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Andrew Wagner
EEND 675
October 6, 2017
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Student Creativity Project
Overview of Lesson
The lesson chosen for this assignment is designed for my physical science class, which is
comprised of 22 students. Most of the students are sophomores and many have IEP or 504 plans
or are ELL. The ability level of this class ranges from 3rd grade reading and math skills to almost
at grade level. This class is co-taught with a special education teacher and we try to differentiate
instruction based on the many abilities and needs of the students in the class.
This lesson is a lesson on forces, which falls roughly halfway through the course.
Students learn about the different types of forces and learn how to draw force diagram with
arrows to represent the different forces acting upon objects. The students will have conducted an
activity in the previous lesson where they match force diagrams to descriptions and determine
In this lesson, the students will create their own situations and create the force diagram
pictures to go with them. Several of the students struggle with fine motor skills, so having them
draw is usually impractical. I decided to several of the digital comic creators to make it easier for
my students to focus on their creativity in their force diagrams and less on drawing. I was
initially intrigued by Pixton (2017) because it had a much wider range of backgrounds and
characters to choose from than some of the other tools. However, students would need to be able
to draw arrows to show forces for the assignment, and Pixton didnt have arrows or a suitable
alternative. I selected Strip Generator (2017) for this assignment because the backgrounds are
simple (less distracting for my students) and it does have the ability to draw arrows.
I selected a cartoon tool for this assignment to build student interest and engagement in
the lesson as they are able to channel their creativity in a visual manner (Saxema, 2013). Rather
than simply asking students to select a single object or character and then label the forces with
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Student Creativity Project
arrows, they will need to use the shapes and objects available in Strip Generator to create
scenes, which will better tell the story of what is happening in each picture. This will foster
true creativity on the part of my students, rather than simply having them use fully built images
(Johnson, 2014). This creativity aspect to build the scene will also be assessed as part of the
NGSS-HS-PS2-1: Analyze data to support the claim that Newtons second law of motion
describes the mathematical relationship among the net force on a macroscopic object, its
Identify the types of mechanical forces: gravity, friction, normal, tension, applied.
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Student Creativity Project
Name _________________________________
*You may not copy the work of another student, nor may you use any images or scenes that
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Student Creativity Project
Works Cited
ISTE (n.d.) ISTE Standards for Students. Retrieved September 29, 2017 from
http://www.iste.org/standards/standards/for-students#startstandards
NGSS Lead States. (2013). Next Generation Science Standards: For States, By States.
Washington, DC: The National Academies Press.
Johnson, D. (2014). Power up! Technology and the illusion of creativity. Educational
Leadership, 71(7), 84-85. Retrieved October 6, 2017 from
http://www.ascd.org/publications/educational-
leadership/apr14/vol71/num07/Technology-and-the-Illusion-of-Creativity.aspx
Pixton Comics. (2017). Make a Comic or Storyboard. Retrieved October 6, 2017 from
https://www.pixton.com/
Saxena, S. (2013, November 14). How can technology enhance student creativity?
EdTechReview. Retrieved October 6, 2017 from http://edtechreview.in/trends-
insights/insights/750-how-can-technology-enhance-student-creativity