Objective: 

Students will collaborate to plan and design a graphing process on paper, using an iterative process to modify their approach based on feedback from diverse users, focusing on accessibility needs like color blindness.

Materials Needed: 

• Graph paper

• Rulers

• Pencils

• Colored pencils

• Feedback forms

• Sticky notes

Steps:

• Introduction: 

  • Students are learning how to graph on a coordinate plane. 

  • The teacher explains how students will design a manual process for graphing functions on paper. 

  • The importance of planning and considering feedback from diverse users is emphasized, especially those with visual impairments.

• Activity: 

  • In pairs, students begin by plotting a simple function, like a line or a shape, on graph paper. 

  • They use colored pencils to represent different lines, but they also use varying line styles (e.g., dotted, dashed) to ensure accessibility for users who may struggle to distinguish colors. 

  • After completing their initial graph, students exchange their work with peers for feedback on readability and clarity. 

  • They receive feedback via sticky notes, noting if the lines are easy to distinguish and if the graph is clear. 

  • Based on this input, they make adjustments, such as changing line styles or adding labels, and redraw the graph.

• Presentation: 

  • Each pair presents their improved graph to another pair, explaining how they incorporated feedback from their peers to make the graph more accessible and easier to read. 

  • They highlight the changes made during the iterative process.

Equity and Access:

Provide pre-labeled graph paper and clear examples of line styles for students needing additional support. Encourage peer collaboration by pairing students with diverse abilities.

Real-World Connection: 

Relate the process to how designers and engineers incorporate user feedback to make data visualizations, like maps or infographics, more accessible to diverse users.

CS Practice(s): 

• Recognizing and Defining Computational Problems: Students break down the task of creating a clear, accessible graph by considering different elements such as lines, points, and labels. 

• Foster an Inclusive Computing Culture: Students modify their approach based on feedback, refining their graph to improve accessibility and clarity.

Standard(s): 

• CA CCSS Mathematics 5.G.1

• CA CCSS Mathematics 5.G.2

• CA CS 3-5.AP.15

Objective: 

Students will collaboratively remix a program in Scratch or another coding platform, that graphs functions. They use an iterative process to modify the program based on user feedback and accessibility needs.

Materials Needed: 

• Computers

• Pre-made graphing program templates

Steps:

• Introduction: 

  • The teacher introduces the class to graphing on a coordinate plane and explains how they will modify a pre-made program to graph functions. 

  • Students will incorporate feedback from diverse users and refine their program through an iterative process to promote an inclusive experience.

• Activity: 

  • Working in pairs, students first explore a program that plots points on a graph. 

  • They use this existing code as a base and add features such as labeling axes and adjusting line styles for users who may have trouble distinguishing colors. 

  • Students run tests with peers, including those with different visual needs, and gather feedback about the clarity of the graph. 

  • Based on this feedback, they modify the program, making changes such as altering line thickness or adding sound to indicate points.

• Presentation: 

  • Students demonstrate their modified graphing programs, explaining how they iteratively improved the design based on user feedback and how they considered accessibility needs.

Equity and Access: 

Provide a coding template for students who need extra support and pair students with diverse coding experience for collaboration.

Real-World Connection: 

Connect the lesson to how software engineers incorporate user feedback and accessibility features when designing programs, such as educational apps or website interfaces.

CS Practice(s): 

• Creating Computational Artifacts: Students remix a program by modifying pre-existing code. 

• Testing and Refining Computational Artifacts: Students gather user feedback and adjust their program to improve functionality and accessibility.

• Foster an Inclusive Computing Culture: Students seek feedback from users to increase accessibility to the program they are remixing.

Standard(s): 

• CA CCSS Mathematics 5.G.1

• CA CCSS Mathematics 5.G.2

• CA CS 3-5.AP.15