Week 15: Invent Something Cool
Digital Project Work — Phase 1
Throughout this course you have learned many important skills:
- controlling a computer
- saving and organizing files
- typing and writing ideas
- creating images
- searching for information
- thinking step-by-step like a programmer
- solving problems with debugging
- understanding systems
- using AI as a creative partner
Now it’s time to bring those skills together.
You will begin working on a final creative project.
The big idea this week:
Creators turn ideas into real things by building them step-by-step.
Professional creators rarely make something perfectly the first time. Instead they:
- start with an idea
- build a first version
- improve it
- test and adjust
- keep refining
This process is called iteration.
Your final project will go through several versions before it is finished.
- You do not need to teach every bullet on the page. Use the learning goal and one or two activities for the session you are teaching today.
- If time is short, teach one guided session well and leave the rest for later. The lessons are designed to stretch across the week.
- The independent session works best after the learner has already explored the main idea with you once.
Teacher Preparation
- Time: Each guided session runs about 30–45 minutes. The independent session is 20–30 minutes.
- Device: One computer or tablet per learner with keyboard and mouse/trackpad.
- Accounts: Ensure the student can log in to any tools they used earlier (Scratch account, AI tool, etc.).
- Ensure the student has access to the tools they used earlier in the course:
- writing tools
- drawing tools
- Scratch
- browser
- AI tool (optional)
- Confirm the My Projects folder exists and is organized.
- Prepare a sheet of paper or whiteboard for planning diagrams.
- Set up the visual timer.
- For a detailed evaluation guide, see the Final Project Rubric.
Encourage ownership and curiosity.
This project should belong to the student.
The goal is not perfection — it is creative exploration and persistence.
Guided Session 1
Choosing a Project Idea
Learning Goal
By the end of this session, the student can:
- evaluate multiple project ideas and justify which one is best to pursue
- connect a chosen project to earlier skills, tools, and interests
- create a project plan that breaks a large idea into smaller parts
Activities
1. Review What We Can Create
Ask the student:
“What kinds of things can we create with a computer?”
List examples together:
| Type of Creation | Example |
|---|---|
| Story | A short adventure story |
| Drawing | A character or machine design |
| Program | A Scratch animation or mini-game |
| Invention | A robot or machine idea |
| Information | A fact page about animals |
| Combination | A story with pictures |
Explain that the final project can be anything creative that uses the computer.
Not sure which direction to go? Here are some project types that work well:
- Scratch Animation or Game — Make a sprite move, tell a story, or respond to key presses. Good for learners who enjoyed Weeks 10–11.
- Illustrated Story — Write a short story and add drawings. Good for learners who enjoyed Weeks 5–6.
- Fact Page or Guide — Research a topic and present it as a mini-website page, poster, or slide deck. Good for learners who enjoyed Weeks 7–8.
- Invention Design — Draw and describe an imaginary machine, robot, or tool. Good for learners who enjoyed Week 12.
- AI-Assisted Creation — Use AI to help brainstorm ideas, then build and refine the project with your own creative choices. Good for learners who enjoyed Weeks 13–14.
- Combination — Mix types! A Scratch animation with a written backstory, or a fact page with original illustrations.
Any of these pathways is valid. The important thing is that the learner is interested in the idea and can explain their choices.
A good final project is focused and completable in 3–4 sessions. Help the learner pick a scope that feels challenging but achievable:
- Just right: A Scratch animation with 2–3 sprites and a short story. A 1-page illustrated guide about an animal. A drawing series with 3–4 panels.
- Too small: A single drawing with no explanation. A one-sentence story.
- Too big: A full video game with multiple levels. A 10-page research paper. A complete website.
If the idea is too big, help the student pick one part of it to build well. They can always expand later.
2. Brainstorm Project Ideas
Ask the student to suggest ideas based on their interests.
Examples might include:
- a Scratch animation about dogs
- a robot that helps animals
- a comic about a silly creature
- a guide about how rockets work
- an invention idea for a machine
Write several ideas down.
Encourage imagination.
Even unusual ideas are welcome.
3. Choose One Main Idea
Ask the student to choose one project to start building.
Discuss:
- What will the project show?
- What tools might we use?
- What would the first step be?
Write a short project description.
Example:
Robot Dog Helper
A Scratch animation showing a robot that helps dogs find lost toys.
4. Break the Idea into Parts
Explain that large projects are easier when broken into smaller pieces.
Example:
Project Plan
Design the robot character
Create the dog character
Program the robot to move
Add speech bubbles
Add a simple background
This becomes the project plan.
Reflection Questions
- “Why is your chosen project stronger than the other ideas you considered?”
- “How does your project connect to skills you learned earlier in the course? ”
- “Which first step matters most, and why?”
- “I picked this idea because…”
- “This project uses a skill I learned when we…”
- “The first thing I need to do is… because…”
Guided Session 2
Building the First Version
Learning Goal
By the end of this session, the student can:
- create a first version or prototype that tests the main idea
- evaluate what is working and revise the plan while building
- justify why a rough first version is useful in the creative process
Activities
1. Set a Goal for Today
Explain:
Today we will build the first version of the project.
This version is called a prototype.
A prototype is an early version that helps us test ideas.
Ask the student:
“What part of the project should we try first?”
Examples:
- drawing characters
- building the Scratch scene
- writing the story introduction
- designing the background
2. Begin Building
Let the student begin creating.
Support them with questions such as:
- What should happen first?
- What tools could help?
- What could we try next?
Encourage exploration.
3. Solve Problems Together
If something doesn’t work:
- revisit debugging strategies
- adjust the plan
- try small experiments
Explain that every creator encounters problems while building.
The important part is continuing to try new solutions.
4. Save the First Version
Save the work in a new folder:
My Projects → Final Project
If possible, give the file a version name such as:
RobotDog_v1
Explain that creators often keep multiple versions as their project evolves.
Reflection Questions
- “What did your first version help you learn about the project idea?”
- “Which problem challenged you most, and how did you respond to it?”
- “What revision or next step would most improve the next version?”
- “Building my first version taught me…”
- “The hardest part was… and I tried…”
- “Next time I will change… because…”
Independent Session
Creator Time
Instruction
Spend time continuing to work on your project with a clear building goal.
Choose one part of the project to create or improve, then ask yourself:
- What is the most important thing to build next?
- What evidence will show that this part is working?
- What should I revise if the first try is weak?
Save your progress inside:
My Projects → Final Project
Give your files clear names so you can find them later.
Skills Reinforced
- evaluating project ideas and planning intentionally
- taking creative ownership of a chosen project
- persisting through early problems and revisions
- solving design problems during project creation
- combining multiple digital skills into one artifact
Setup
- project tools available
- access to My Projects → Final Project
- visual timer
🔄 Simplify or Extend
Simplify:
- Narrow the project to a single scene, page, or drawing instead of a multi-part plan.
- Let the student dictate the project plan while the adult writes it down.
- Use a provided template (story starter, Scratch starter project) to reduce the blank-page problem.
Extend:
- Challenge the student to write a project plan with a timeline and milestones.
- Encourage combining two tools (e.g., a Scratch animation with a written backstory).
- Ask the student to sketch multiple versions of a character or scene before choosing one.
💾 Save This Week's Artifact
Save the project plan document and the first version (v1) of the project to the portfolio. These artifacts capture the very beginning of the creative journey and will be valuable for comparing growth during the Week 18 showcase.
✅ Success Indicators
By the end of this week, look for signs that the learner can:
- Brainstorm multiple project ideas and explain why they chose one
- Create a written or visual project plan that breaks the idea into smaller parts
- Start building the first version (prototype) of the project
- Save the first version with a clear file name (e.g.,
ProjectName_v1) - Identify at least one problem encountered and describe how they responded
- Connect the project to skills learned earlier in the course
Project • Prototype • Iteration • Version • Plan • Creator
See the Glossary for definitions.
- Use the Portfolio Tracker to record project milestones.
- Review the Troubleshooting Routine when you get stuck.
- Check your Competency Map progress — this project draws on skills from every stage.
- See the Final Project Rubric for how the project will be evaluated.