doing so the creator and company can discuss the ins and outs as well as make
necessary changes prior to the app creator process.
Once students online storyboard has been finalized they will utilized a web
based program, Appy Pie, in order to create a simulation of the app. This program

allows users to create an app like product. By utilizing this the creator and company
can once again discuss necessary changes, additions and the like prior to finalizing it
with coding. Appy Pie is a great way to begin a web based platform for beginning
businesses and companies because the finished products can be uploaded to a users
phone, ipad or device and work just like an app that was programmed using codes.
Technology is an integral component of app creation. The entire creation
process from formulating a design, creating a simulated product as well as the ending
published format require technology. Students will be engaged as they research,
problem solve and collaborate in order to create apps to display important information in
the real world.

CONTENT OUTLINE

A. Design an App
a. Storyboard
Table describing the steps, order of events
1. Homescreen
2. Tabs
a. Vision
Statement/Goals
b. Services
c. Images/Captions
d. Contact Information
Displays the sequence of the story

1. Order of the tabs

2. Clear description and order
3. Organizes the information the
creator has displayed
b. Audience
The group that will access information from the
web platform
1. Male/Female
2. Adult/Child
3. Hobbyist
4. Athlete
A group that desires information regarding a
particular person, good or service
c. Information
Data that is communicated to an audience
Organized in:
1. Chart
2. Table
3. Visual element
Appealing to the audience
1. Colors
2. Fonts
3. Images
4. Language (word choice)
d. Layout of an app
Arrangement/Placement
1. Font Size
2. Images/captions
3. Words/Phrases
4. User friendly- easy to navigate
Given order and sequence
1. Each link is working
2. Flow- comparable to another like
platforms
e. Design
To formulate and build something for a purpose
Keeping the audience in mind
f. Value
Importance or worth of information
Audience should see how your app is more
valuable than another similar one.

g. Goal
Giving effort to achieve an end result
Each element of the web platform should
reflect your desired goal for not only your business but also the
desired audience.
Target or an objective
B. Creating a Published App
a. Coding
Text that is written in order to provide
instructions to the computer
Types of Code
1. Java
2. C++
3. Python
4. HTML
Educational Coding Resources
1. Code Academy
2. Hour of Code
b. Java
A coding language used to created Internet
Applications as well as software programs
Requires a download by the user for the
website/program to work
c. Programming Language
The written set of instructions given to a
computer
Java, html, C++
d. App Simulation
A faux representation of something in reality
1. Utilizing Appy Pie to simulate an
actual app
2. This allows for tweaks to be
made prior to starting the actual coding
Although faux it is fairly accurate
e. Procedures built in the App
What a particular element in a program
does/follows

 Actions that are performed in a series

Synonym: Protocol
f. Sequence of the App
Ordered steps in a program
A series of steps that are connected
Synonym: Consecutive
C. App Problem Solving
a. Troubleshoot
Analyzing a problem in order to find a solution
Fully analyze the problem
Review coding to determine if order, sequence
etc impacts the desired outcome
Use a different data structure
b. Data source
The location in which the data comes from
Database, data set, or spreadsheet
c. Input
The instructions given to the computer which
allow it to perform various functions
Key words, numbers
d. Output
Information given to the audience from the web
platform
Words, charts, images and signs

LESSON #1
i Ready

I. DEFINE OBJECTIVES AND CONTENT

LESSON OBJECTIVE

Students will be able to analyze the components of

an app with the understanding of coding.
Students will be able to evaluate an app from the
perspective of design and functionality.

POINT TO PONDER

There are many aspects of an app that contribute to

the development of the design for the prospective
audience.

ESSENTIAL QUESTION

How does coding affect technology used in

everyday life?

CONTENT
Outline the content you will teach in this
lesson.

A. Coding
a. Text that is written in
order to provide instructions to the
computer
b. Types of Code
i.
Java
ii.
C++
iii.
Python
iv.
HTML
B. Components of an APP
a. Design
b. Functionality
c. Audience
C. Java
a. A coding language
used to created Internet Applications
as well as software programs
b. Requires a download
by the user for the website/program
to work
D. StoryBoard
a. Table describing the

steps, order of events

i.

Homes

ii.

Tabs

creen
E. Troubleshoot
a. Analyzing a problem
in order to find a solution
b. Fully analyze the
problem
c. Review coding to
determine if order, sequence etc
impacts the desired outcome

d. Use a different data

structure

F. Data source
a. The location in
which the data comes from
b. Database, data set,
or spreadsheet
G. Input
a. The instructions
given to the computer which allow
it to perform various functions
b. Key words, numbers
H. language

I.

a. The written set of

instructions given to a computer
b. Java, html, C++
Simulation
a. A faux representation
of something in reality
i.
Utilizin
g Appy Pie to simulate an
actual app
ii.
This
allows for tweaks to be made
prior to starting the actual
coding
b. Although faux it is
fairly accurate

II. PRE-PLANNING
What will students UNDERSTAND as a
result of this lesson? How does this
connect to the Essential Question?

Students will understand what coding is and how

it is used in technology that we use in everyday
life. Students will understand how common
technology (computer, tablets, and phones) uses
coding to take information in and use it to
produce what we need to make the technology
functional. Students will understand that coding
requires problem solving and critical thinking
skills.

What will students be able to DO as a

result of this lesson?

Students will be able to describe the importance

and the many uses of coding by posting on our
camp blog. Students will be able to evaluate
apps by using a rubric. Students will be able to

examine apps for their overall design,

functionality, use and engagement.
III. PLANNING
HOOK
Describe how you will grab students
attention at the beginning of the
lesson.
BE CREATIVE.

TIME: 10:00 minutes

Divide students into 2 groups. Provide them the
following materials (twister mat, coding blocks, 2
stuffed animals). Explain that coding is like putting
together a puzzle. Only certain pieces connect with
one another.
Students will utilize the coding blocks in order to
move their stuffed animal to safety. They must use at
least 4 different set of instructions for their stuffed
animal to follow. Beginning and end points will be
teacher-given.
Source: http://robwirving.com/2015/01/10/real-lifecode-org-blockly-programming-kid/

INSTRUCTION
Explain Step-by-step what you will
do in this lesson. Be explicit about
ties to Points to Ponder, Essential
Question, and Interactions here.
Include ALL support and teaching
materials with your unit.

TIME: 60 minutes
Begin with students posting their initial thoughts on
How Can Coding help you? padlet (students will post
using Chrome Books)
Students will watch the following video from Code
Academy: https://youtu.be/fjQ7XaMNQNc
Have students discuss: How does an idea of an app
get to the final product? Write their ideas on chart
paper.
Explain to students that they are now a part of the AIG
App Agency (show unit logo on website). A local
business has hired them to find out as much as
possible about their products/services in order to
create an app for them to begin using next week. The
more they learn about online platforms, the better for
end product come Thursday.
Show students the following websites and have them
decide if the app if for the PERSPECTIVE of an

child/adult based on the following elements:

PBS Kids
WITN News

Images
Photographs
Logos
Discuss how images may
differ on a website for kid (i.e. PBS kids)
as opposed to one meant for an adult.
Color
Appealing to the eye
Ideal of audience type
Why do childrens
websites use brighter colors? How does
this help with keeping a childs
attention?
Design
To formulate and build
something for a purpose
Keeping the audience in
mind

Show video of app creation process --discuss with

students that all apps begin with an overall idea. That
idea is then put into a mock app using a storyboard.
This story board will evolve over time and after careful
planning come to the end result: A published App. We
can do this on paper or electronic. This helps
formulate our ideas so we can fine tune before the
coding begins. Think of it as a blank page to
brainstorm your ideal app.
As designers you need to ask yourself the following
questions:
1. Who is the audience for my app?
2. What are they expecting to read, find
and see on my app?
3. Why will they continually come back to
access my app?
In order to get a better idea of the answers to these
questions we can use a storyboard.
On the smartboard access the Storyboard website.
Explain to students that they will be using this app in
order to formulate their final project. Discuss elements

of App (rubric--see below)

Students will then work in pairs to complete following
activities:
Stations: (Rotations-45 min) Discuss with students
that practice is the key to becoming a better app
creator. This week students will participate in stations
daily to increase their coding skills. Today students will
analyze apps from to examine their perspective. They
will also continue app simulations using our twister and
coding blocks. Finally they will watch videos based on
common coding languages and then post a reflection
on our camp blog.
1. Coding Simulations: Students will use
the rocket game pieces to create a game board
for a rocket to travel from space to earth. With
their partner they must write the code without
crashing into an alien or satellite.
2. QR Code Activity: students will
evaluate the following apps using the online
rubric. The apps will have QR Codes to send
students to the material. These will be loaded
onto 2 iPads.
a. Cool Math
b. Target
c. Pitt County Schools
3. Research: Students will watch videos
on the various the various jobs which entail
coding. Students will choose 1 (2 if time allows)
to watch and then craft a well thought-out
paragraph describing why or why not coding
should be taught in schools.
a. Video 1
b. Video 2
c. Video 3
ASSESSMENT
(Performance Task) What will the
students DO to demonstrate that
they have mastered the content? Be
specific and include actual
assessment with unit materials.

TIME: (This is a part of their instruction/guided

practice)
Students will submit the following as their assessments
as they rotate through the centers:
Blog Post: students will post a response
after watching 3 videos on the benefits of
coding.

Completed Rubric for App analysis

As an exit ticket, students will create questions for our

guest speaker presentation for Day #2. (Explain that
our guest speaker is a local app creator and it will be
vital to ask him thought provoking questions so that
students can learn as much about his job to help them
in their final project).
DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE
STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO
Throughout the lesson students will evaluate apps based on the perspective of the audience.
They will also build background knowledge of the benefits of coding on a daily blog post.
Furthermore, students will demonstrate their knowledge and understanding by creating
questions for our guest speaker the next day. By being able to generate meaningful questions
for our speaker, students will show they have met our stated lesson objective.
ASSESSMENT AND INSTRUCTIONAL MATERIALS
Padlet
QR Codes:
These will be posted on our interactive tri fold boards. Students will use the rubric that follows
to evaluate each app for the components designated on the rubric.

Code Academy

Target

Pitt County Schools

App Evaluation (see below):

Coding Blocks (will be printed for students to actually use):

Coding Simulation Activity

Blog Post
Final Project App Rubric:

LESSON #2
iCreate
I. DEFINE OBJECTIVES AND CONTENT
LESSON OBJECTIVE

Students will research a local business and identify

their goal and desired audience.

POINT TO PONDER

Proper and thorough research by the app creator is

needed to build an app that not only fits both the
perspectives of the business and the audience.

ESSENTIAL QUESTION

How do apps enhance businesses and cater to their

specific audiences?

CONTENT
Outline the content you will teach in
this lesson.

A. Audience
a. The group that will
access information from the web
platform
i.
Male/F
emale
ii.
Adult/C
hild
iii.
Hobbyi
st
iv.
Athlete
b. A group that desires
information regarding a particular
person, good or service
B. Information
a. Data that is
communicated to an audience
b. Organized in:
i.
Chart
ii.
Table
iii.
Visual
element
c. Appealing to the
audience
i.
Colors
ii.
Fonts
iii.
Images
iv.
Langua
ge (word choice)
C. Layout of an app
a. Arrangement/Placeme
nt
i.
Font
Size
ii.
Images/
captions
iii.
Words/
Phrases
iv.
User
friendly- easy to navigate
b. Given order and
sequence
i.
Each
link is working
ii.
Flowcomparable to another like
platforms
D. Design
a. To formulate and build
something for a purpose

b. Keeping the audience

in mind
E. Value
a. Importance or worth of
information
b. Audience should see
how your app is more valuable than
another similar one.
F. Goal
a. Giving effort to
achieve an end result
b. Each element of the
web platform should reflect your
desired goal for not only your
business but also the desired
audience.
c. Target or an objective
II. PRE-PLANNING
What will students UNDERSTAND as a
result of this lesson? How does this
connect to the Essential Question?

Students will understand the importance of

thorough research in order to create a finished
product that is both beneficial to a business and its
customers. Students will understand how to relay
the perspectives of a business to their specific
audience. Students will understand all aspects of
app creation in regards to business use. Students
will understand how to create a storyboard that
describes the elements of their app.

What will students be able to DO as a

result of this lesson?

Students will be able to design a plan for their app

for local businesses by using a storyboard.
Students will be able to adapt business
information into an app format that is functional for
customers.
III. PLANNING

HOOK
Describe how you will grab students
attention at the beginning of the lesson.
BE CREATIVE.

TIME: 5 minutes
After students are settled they will watch the
Thomas Suarez video on the Smartboard.
https://www.youtube.com/watch?
v=Fkd9TWUtFm0

As students watch the video, they will jot down

notes, questions or thoughts about it on an iPod
touch using the iBrainstorm app. Students will
flick their answers to appear on the teacher iPad
where we we compile all thoughts and questions.
Discuss in small groups- how does his story
impact your thoughts on the influence you can
have now as a student creator?
INSTRUCTION
Explain Step-by-step what you will do in
this lesson. Be explicit about ties to
Points to Ponder, Essential Question,
and Interactions here. Include ALL
support and teaching materials with your
unit.

TIME: 60 minutes
Discuss with the group: As app creator one must
always be willing to design an app that is pleasing
to a company and their audience.
Ask students: What are your favorite apps? What
about them makes you return and use them?
Explain to students that today they will begin the
app creation process by learning more about the
products, services and other things they offer.
Introduce students to the 3 local business we will
be creating apps for (using a VoiceThread video)
Tell students that they will be researching a
business (on Chromebooks or iPads) in order to
create an app that best fits the audience needs
and perspective. Discuss how design elements
look different for an adult/child.
Keeping details, text, data simple
when designing apps for younger
audiences.
Age, attention span and reading
abilities impact apps for younger
audiences.
Keeping layouts clean as opposed
to cluttered.
Goal of the creator: to think from
their perspective.
What colors may appeal to a younger generation?
(Why would certain colors be more preferable over
others?) What are certain elements that are vital
to include in an app? (Do all apps need every

component?)
Stations: (Rotations-45 min)
1. Code Simulation: students will use
the coding blocks from day 1 as they
finalize and create their own simulations to
move the rocket from space to earth from
one part of the twister mat to another. They
will decide their own beginning and ending
points. Students will cut and paste the
coding blocks onto a piece of construction
paper to record their path. If students
finish they will complete the graph paper
programming activity.
2. Storyboard template (teacher
directed station): Students will create a
mock version of the app from their
perspective based on their groups topic.
a. Storyboard is an
outline of what your app will look,
display and road map of the
function of the app
b. A storyboards is
used to define app content and flow
c. Show students the
storyboard video and allow them to
create accounts and play around
with the various components of
storyboard that.
d. Display storyboard
website for the group of students.
Describe how to access the
website as well as login
information.
3. Research Station: students will
research a local business (that have
agreed to have apps created for them) on
the ChromeBook and identify their goal
and desired audience. Students will be
given an information card with basic
information about the company. (Business
name, owner information, company
products/services, statement from the
company). This information will be
recorded on their planning sheet.
Research: Planning sheet

 Tim Sutton,
Greenville AutoWorld
Heather HousePhotographer
Brad RobersonCatering
Louie DixonLouises Promotional Products
Kristi AllenHuntington Learning
Dana TaylorHairstylist
ASSESSMENT
(Performance Task) What will the
students DO to demonstrate that they
have mastered the content? Be specific
and include actual assessment with unit
materials.

TIME: 5 minutes
Students will turn in the following:
Completed coding block plan which
describes how they moved the stuffed
animal from one point of the twister mat to
the other.
Research: Planning sheet students
will complete an information sheet
describing elements of the business their
group is researching (prospective
audience, goal/vision, key details)
Students will write a one paragraph post to the
camp blog about their ideas for their app creation
and how they plan to adapt the information for an
app. Students will specify their ideas for the
design, layout, and target audience.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO
After the lesson, students will use their own thoughts and ideas to post to our camp blog.
Students will have to explain their thinking by using what they have learned in the lesson.
Students will explain what their business needs in regards to an app and how an app would help
enhance this particular business.

ASSESSMENT AND INSTRUCTIONAL MATERIALS

Insert ALL materials here including Assessments and Instructional Materials.
Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been
submitted for this lesson.

Research: Planning sheet

Blog Post

Storyboard
VoiceThread video
Thomas Suarez video on the Smartboard.
https://www.youtube.com/watch?v=Fkd9TWUtFm0

Business Information: Each group will be given an envelope with our following label and
ONE of the business descriptions below will be included. Also, included in their folder
will be a rubric for the app project.

Greenville AutoWorld

Owner: Tim Sutton

Products: Buys and sells used car and trucks. Offers a full
service auto body shop.
App Needs: Greenville AutoWorld is looking for a way to display
automobile pictures as well as their descriptions. They are also
looking for a feature for customers to schedule appoints.
Customers are accustomed to the Greenville AutoWorld Logo as
well as their Green and Black color scheme. Visit them at
GreenvilleAutoworld.net

Emma Smiles
Photography

Owner: Heather House

Products: Photography for newborns to adults
App Needs: Let me tell your story through pictures... I love
capturing priceless moments and making memories. Emma
Smiles captures moments of a person/families life. The app
should include recent images as well as describe the businesses
importance for keeping a family centered approach. As, a feature
for customers to contact Heather. Visit Emma Smiles facebook
page.

Hair Cafe

Owner: Dana Taylor

Products: Hair cut and color for all ages (men and women)
App Needs: An app to briefly describes the services offered at
the hair salon. Also, a component where customers can contact
Dana to schedule an appointment. Images of various hairstyles
should be included too.

Huntington Learning
Center

Owner: Kristi Allen

Products: Specializes in tutoring, SAT and standardized test
prep.
App Needs: An app to briefly describes the services offered at
the learning center. Also, a component where parents can
contact the Center to schedule a consultation. Visit the
Huntington Learning Center Facebook page to learn more.

Mustard Seed Catering

Service

Owner: Brad Roberson

Products: A catering company that works with each client with
the menu and style of service, cost depends on menu selection
and amount of guests at event.
App Needs: An app to briefly describes the services offered at by
the catering company. Also, a component where parents can
contact the Center to to order boxed lunches.. Visit the Mustard
Seed Catering facebook page to learn more.

Louies Promotional
Products

Owner: Louie Dixon

Products: Specializing in screenprinting and embroidery for t-

shirts, polos, hats, teamwear and corporate apparel

App Needs: To briefly describes the services offered at by the
promotional company. Also, a component where potential
customers can contact Louie. Use the testimonials below as
ways to communicate the business vision.
Facebook testimonials as: http://tinyurl.com/npyjc95

LESSON #3
iApply
I. DEFINE OBJECTIVES ANDS CONTENT

LESSON OBJECTIVE

Students will evaluate their storyboard design after

interviewing their business and begin implementing
their design.

POINT TO PONDER

App design entails a careful perspective for problem

solving and troubleshooting in order to create a
successful and useful end product.

ESSENTIAL QUESTION

How does the design of an app enhance productivity for

a business?

CONTENT
Outline the content you will teach in
this lesson.

A. Programming Language
a. The written set of
instructions given to a computer
b. Java, html, C++
B. App Problem Solving
a. Troubleshoot
i.
Analyzing
a problem in order to find a
solution
ii.
Fully
analyze the problem
iii.
Review
coding to determine if order,
sequence etc impacts the desired
outcome
iv.
Use a
different data structure
b. Data source
i.
The
location in which the data comes
from
ii.
Database,
data set, or spreadsheet
c. Input
i.
The
instructions given to the computer
which allow it to perform various
functions
ii.
Key words,
numbers
d. Output
i.
Information
given to the audience from the
web platform
ii.
Words,
charts, images and signs
C. Procedures built in the App
a. What a particular element

in a program does/follows
b. Actions that are
performed in a series
c. Synonym: Protocol
D. Sequence of the App
a. Ordered steps in a
program
b. A series of steps that are
connected
c. Synonym: Consecutive
II. PRE-PLANNING
What will students UNDERSTAND as
a result of this lesson? How does this
connect to the Essential Question?

Students will be able to redesign elements of their

storyboard based on the wants/needs of the
business. Students will be able to redesign their
storyboard through understanding how to
troubleshoot and apply the elements of design.
Students will understand how design, layout, and
implementation of features enhance a business by
promoting products and enticing customers to
return.

What will students be able to DO as a

result of this lesson?

Students will plan an app design for a local

business app.Students will use key elements
provided by business owners to design an app that
creatively displays business features for their
customers and conveys their perspective. Students
will plan their design using the storyboard website.
Their plan will include elements of design.

III. PLANNING
HOOK
Describe how you will grab
students attention at the
beginning of the lesson.
BE CREATIVE.

TIME: 10 minutes
Each student will receive either a ChromeBook or iPad
and go to Kahoot.it.
The teacher will launch the following Kahoot game
https://play.kahoot.it/#/k/e1cce3d4-4468-44c9-bf18e1dd1ca1eba5 and provide students with the game pin.
This game reviews elements of Code.org

INSTRUCTION
Explain Step-by-step what you
will do in this lesson. Be explicit
about ties to Points to Ponder,
Essential Question, and
Interactions here. Include ALL
support and teaching materials
with your unit.

TIME: (60 minutes)

Guest speaker: (20 minutes) Expert will either facetime or
come in person to talk with the students and allow them to
ask questions/share ideas. Teachers will introduce Tim
Joyner our guest speaker. He is a local coder with
experience in making apps.
The guest speaker will discuss how using the storyboard
will aid in the troubleshooting process. Each step on the
board is part of our sequence. The storyboard is our road
map to help guide our creation process. The guest speaker
will speak on how students will be creating pages, adding
graphics and integrating information about the business
based on their storyboard to convey the perspective for the
business. He will discuss how to make it flow both for the
business and the perspective of the audience. The speaker
will also discuss how the storyboard is really a vital piece in
app creation and how it should not be skipped.
If students have another question to add to the discussion
they can use a back channel discussion board on
TodaysMeet -- will need to create a new one closer to
camp. The room can only stay active for a month max.
After the guest speaker concludes the teachers will show
studlessents how to use the http://www.appypie.com/ and
show students can implement aspects of design elements
through images, layout, color etc. on their apps. The video
linked to our website will include how to do the following.
Teachers will explain to students using the video how to
complete the following using the appy pie website. We will
use the website and video above in order to show the
following:
Creating Pages-Students will create section
of their app for contact information, products,
mission/vision statement.
Adding Graphics-These will be images or
pictures need to be appropriate for the business but
also making sure we avoid copyright issues.
Not discussed on the video but will be covered by the
teacher:
Integrating Information about the

business- Make sure that information presented on

the app reflects the business wants, needs and
overall mission/vision.
Student Work Time (guided instruction from teacher):
(40 minutes)
Research: students will facetime or have face to face
interviews with a business in order to discuss app
components. Students will show the business owners their
storyboard template. The owners will offer their
suggestions as to how they may be improved upon.
Tim Sutton, Greenville AutoWorld
Heather House- Photography
Dana Taylor- Hair Cafe
Kristie Allen-Huntington Learning
Center
Brad Roberson- The Mustard Seed
Catering Service
Louie Dixon-Entrepreneur
**Note that all businesses have been contacted and have
agreed to provide their time so that students can create an
app based on a real local business**
Students will make necessary adjustments to their
storyboard and begin applying it to the appy pie templates.
Teachers will work with each group to assist in any
questions they may have. The video shown to the class
will be linked to the website so groups can revisit it as
needed.
ASSESSMENT
TIME: 15 minutes (built in with stations)
(Performance Task) What will
the students DO to demonstrate Finalized storyboard
that they have mastered the
content? Be specific and include
actual assessment with unit
materials.
DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE
STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

Students will be working with storyboard and making necessary adjustments. This will allow
students to demonstrate an understanding of app creation as well as the needs of the business
they are creating an app for. The storyboard will demonstrate an understanding of the apps
purpose as well as the business perspective.
ASSESSMENT AND INSTRUCTIONAL MATERIALS
Insert ALL materials here including Assessments and Instructional Materials.
Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been
submitted for this lesson.
Kahoot Game
TodaysMeet
http://www.appypie.com/
Finalized storyboard (will use the following rubric to score and provide feedback)

LESSON #4
iReveal
I. DEFINE OBJECTIVES AND CONTENT
LESSON OBJECTIVE

Students will be able to present a well planned and

designed app to the business and audience.

POINT TO PONDER

Communication is key in describing the overall

design and implementation of the app based on the
perspective of the business and audience.

ESSENTIAL QUESTION

In what ways does having an app benefit both the

business and audience?

CONTENT
Outline the content you will teach in
this lesson.

A. Value
a. Importance or worth of
information
b. Audience should see
how your app is more valuable than
another similar one.
B. Goal
a. Giving effort to achieve
an end result
b. Each element of the
web platform should reflect your
desired goal for not only your business
but also the desired audience.
c. Target or an objective
C. Design an App
a. Storyboard
i.
Table
describing the steps, order of
events
1.
H
omescreen
2.
T
abs
a.
V
ision
Statement/Goal
s
b.

S
ervices
c.
I
mages/Captions
d.
C
ontact
Information
ii.
Displays
the sequence of the story
1.
O
rder of the tabs
2.
C
lear description and
order
3.
O
rganizes the information
the creator has
displayed
b. Audience
i.
The
group that will access
information from the web
platform
1.
M
ale/Female
2.
A
dult/Child
3.
H
obbyist
4.
A
thlete
ii.
A group
that desires information
regarding a particular person,
good or service
c. Information
i.
Data that
is communicated to an
audience
ii.
Organize
d in:

1.
C
hart
2.
T
able
3.
V
isual element
iii.
Appealin
g to the audience
1.
C
olors
2.
F
onts
3.
I
mages
4.
L
anguage (word choice)
d. Layout of an app
i.
Arrange
ment/Placement
1.
F
ont Size
2.
I
mages/captions
3.
W
ords/Phrases
4.
U
ser friendly- easy to
navigate
ii.
Given
order and sequence
1.
E
ach link is working
2.
F
low- comparable to
another like platforms
e. Design
i.
To

formulate and build something

for a purpose
ii.
Keeping
the audience in mind

II. PRE-PLANNING
What will students UNDERSTAND
as a result of this lesson? How does
this connect to the Essential
Question?

Students will understand the impact of an app for a

business on the audience. Students will understand
that information they add to an app (text, images and
the like) will add to a customer's continued use of the
app or deter them from further use. Students will
understand why an app needs to be functional for a
business so that the audience can use it. Students will
understand that it is important for the app to have
clarity. For example, clearly defining the
products/services for the customer as well as easy
access for information.

What will students be able to DO as

a result of this lesson?

Students will be able to communicate the goals of a

business through an app. Students will be able to
share their storyboard as well as their app for each
business. Students will be able to identify components
of the app that identify with parts of their storyboard.
Students will be able to share the overall vision and
goals of the business through the app by explaining
how to use and navigate the app.
III. PLANNING

HOOK
Describe how you will grab
students attention at the beginning
of the lesson.
BE CREATIVE.

TIME: 5 minutes
Watch the video and discuss how apps can transform
and expand businesses audience and outreach to those
in their community and beyond.
Have students access the day 1 padlet . Students will
need to read their response to How Can Coding help
you?(students will post using Chrome Books) and post
how their thinking has evolved.

INSTRUCTION
Explain Step-by-step what you will

TIME: 15 minutes

do in this lesson. Be explicit about

ties to Points to Ponder, Essential
Question, and Interactions here.
Include ALL support and teaching
materials with your unit.

Explain that as creators we often need to analyze and

reflect on our work. In evaluating our work we may
need to troubleshoot. This could be due to a problem
with sequencing, data input/output etc. Furthermore,
editing the elements ensures that we are appealing to
the business and ultimately the audience they hope to
draw to their app.
Troubleshoot (have students answer the following
questions about basic troubleshooting solutions using
the PowerPoint- which will be displayed using the
smartboard) Students will understand that they already
know the basics of troubleshooting
Analyzing a problem in
order to find a solution
Fully analyze the problem
Review coding to
determine if order, sequence etc impacts the
desired outcome
Use a different data
structure
Activity: Go back to day 1
and 2 coding activity where students had to move
an object from one part of the twister board to the
next. Have two students help with this endeavor.
Use the coding pieces have students problem
solve in order to move one student to the other
side of the twister mat. Students will be given
various scenarios where the order of the
movements may be mixed up. Students will be
troubleshooting the scenarios to ensure that the
person ends at the correct place. Students will be
given the same coding blocks from Day 1, but in a
different order and not glued down so that they
are able to move them.
Visual Appeal (teacher will load their mock app on
the smartboard--or have it downloaded on iPads).
Tell students that you have designed an app for new
teachers. It is a place where they can access
information and connect with teachers in their field.
Remind students that as app creators we need to keep
in mind the perspective of the audience. Also, tell them
to keep in mind that at the conclusion of todays lesson
they will be sharing their apps with their audience. The
teacher will model HOW to communicate the apps
overall function while also discussing the following with
students.:
Color

 Why would this particular

color be a good/poor choice?
Discuss appropriateness
of background choice.
Image appropriateness
Is it appropriate for the
audience?
Icons: make sure they fit
with the material. (Facebook icon to
describe websites)
Word/Vocabulary choice
Is the choice of words
appropriate for the audience?
Also, look for any errors in
spelling, punctuation and word choiceThe app has a few.
Connect back to Day 1 stations, what
appeals to children may not to adults.
As teacher shows
students the mock app they will discuss
why this app would/would not be
appropriate for a particular audience.
Editing/Revisions (this will also use the above app)
Does your app communicate the vision
and wishes of the company?
Does your app appeal to an audience
that would access this companies
information/services?
Do all your links work?
Spelling and punctuation (there are a few
in the mock app)
ASSESSMENT
(Performance Task) What will the
students DO to demonstrate that
they have mastered the content?
Be specific and include actual
assessment with unit materials.

TIME: 60 minutes
Students will analyze their app (a final product using
Appy Pie) and with a peer editor they will evaluate it for
visual appeal, troubleshooting problems as well as
editing/revisions.
Students will then turn in a completed app that they will
share with business (if they are able to attend the class)
as well as families that are in attendance. Students will
explain the apps functions for both the business as well
as the audience.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO
Students will be able to apply the components of their storyboard design by using the Appy Pie
App Creator. Students will be able to revise and edit their apps/storyboards along with the help
from a peer editor. They will also be able to use the app when presenting to the audience in
attendance. When communicating to their audience they will be able to describe why various
choices/elements were implemented.
ASSESSMENT AND INSTRUCTIONAL MATERIALS
Insert ALL materials here including Assessments and Instructional Materials.
Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been
submitted for this lesson.
Padlet
Video
PowerPoint
Appy Pie: Mock Version to be used for instruction.
Coding Blocks (will be printed for

Rubric for Grading the App:

students
to
actually
use):