Objective: 

Students will work in groups to design a community space (such as a park, library, or recreation center) that meets the diverse needs of its users. They will gather ideas from their classmates, representing different perspectives, to ensure the space is inclusive and accessible to all. This project introduces collaborative design and computational thinking by considering the needs of a wide range of users.

Materials Needed: 

• Large poster paper

• Markers

• Sticky notes

• Community space examples (e.g., photos of parks, libraries)

• Scenario cards representing diverse users (e.g., seniors, children, athletes, and those with mobility aids)

Steps:

• Introduction: 

  • Students discuss how public spaces serve different community needs. 

  • Ask students to share places in their community they visit and why. 

  • Explain that their task is to design a space that is inclusive of various users’ needs.

• Crowdsourcing Needs: 

  • Students move around the room, placing sticky notes with design ideas on large poster papers representing different community spaces. 

  • Encourage them to consider what features would make each space accessible and useful for all, such as ramps, seating, or play areas.

• Group Design Activity: 

  • Assign groups a specific community space to design. Using the ideas gathered, each group will sketch their vision for an inclusive design, incorporating as many user needs as possible.

• Presentation and Feedback: 

  • Groups present their designs, explaining how they addressed diverse needs. 

  • After each presentation, classmates provide feedback or new ideas to make the space even more inclusive.

Equity and Access: 

Provide visual examples and pre-drawn templates for students who may need additional support with sketching or visualizing spaces.

Real-World Application: 

Connect this activity to urban planning, discussing how real cities involve community input to create parks and other public spaces that serve all citizens.

CS Practice(s): 

Collaborating around Computing: Students crowdsource design ideas from peers, representing diverse perspectives to inform their community space design.

Standard(s):

• CA Arts 6.VA.CR.2.3

• CA CS 6-8.IC.22

Objective: 

Students will use a digital pixel art program to create self-portraits, learning how to translate visual elements into pixels and exploring abstraction by simplifying features into basic shapes and colors.

Materials Needed: 

• Computers or tablets with access to a pixel art application (e.g., Piskel)

• Sample pixel art images for reference

Steps:

• Introduction: 

  • Show examples of pixel art and discuss how it uses a limited grid of pixels to represent images. 

  • Explain how digital tools can turn individual pixels into larger images by abstraction.

• Guided Practice: 

  • Demonstrate how to use the pixel art program, including selecting colors, drawing pixel by pixel, and undoing mistakes.

• Creating Pixel Self-Portraits: 

  • Students create their pixel self-portraits, focusing on using simple shapes and color blocks to represent their features and expressing unique qualities with minimal detail.

• Reflection and Presentation: 

  • Once completed, students present their portraits, reflecting on how they used abstraction and color to represent themselves. 

  • Discuss how creating with pixels is similar to other types of digital image creation.

Equity and Access: 

Provide step-by-step guides or templates in the pixel art app for students who are less familiar with digital design.

Real-World Application: 

Connect this project to digital art used in video game design and online avatars, illustrating how pixel art is foundational in digital media.

CS Practice(s): 

• Creating Computational Artifacts: Students use a digital tool to create a self-representation, making design choices about color, shape, and scale.

Standard(s): 

• CA Arts 6.VA.CR.3

• CA CS 6-8.DA.7