Design Subject Overview

Why this new subject? EMDD Rap Song: a Student’s Perspective

Towards well-rounded education, students will
acquire knowledge, skills, attitudes and habits in
five major learning areas that are necessary for
doing well in the real world and hence deserve
adequate attention. These learning areas build
upon each other allowing you to grow
professionally and personally and become more
confident in handling a wide variety of challenging
situations in life. Each of these learning areas is
briefly summarised below and then elaborated. http://bit.ly/emdd-rap-song

Systematic Solving of Real-life Problems

When faced with a new problem in real life, we often try to find a solution in an
unplanned manner (“jugaad”) and are satisfied with finding a solution that more or
less “works”, missing out on better solutions. A systematic problem-solving process
ensures that the need and user requirements are clearly understood, several
possible solution options are considered before choosing the best of them, and it is
verified that the created solution actually meets the requirements.

Comfort with Digital Technology and Tools

Digital technology and tools have changed the way we solve everyday problems,
be it creating a greeting card, planning a city tour, drafting a project proposal,
making a presentation, seeking large-scale feedback, explaining a concept using
animation or a game, visualising a new product using a 3D model, creating a
website and so on. Getting comfortable with digital technology is essential for all.

🔹 🔹
Growth-oriented / Entrepreneurship Mindset
Personal growth requires:
of our environment 🔹
Dreaming bigger, not being limited by the limitations
Taking risks, trying new and challenging things

🔹 🔹
take them to completion Bouncing back from obstacles and failures 🔹
Identifying opportunities around us, selecting some and then taking ownership to
Analysing
and learning from all experiences Trying repeatedly with new approaches without
giving up.

Livelihood and Life Skills

Whether in a job, business or home, we need to effectively communicate and
collaborate with people, managing relationships with keen observation and deep
empathy. Make decisions applying critical thinking & creativity. Exploring new ideas
and approaches also requires creativity. Choosing career-paths requires self
awareness and confidence while managing our fears.
Learning to Self-Learn
Most of the technology we use today did not exist a few years ago and will become
obsolete in another few years. New knowledge or skill will need to be learned. As
and when needed, we should be comfortable to learn new things on our own, using
whatever resources available at our disposal. Practising this a few times gives us
the confidence to tackle new learning challenges. It also gives us the ability to
identify situations that demand new knowledge or skill and to take initiative to learn
them.

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Systematic Solving of Real-life Problems
When faced with a new problem in real life, we often try to find a solution in an
unplanned manner (“jugaad”) and are satisfied with finding a solution that more or
less “works”, missing out on better solutions. A systematic problem-solving
process ensures that the need and user requirements are clearly understood,
several possible solution options are considered before choosing the best of them,
and it is verified that the created solution actually meets the requirements.
We will use the Design Thinking process to systematically solve real-life problems. This section attempts
to make it easy for you to understand the process and related terms and concepts by using a real-life
example.

What is ‘Design’?
The word “Design” has multiple meanings and it is used in many contexts as a noun and as a verb. Using
“design” in its noun form, the phrase “it has a good design” often refers to products such as jewellery,
building, car, business logo, poster, phone app, etc. A good design could make the product visually
appealing, more useful, more affordable, longer lasting, environmentally-friendly, and so on. Services such
as internet service, house painting, cleaning service also have an associated design that could be good or
not.
In its verb form, the words ‘design’ or ‘designing’ refer to the process of creating a product or a service.
There are also specialised usage of ‘design’: graphics design refers to designing of graphic art, software
design refers to designing of software applications, and so on.
The central question is:
Is there a process using which we can create products and services with good designs?

What is ‘Design Thinking’?

Design Thinking is a problem-solving process that helps us create good designs that satisfy people’s
needs in a more complete manner. It involves:

● Deeper understanding and analysis of the problem as well as the needs

and viewpoints of users Inquiring and
Analysing
समस्या के हर पहलू को और सबकी ज़रूरतों और दृष्टिकोण को विस्तार से समझना।

● Brainstorming of possible solution ideas, choosing the better among

them and expanding its design
Developing Ideas
विविध solution ideas पर मंथन करना, सबसे बेहतर idea का चयन करके उसको
अमल में लाने का खाका को विस्तार से तैयार करना।

● Implementing the design of chosen solution idea to create a solution

Creating a Solution
चयन किये idea के खाके को अमल में ला कर उसे वास्तविक रूप दे ना।

● Testing the solution (product or service) to verify that the problem has
indeed been solved to the satisfaction of the users.
Evaluating
क्या सच में users की समस्या सल
ु झ गई और जरूरत परू ी हो गई? यह टे स्टिंग द्वारा
चेक करना।

The above process is repeated until testing gives satisfactory results.

Iterative Refinement
जब तक टे स्टिंग संतोषजनक परिणाम नहीं दे ती, उपरोक्त कदमों को दोहराना।

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In the Design Cycle below, the four quadrants represent the four bullets above and the cyclic arrows
represent its iterative nature. We will inspect each step in a little more detail using a real-life example.

A. Inquiring and Analysing

● Deeper understanding and analysis of the problem as well as the needs and viewpoints of users
प्रॉब्लम के हर पहलू को और सबकी ज़रूरतों और दृष्टिकोण को विस्तार से समझना।

It involves the following:

(i) Understanding the problem and the need for EXAMPLE:
its solution for specific target groups. Relevant Ankita, Altaf and Sai have been assigned the task of
questions: What is the exact problem? organising the school’s Annual Day Function
Why is its solution important to the target group? primarily for the students’ guardians (parents or
What are the consequences of not solving it? relatives living with them). In order to continue to
enrol their children in the school, guardians need to
be reassured about the school’s efforts to improve
board exam results, new opportunities available for
student’s overall development, etc. and they need to
feel part of the school’s family. (Note: Students and
teachers are also target groups, but we will focus on
the guardians to keep this example brief).

(ii) Build a plan and do research, both primary Ankita and her team prepared questions re: main
(communicate with the target group yourself) and items guardians expect in the annual day function
secondary (referring to data from published and their main concerns. Each of them surveyed 10
research). The purpose of research is to deepen guardians and collated the data.
your understanding of various aspects of the (Similarly surveyed students and teachers).
problem, its impact on the target group, and
different viewpoints of people in the target group.

(iii) List and compare some pre-existing Ankita and team spoke to their seniors who had
products that intend to solve the same or similar organised the Annual day function and got their data
kind of problems. Analyse as to what extent they about which parts of the program were successful
are successful at solving the problem and where and which were not, and why.
they fall short.

(iv) Using all of the above research, document They prepared a design brief that includes all
your understanding of the problem and the requirements of guardians, teachers and students,
requirements for desired solution in detail. The covering the following topics:

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 resulting document is called Design Brief Welcome
because you are briefly describing all Efforts to improve board exam results
requirements for the solution to the designers. It is Entertaining activities with all student participation
important to capture all requirements that will New programs to improve education
qualify your product to “have a good design” (see Refreshments
the section on What is ‘Design’?) Short speeches of dignitaries

New Terms Introduced:

Target group: people who would be benefitted by the solution of the problem.
Primary and Secondary Research: research refers to the process of collecting data to deepen
understanding about the problem and the target group. Primary research refers to what you do in talking
to people or conducting a survey. Secondary research refers to using data from research done by others.
(Research) data: data in this context refers to information about the problem, user viewpoints, etc.
Design Brief: A document briefly describing a clear understanding of the problem and requirements for
the solution. Designers will design a solution to satisfy these requirements.

B. Developing Ideas
● Brainstorming of possible solution ideas, choosing the better among them and expanding its design.
विविध सोल्यशू न्स आइडियाज पर मंथन करना, सबसे बेहतर आईडिया का चयन करके उसका विस्तार से ख़ाका तैयार
करना।
It involves the following:
(i) Develop the success criteria for Going through the Design Brief containing all requirements,
the solution to be designed based on Ankita and team wrote down what a “Successful” event would
the requirements and analysis of the mean to guardians. They came up with three parameters on
research data. which to measure guardians’ satisfaction with the Annual Day
function: Security of their ward’s future, Enjoyment during the
event, Connect with the school. (Similar for students &
teachers)

(ii) Brainstorming of possible With so many requirements to meet, with teacher’s

solution ideas to implement the permission, Ankita got volunteers for several different teams,
requirements and satisfy the success one team for each requirement topic. Each topic team
criteria. Compare various practical brainstormed possible ideas for satisfying the requirements in
solution ideas and choose one that is their topic. E.g. To meet the requirement on “New programs to
most optimal. improve education”, the “New Programs” team considered
three ideas:
a) students will set up stalls to demonstrate new programs;
guardians will go around each stall
b) students will demonstrate new programs on the stage
c) students will demonstrate new programs in classrooms

(iii) Present the chosen solution idea One by one, each topic team presented their chosen idea to
justifying (providing reasons) why it Ankita’s team and justified why it was selected. E.g. The New
was selected. Programs team presented how students will demonstrate new
programs on the stage so that all the audience can see and
hear on a big screen. The other two ideas were ruled out
because it would take too much time for guardians to go
around and many would miss it.

(iv) Expand the design of the chosen In collaboration with each topic team, Ankita’s team prepared a
solution idea with accurate detailed schedule of the program, along with clear
drawings/diagrams and details to responsponsibilities assigned for each task. The students

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 clearly describe the design that needs participating in each task were listed and the tasks were
to be implemented. detailed.

New Terms Introduced:

Success criteria: what could be checked to convince that the solution being designed is successful.
Brainstorming: process of generating ideas in a group by feeding on each other’s ideas. There is no
judgement or criticism during brainstorming so that ideas can freely flow.
Design: in this context, a description of how the solution will be implemented, and how it would function.
Accurate drawings/diagrams: Expand the Design in detail by sketching what the solution would look
like and/or how it would function.

C. Creating the Solution

● Implementing the design of chosen solution idea to create a solution
चयन किये आईडिया के खाके को सोल्यश
ु न का वास्तविक रूप दे ना।
It involves the following:
(i) Develop a logical plan, considering efficient Ankita’s team set up regular meetings with each topic
use of time and resources. The plan should be team leader to check status on their tasks. Each topic
clear and sufficient for team members to be team leader divided their team’s tasks among its
able to follow to create the solution. members, specifying exactly what needs to be done
and setting deadlines for each task.

(ii) Develop & use necessary skills to follow the Learning & developing their skills, each topic team
plan + design and implement the solution. worked on the tasks as designed, keeping note of
You may have to make changes to original what had to be done differently and why. Ankita’s team
design and/or plan; keep a note of what coordinated with all topic teams as well as the
changes were made and why. teachers in charge of the annual day function.

(iii) Ensure that the solution works as intended On the day of the function, all teams executed as per
and Present the solution as a whole. the plan, making on the spot adjustments in case any
issues were faced.

(iv) List and explain changes made in the During the design stage, they had forgotten to include
original design and plan while implementing the the tasks for creating and distributing invitations. It was
solution in steps (ii) and (iii). later added when Ankita’s team discovered it during
review meetings. .

New Terms Introduced:

Logical Plan to create a solution: details of who will do what task, by when, using which resources. Also
mention the order of the tasks, where needed.
Solution: It refers to the “product/service” you are creating to solve the problem or satisfy the needs of
the target group.

D. Evaluating
● Testing the solution (product or service) to verify that the problem has indeed been solved to the
satisfaction of the users.
क्या सच में users का प्रॉब्लम सॉल्व हो गया और जरूरतें परू ी हो गयी? यह टे स्टिंग करके चेक करना।
It involves the following:
(i) Develop and conduct testing methods to The feedback team had prepared three big chart
check whether the success criteria (from B(i)) are papers and hung them on one wall of the

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satisfied by the solution. It is preferred that the auditorium. Each chart paper contained one
testing method records data to accurately reflect the success criterion question with satisfaction
extent to which criteria are satisfied. These will feedback scale. Guardians went around to put
indicate the success of the solution. tick marks next to their chosen smiley.

(ii) Using data from testing, explain the success of At the end of the event, guardian responses were
the solution against the Design and the success counted, tabulated, and analysed. 90% of them
criteria. felt secure about their ward’s future, 80% enjoyed
the event, and 60% felt connected with the
school. (similar survey for teachers and students).

(iii) Based on the data (feedback received), describe Ankita’s team brainstormed with teachers and the
how the solution could be improved. HoS about how to make guardians feel more
connected with the school and came up with a
plan. (similar for teachers and students).

(iv) Finally, describe the overall impact of the The annual event was very successful at making
solution on the target audience explaining how it guardians feel secure about the ward’s future and
improved their lives by solving the problem. all having a good time at the event. While 60% of
guardians feel connected with the school, more
needs to be done to get more of them feel
connected.

New Terms Introduced:

Testing Methods: these are methods used to check whether the solution meets success criteria.
(Testing) data: This refers to the results of testing. (It is different from research data in stage A).
Overall impact: this captures how the solution would change the life of the people in the target audience
in the context of the problem being solved.

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Comfort with Digital Technology and Tools
Digital technology and tools have changed the way we solve everyday problems,
be it creating a greeting card, planning a city tour, drafting a project proposal,
making a presentation, seeking large-scale feedback, explaining a concept using
animation or a game, visualising a new product using a 3D model, creating a
website and so on. Getting comfortable with digital technology is essential for all.

In our approach to solving everyday problems in real-life, we will use a wide variety of digital tools and
technology. Our intention is to become comfortable in learning and using new digital tools as aids in
problem-solving. In this curriculum from grade 6 to grade 10, the following uses of digital technology & tools
are covered in a spiral form, simpler tools or features in the lower grades and advanced use in the higher.
Drawing Online Maps Animation

Documents Create Website 3D modelling

Spreadsheets Surveys Game design

Presentations Cyber Safety Online Fraud Protection

While we are not trying to become experts at any set of tools, it is expected that we will make serious
attempts at developing skills in using these tools to improve the results of our projects. It is not enough to
try a skill just once. Instead, by understanding and practice, build the confidence to do it again when
needed in life. If class time is short, you may ask the teacher and the head of school to get permission to
work during break or after hours.

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Growth-oriented / Entrepreneurship Mindset

of our environment 🔹 🔹
Personal growth requires:
🔹
Dreaming bigger, not being limited by the limitations
Taking risks, trying new and challenging things

🔹
take them to completion
🔹
Bouncing back from obstacles and failures
Analysing and learning from all experiences Trying repeatedly with new
🔹
Identifying opportunities around us, selecting some and then taking ownership to

approaches without giving up.

Ability Intent behind inculcating this in students

For our growth, we need to dream bigger, and not be limited by our
Dream Bigger limitations or circumstances – financial or otherwise. It is necessary to
dream before our dreams can come true.

Rather than playing safe all the time, we should be willing to get out of our
Try New &
comfort zones trying to achieve something we haven’t tried before, take risks
Challenging without being afraid of challenges.

There are so many opportunities in our surroundings in the form of unsolved

Identify Opportunity problems and unaddressed needs. We need to learn the art of recognizing
opportunities that are aligned with our passion and our strengths.

Having identified a worthy opportunity, we should confidently take ownership

Take Ownership of solving the related problem or need and not wait for someone else to do
it.

Bounce back Plans rarely work out; we will face unexpected obstacles and failures. We
from Failures will learn & practise to bounce back and consider alternatives.

Learning from both successes and failures, like entrepreneurs, we will keep
working towards our goal without giving up. Experimentation and iteration
Persevere
(repeated tries with alternative ways) are important tools for producing a
successful solution.

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Livelihood and Life Skills
Whether in a job, business or home, we need to effectively communicate and
collaborate with people, managing relationships with keen observation and deep
empathy. Make decisions applying critical thinking & creativity. Exploring new
ideas and approaches also requires creativity.. Choosing career-paths requires
self awareness and confidence while managing our fears.
Livelihood and life skills are grouped into foundational abilities and key qualities; these are described below.
The Foundational abilities enable a person to excel in professional life and they can be inculcated by
following some of the best practices in learning experiences.
Foundational Ability Commentary
Adapt to Change During implementation, we sometimes discover that we have made wrong
assumptions or our goals need to be modified. May have to change the plan,
re-adjust and keep going.

Collaboration Collaboration improves the way one works together with others in solving a
problem. It leads to more innovation, efficient processes, increased success,
and improved communication. Listening to and learning from others benefits
achieving of both individual and group’s goals.

Communication Effective and timely communication is important in all aspects of life. Practising
communication with a clear purpose, in limited time duration, and with
constructive feedback from the audience is a time-tested way for us to become
confident communicators.

Critical Thinking Critical thinking refers to objective, unbiased analysis and evaluation of the
situation at hand.Quality of a decision depends on how well the analysis was
performed.

Decision Making To make good quality decisions, one depends on a balance between critical
analysis (see above) and one’s own intuition coming from past experiences.
Making a decision on time is often as important as the decision itself.

Integrity & Ethics Integrity is doing the right thing even when no one is watching. Ethics is knowing
the difference between what you have the right to do and the right thing to do.
Together they drive our “inner voice” that guides us to stay away from doing
wrong things or doing things that hurt others directly or indirectly.

Reflection Reflection is the process of analysing and discussing a situation involving

yourself. Reflective thinking helps one develop new perspectives and identify
areas for improvement. Regular practice of reflection helps us come out of our
fears and prejudices (unfair biases).

The Key Qualities described below are essential ingredients in one or more of the abilities listed above.
This subject provides ample opportunities to exercise and develop these qualities.
Key Quality Narration
Self-Confidence in one’s abilities is key to human progress. It appears in
Confidence confident communications, taking initiative, and accepting responsibility for
one’s actions.

Creativity refers to a lot more than artistic expression; it is about viewing things
Creativity from different perspectives, generating new possibilities or alternatives, with
some degree of uniqueness. Everyone is creative in some way or the other;

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 they need opportunities for creative expression to nurture that ability.

Curiosity is the ability to look for and learn new knowledge, skills, and ways of
Curiosity understanding the world. It motivates people to learn and keep learning
throughout their lives.

Empathy is the first step in design thinking because it is a skill that allows us to
understand and share the same feelings that others feel. Through empathy, we
Empathy
are able to put ourselves in other people's shoes and connect with how they
might be feeling about their problem or situation.

Learning is most effective when the element of joy is woven into learning
Joyfulness experiences. Joyful Learning brings sparkle in our eyes; it excites and
motivates us to engage with learning experiences in a fun-filled, playful manner.

A wide range of fears blocks us from pursuing our dreams. Managing a fear
Manage Fears involves accepting it, looking at it in its face, and gaining strength, courage and
confidence in the process.

Mindfulness is the practice of purposely focusing your attention on the present

moment—and accepting it without judgement. Mindfulness is now being
Mindfulness
examined scientifically and has been found to be a key element in stress
reduction, focused attention, and overall happiness.

Keen observation is a key ingredient of creativity as well as empathy

(understanding others). Observing is the most powerful way of learning and
Observation creativity is the most powerful way of transforming that learning into something
meaningful. Observing skills helps you develop a better understanding of any
situation or problem.

Self-awareness is the ability to honestly and regularly pay attention to ourselves

and become aware of our strengths and areas of development. This plays a
Self Awareness
major role in making important decisions in our lives. That's why self-awareness
is called a superpower – it has the power to change our life.

Learning to Self-Learn
Most of the technology we use today did not exist a few years ago and will
become obsolete in another few years. New knowledge or skill will need to be
learned. As and when needed, we should be comfortable to learn new things on
our own, using whatever resources available at our disposal. Practising this a few
times gives us the confidence to tackle new learning challenges. It also gives us
the ability to identify situations that demand new knowledge or skill and to take
initiative to learn them.
Although we understand the importance of “Learning to Self-Learn”, how do we develop this skill in this
subject while learning digital tools?
● Find and use all resources: Take advantage of the many resources available to you besides your
student companion. Each digital tool comes with online video tutorials, articles, as well as a
frequently asked question (FAQ) section on its website. These resources can provide you with the
information and knowledge you need to complete your tasks.
● Help each other: Your teacher will help to some extent but he or she may not be familiar with all
tools. Collaborate and share what you have learned with other students in the class and be ready to
learn from them. There is no competition!
● Be curious and observant: Keep an open mind and be curious about why things work the way
they do. While interacting with a digital tool, keenly observe its various elements and how the screen

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 display responds to your actions. This will help you to discover new things and to be more engaged
in the learning process.
● Practice: Practise what you have learned. This will help you to solidify your understanding of the
material and make it more likely that you will be able to use it later.
● Keep trying: When you get stuck and can’t proceed, keep trying, with different approaches. If you
need extra time, arrange for it.
● Arrange extra time: If time is short, you may ask the teacher and the head of school to get
permission to work during break or after hours.
● Reflect: Take time to think about what you have learned. This will help you to identify areas where
you need further improvement and to appreciate what you have accomplished.

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 UNIT
ENHANCING 9-1
AN EVERYDAY-USE PRODUCT
Welcome to the EMDD subject! This unit has two parts. First, you will
explore the what, why, and how of this new subject, understand how it
would be useful in your lives and explore the design thinking process in
some detail. Then, you will observe everyday-use products, appreciate their
useful features and come up with ideas to improve one such product
following the design thinking process.
The ability to observe and reflect is developed by practice in our daily lives.
Observation is also key to scientific discovery. It was by observing the fall
of an apple, that Newton was inspired to probe into the possibilities of
gravity. Happy exploration!

REAL-LIFE KNOWLEDGE ENTREPRENEUR MINDSET

Analyse and improve existing products, Identify Opportunity
Giving and receiving constructive feedback Try New and Challenging

DESIGN THINKING
A. Inquiring and Analysing: (i) (iv)
B. Developing Ideas: (ii) (iii) (iv)
C. Creating a Solution: (ii)
D. Evaluating: (i) (iv)

DIGITAL TOOLS FOUNDATIONAL ABILITIES &

KEY QUALITIES
Google Docs
Communication, Collaboration,
Google Drive
Creativity, Critical Thinking,
Observation, Empathy

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 UNIT
UNIT AT A GLANCE 9-1
The unit begins with EMDD orientation addressing several questions you may have
about this new subject. You will also explore the design thinking process and
experience a mini-design cycle. Thereafter, you will begin with keen observation of
products we use everyday, appreciate their useful features and think about possible
enhancements that could make them even more useful. Each group will pick one
product to enhance and list the features they’d like to add in an online document.
Then, brainstorm to generate several solution ideas, analyse them and select one.
They will draw a sketch of their product concept to show the enhancements and
share it online with others. Lastly, they will process the feedback received and
incorporate changes
ENHANCING AN EVERYDAY-USE PRODUCT

P: EMDD Orientation

P1 Why this new subject?

P2 Explore Entrepreneurship Mindset, Livelihood and Life Skills

P3 Explore Systematic Problem-solving Process

P4 Experience a mini design cycle

Q: Select an Everyday-Use Product and Propose Improvements

Q1 Appreciate useful features and identify problems with products

Q2 Select one product and analyse it in detail

Q3 Prepare and share requirements document on the internet

R: Ideate for Solutions, Choose One, Sketch & Share

R1 Brainstorm solution ideas, choose one

R2 Sketch the product to visualise the solution idea

R3 Finalise and Share the product design for review

S: Peer Feedback and Improvement

S1 Discuss shared design with peers and receive feedback

S2 Analyse the feedback and make required changes to your sketches

T: Showcase and Assessment

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 9-1
L
Student Activity Log for Unit 9-1:
ENHANCE AN EVERYDAY-USE PRODUCT
Student ID: ____________ Student Name: __________________ Class & Section: ____

ASSESSMENT STRANDS AND CORRESPONDING ACTIVITIES

STRAND ACTIVITY TEACHER'S COMMENTS

A (i) Explain and justify the need for a solution P4,Q1,Q2

A (iv) develop a detailed design brief which

Q2
summarises the analysis for relevant research

B (ii) Develop a range of feasible design ideas P4,R1

B (iii) present the chosen design and outline

R1
the reasons for its selection

B (iv) Develop accurate and detailed

R2
drawings/diagrams

C (ii) demonstrating technical skills when

P4,Q3,R3
making the solutions

C (iii) follow the plan to create the solution,

P4
which functions as intended

D (i) describe detailed and relevant testing

methods, which generate accurate data, to S1
measure the success of the solution

D(ii) explain the success of the solution

P4
against the design specification

D (iii) describe how the solution could be

P4,S2
improved

9-1 L (i)

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 9-1
Note: Attach additional sheets if writing space is not enough.
L

SESSION P4 + HOME TASK

Experience a mini design cycle

What did I do? What did my group members do?

Strand:

A(i), B(ii),
C(ii), C(iii),
D(ii), D(iii)

9-1 L (ii)

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 9-1
L

SESSION Q1 + HOME TASK

Appreciate useful features and identify problems with products

What did I do? What did my group members do?

Strand:
A(i)

SESSION Q2 + HOME TASK

Select one product and analyse it in detail

What did I do? What did my group members do?

Strand:
A(i), A(iv)

SESSION Q3 + HOME TASK

Prepare and share requirements document on the internet

What did I do? What did my group members do?

Strand:
C(ii)

9-1 L (iii)

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 9-1
L
SESSION R1 + HOME TASK

Brainstorm solution ideas, choose one

What did I do? What did my group members do?

Strand:

B(ii), B(iii)

SESSION R2 + HOME TASK

Sketch the product to visualise the solution idea

What did I do? What did my group members do?

Strand:

B(iv)

SESSION R3 + HOME TASK

Finalise and Share the product design for review

What did I do? What did my group members do?

Strand:

C (ii)

9-1 L (iv)

DBSE | 17
 9-1
L

SESSION S1 + HOME TASK

Discuss shared design with peers and receive feedback

What did I do? What did my group members do?

Strand:
D(i)

SESSION S2 + HOME TASK

Analyse the feedback and make required changes to your sketches

What did I do? What did my group members do?

Strand:
D(iii)

Student Name: ____________ Student Signature: __________________

Class & Section: ____ Date signed: __________________

9-1 L (v)

DBSE | 18
SECTION P
EMDD Orientation

CLASS 9
UNIT 1

DBSE | 19
 9-1
P: EMDD ORIENTATION
P1

P1: Why this new subject?

Context
Welcome all to this new subject called “Design”.
It actually has a long name: “Entrepreneurship
Mindset and Design using Digital Tools” or
EMDD for short. We can refer to it by either
Design or EMDD.
In this session, you'll explore the purpose of this
subject and the learning areas that it covers.

Individual Activity
1. Watch this Rap Song about a Student’s Perspective on the
new subject EMDD. bit.ly/emdd-rap-song
2. Watch the below video attentively and respond to the
questions in the “Let’s think” section below. The video shows
how school children identify a problem in their school and
systematically solve it. Youtube link: youtu.be/mPfmgSDsgS0

Let's Think
• What was the local problem that the students decided to solve?

• How did they go about solving the problem?

• If you were part of the team, how would you have felt after solving the problem?

9-1 P1 (i)
DBSE | 20
 9-1
P1

Group Activity
• Each group member will read the section on “Why this new subject?” in this
companion. (~ 7 minutes)
• In your group, discuss what you have understood by each of the learning
areas. (~ 7 minutes)
• One member from the group may be asked to share your understanding in
the class.

Takeaway
In this subject, you’ll learn to systematically solve real-life problems using digital
tools while applying the entrepreneurship mindset and life skills. You’ll also get
constant practice with learning new things on your own and build your
confidence.

Home Task

Read through the two sections on “Digital Technology & Tools” and “Learning to
Self-Learn” and respond to the following questions.

• Name top three of the Digital Technology areas mentioned that you find more
interesting. Explain why.

• Why do you think it is necessary to Learn to Self-Learn?

• What difficulties you may experience in Self-Learning?

9-1 P1 (ii)
DBSE | 21
P: EMDD ORIENTATION 9-1
P2

P2 : Explore Entrepreneurship Mindset,

Livelihood and Life Skills
Context

While exploring the learning areas of this

subject, you must be wondering what
exactly this Entrepreneurship Mindset is
and how it will help in your growth. In this
session, you'll explore it in some detail.

Individual Activity
Watch "The Tree" video showing how a very young school student takes an
initiative to solve a seemingly impossible problem. Youtube link:
https://youtu.be/GPeeZ6viNgY

Let's Think
• What did you notice differently about the young student?

• What are some of the personal qualities shown by the student

that others lacked?

• What qualities would you like to develop?

9-1 P2 (i)
DBSE | 22
 9-1
P2
Group Activity
• Each group member will read the section on “Growth-oriented /
Entrepreneurship Mindset?” in this companion. (~ 5 minutes)
• In your group, discuss what each entrepreneurial ability is about and how it
may be useful in their lives. (~ 7 minutes)
• One member from the group may be asked to share your understanding in
the class.

Takeaway
When you are faced with challenges and difficult problems, your mindset, your
attitude, decides whether you’ll successfully deal with the challenge or not. In
this subject, you’ll be working on several challenging projects and have plenty of
opportunities to develop your mindset.

Home Task
Read through the section on “Livelihood & Life skills” along with the section on
"Entrepreneurship Mindset" and respond to the following questions.
• Choose five abilities and qualities from the three lists that you think are
most important for you to achieve your dreams. Write them below,
explaining why they are important to you.

Ability or quality Why it is Important to me?

9-1 P2 (ii)
DBSE | 23
P: EMDD ORIENTATION 9-1
P3

P3 : Explore Systematic Problem-solving Process

Context
We will now explore and learn about the systematic
problem-solving process that will be used in all projects
throughout this subject.

Individual Activity
Watch the "Soar" video showing how a young designer tries many different design
ideas to solve a problem. Youtube link: https://youtu.be/UUlaseGrkLc

Let's Think
• Who came up with a solution? Let’s call him “Solution designer”.

• Can you try to recall the events in the video story and think about what was
going on at each stage? Fill the table below.

DESIGN CYCLE STAGE GUIDING QUESTIONS

Who had a problem? What was the problem?

Inquiry & Analysis

How did the solution designer develop the idea that finally resolved the
problem?

Do you think that the designer knew the solution beforehand?

Developing Ideas

Why do you think the initial design failed?

What was the final solution?

Creating Solution

How do we - as the audience - know that the problem was solved?

Evaluating

9-1 P3 (i)
DBSE | 24
 9-1
P3
Group Activity
After teacher's explanation, in your group, go through the “What is Design
Thinking?” section. Your group’s goal is to understand the Annual Day story written
in the second column and relate it to the stages of the design cycle. You can divide
the reading work among yourselves and explain to one another. (~ 20 minutes)

You may not understand some of the words in the first column, that’s perfectly ok.
Don’t worry about them now.

Let's Think
• Who is the target group in the School’s Annual day function?

• What did Ankita and her team do to understand the requirements of

guardians?

• What was the task they missed initially and was added later?

• How did they seek feedback from the guardian audience about their
satisfaction?

Takeaway
A systematic problem-solving process ensures that
• The need and user requirements are clearly understood.
• Several possible solution options are considered before choosing an optimal
one.
• The solution is created in a planned manner.
• It is verified that the solution actually meets the requirements.

9-1 P3 (ii)
DBSE | 25
 9-1
P3
Home Task
Again read through the "What is Design Thinking?" section and its details along
with the example story. Select one problem that you or your family have solved.
Describe the problem solution journey as traversing through the various stages
of the design cycle.

DESIGN CYCLE STAGE YOUR STORY

Inquiry & Analysis:

What was the problem? Who had
the problem?

Developing Ideas: What different

solution ideas did you come up
with? Which one did you choose
to work out details?

Creating Solution: How did you

implement the chosen solution
idea?

Evaluating: How did you verify

that the problem was indeed
solved?

REMINDER!!
Remember to update
your activity log!!

9-1 P3 (ii)
DBSE | 26
P: EMDD ORIENTATION 9-1
P4

P4 : Experience a mini Design Cycle

Context
So far, we have been speaking in abstract words. Let’s do a concrete fun activity for
you to experience a mini design cycle: understand requirements, implement a
solution, verify whether the solution met requirements, get feedback and improve.

Group Activity (Paper, pencil, sketch pens will be helpful)

• You and your partner try to understand the qualities

and hobbies of each other. (5-7 minutes)
• Then, sitting physically away from one other, and
based on the above conversation, draw a portrait of
the partner such that it captures his/her qualities
and hobbies. (5-7 minutes)
• Come back together and each person views his or
her portrait drawn by the partner and provides
feedback regarding what was missed and how the
portrait can be made more appealing. (3-5 minutes)

Let's Think
• What was the purpose of the initial conversation in making the portrait of your
partner?

• How did you feel when seeing your portrait drawn by your partner?

• How did it feel while receiving the feedback from your partner?

9-1 P4 (i)
DBSE | 27
 9-1
P4

TakeAway
In this activity, the portrait is your “product”. In order to satisfy the customer of
the portrait, the portrait you created must capture your partner’s qualities and
hobbies in an appealing way. You’ll be able to do that only if during the “Inquiry &
Analysis” phase, you were a good listener and asked a lot of questions exploring
the partner’s qualities and hobbies. Then you “ideated” about how to represent
them in an attractive manner. You selected one of the ideas and “created the
solution”. Then you showed the portrait to your partner for “Evaluation” and
received feedback for improvement. There! You have completed one round of
the entire design cycle.

Home Task
Based on the feedback received, improve upon or recreate the portrait and
share with the partner.

REMINDER!!
Remember to update
your activity log!!

9-1 P4 (ii)
DBSE | 28
 SECTION Q
Select an Everyday-Use Product
& Propose Enhancements

CLASS 9
UNIT 1

DBSE | 29
Q: SELECT AN EVERYDAY-USE PRODUCT AND PROPOSE
9-1
ENHANCEMENTS Q1
Q1: Appreciate useful features and
identify problems with products
Context
We don’t always keenly observe the products that we use or
see everyday. Be it a backpack, water bottle, lunch box,
pencil box, or board, calendar, bench, fan etc. If you keenly
observe the bench on which you are sitting, you'll be able to
note down "Bench features" that are useful and
"Improvement suggestions" to make the bench even more
useful.
Let's try this exercise on a few more products.

Group Activity
• Make groups of 4-5. Each group will select any three products that are used very
often and are currently present with you or in the classroom.
• One by one, keenly observe each product. Close your eyes and visualise the
product being used in slow motion. Open your eyes and discuss within the group.
Note its useful features and provide suggestions for improvement. (7-8 minutes)
• One student from your group may be invited to speak about the features and
suggestions for improvement for any one product considered by the group.

Product Useful features Suggestions for Improvement

1.

2.

3.

9-1 Q1 (i)
DBSE | 30
 9-1
Q1

Let’s Think
• What did you notice when you visualised a product being used with closed
eyes? Any difference from just observing the product?

• Why should we note both existing features and improvement suggestions

and not just improvement suggestions?

Takeaway

When you keenly observe a product and visualise it being used, you are able to
appreciate its features and identify issues that could be resolved by
improvements. Even the best can become better! While you can’t change
everything in the world, you can certainly think about how you would make a
product better if you were given a chance.

9-1 Q1 (ii)
DBSE | 31
 9-1
q1

Home Task
Select any three products at home or outside and repeat the keen observation
and visualisation exercise. Note down its features and improvement
suggestions.

Product Useful features Improvement Suggestions

1.

2.

3.

REMINDER!!
Remember to update
your activity log!!

9-1 Q1 (iii)
DBSE | 32
Q: SELECT AN EVERYDAY-USE PRODUCT AND PROPOSE 9-1
ENHANCEMENTS Q2

Q2: Select a product and analyse it in detail

Context

In the last session and at home, you and your group have
looked at many products and understood their features and
issues. Now, your group will select one product that you are
most interested in improving. Then, do a detailed analysis of
the product to come up with a full set of requirements covering
the basic features as well as what improvements you want.

Group Activity
• In your group, go through the three products considered in the last class. Also
consider the various products listed by each group member in the home work and
make one list. Review features and improvements of each product in the list.
Select a product that all members of your group are most interested in improving.
Note: Choose a product that you can sketch on paper.
• For the selected product, consider all possible usage situations – where and how
the product is or can be used. Make a list of its existing visible features (note:
visible features are those that can be visually shown in a sketch) in three aspects
listed below. Write them in the table on the next page.
⚬ What is its role in the product’s use? (e.g. backpack’s side pocket used to carry
water bottle)
⚬ How does it help safety or security or avoiding mishap? (e.g. backpack’s
hidden zippers provide safety)
⚬ How does it improve the feel or appearance of the product? (e.g. backpack’s
logo and colours making it attractive)
• Consider the issues faced by the users of the product and add to the list in the
table organizer on the next page.. E.g. is the backpack zipper easy to be quickly
opened by thieves? Does the water bottle fall out of the backpack’s side pocket? Is
the backpack looking too big and unattractive ?

9-1 Q2 (i)
DBSE | 33
 9-1
Q2

Product Name:

Existing Physical Features

Issues Faced by
Product Users

9-1 Q2 (ii)
DBSE | 34
 9-1
Q2

Let's Think

• What did you enjoy in this process of analysing a product in detail?

• What challenges did you face while analysing the product?.

Takeaway
In order to improve a product, we need to thoroughly analyse it. Understand its
useful features as well as the issues associated with it. Once we understand a
product in its entirety, it opens the doors for us to come up with ideas for solutions
to deal with the issues.

Home Task
If you are not very familiar with how to use Google docs, watch the video tutorial
on word-processing using Google docs: https://youtu.be/z9i_h-WMQ68 (at least
watch until 9 minutes 20 seconds).

REMINDER!!
Remember to update
your activity log!!

9-1 Q2 (iii)
DBSE | 35
Q: SELECT AN EVERYDAY-USE PRODUCT AND PROPOSE
9-1
ENHANCEMENTS Q3

Q3: Prepare and share requirements document

on the internet
Context
During the covid pandemic, many companies were able to
continue their business by letting their employees work from
home. Beside using online meetings, they conducted their
business on the internet cloud using Google docs or
Microsoft live and were able to smoothly support employees
working from home. Those who relied on local copies of
Microsoft Word for creating and managing documents found
it harder to cope. In this task, you will use Google docs to
create and share your product requirements document in the
cloud.

Group Activity

If you haven't already, watch:

Beginner’s guide to using Google Docs: https://youtu.be/z9i_h-WMQ68

• In your group, create a google document and enter their selected product’s
requirements:
⚬ List the existing features that should be present in the revised product.
⚬ List the improvements that need to be added to the revised product.
• Format the document to make it easy to read and highlight important points.
• Share the google document online with all group members and the teacher.

Let's Think
• How is using Google docs on the internet different from using a
Microsoft Word document locally on a computer? What are the
benefits? What difficulties may be faced?

9-1 Q3 (i)
DBSE | 36
 9-1
Q3

Takeaway
In this task, you would have been able to gain a comprehensive introduction into
google docs, its uses, tools and also become familiar with its interface. Even after
this class, encourage yourself to continue experimenting with different mediums
before settling on one object, or tool. It may lead you to learn new techniques you
had never considered before.

Home Task
Using your google account login, access the shared requirements document from
a smartphone at home. Review the document and add a comment. If you have no
comments, add a simple comment “all iz well”.

REMINDER!!
Remember to update
your activity log!!

9-1 Q3 (ii)
DBSE | 37
 SECTION R
Ideate for Solutions, Choose
One, Sketch & Share

CLASS 9
UNIT 1

DBSE | 38
R: IDEATE FOR SOLUTIONS, CHOOSE ONE, 9-1
SKETCH & SHARE R1

R1: Brainstorm solution ideas, choose one

Context
When you go to buy a dress, do you pick the first dress
that the salesperson shows you?
No, you look at multiple options in multiple shops before
choosing the dress that you like and fits your budget.
Similarly, in order to satisfy the product requirements,
you need to first come up with multiple design ideas to
satisfy the requirements, compare them and then choose
the best one.

Group Activity

• For their chosen product, each group brainstorms to come up with design ideas
that satisfies all of the requirements – existing features and desired
improvements. Try and list three different design ideas (use below space).

Idea 1

Idea 2

Idea 3

• From the above, pick two ideas that your group thinks are better than the other and
compare using the table on the next page as a guide.
• On the basis of the comparison, choose the best design idea to take it further.
• Sharing: One student from each group may be asked to share their best design idea
and explain why it was chosen.

9-1 R1 (i)

DBSE | 39
 9-1
R1
Use the table given below to make the comparison.

Design Idea 1: Design Idea 2:

______________________ ______________________

How well does it

provide for
Existing
Features?

How well does it

provide for
Desired
Improvements?

How practical is
it to implement?

9-1 R1 (ii)

DBSE | 40
 9-1
R1

Let’s Think
• Why is it necessary to come up with multiple design ideas?
Why not go with the first one?

• What challenges did you face while comparing design ideas?

Takeaway
The process of brainstorming for ideas sparks the creativity within you. With
practice, your mind becomes good at coming up with new ideas to solve any
problem. Comparison of ideas needs critical thinking to analyse the benefits and
issues associated with each idea. Once again, with practice, your mind becomes
sharper at analysing and comparing. At every stage in your life, you’d be solving
problems and making decisions. Such practice builds the confidence in you to
creatively come up with alternate solutions and critically evaluate them to choose
the best solution.

9-1 R1 (iii)

DBSE | 41
 9-1
R1

Home Task

Go through your group’s list of ideas and the analysis. If you think of a better idea,
note it down. If a point was missed out in the comparison, write it down. In the
next class, discuss these with your group.

REMINDER!!
Remember to
update
your activity log!!

9-1 R1 (iv)

DBSE | 42
R: IDEATE FOR SOLUTIONS, CHOOSE ONE, 9-1
SKETCH & SHARE R2

R2: Sketch the product to visualise the solution idea

Context
It is said that “before you can achieve your dream, you need to
visualise it. If you dream to become a singer, you need to
visualise how it feels to sing in front of an audience and hear the
applause after completing a heart-touching song. This
motivates you to take the next steps necessary towards
achieving that dream.
Similarly, you need an image of a product concept to be able to
actually create that in real life. The image also helps in
communicating your idea to others. In this task, you’ll sketch the
desired product so that you can explain your idea to others.

Group Activity
• Before you start sketching your group’s desired product, here are a few things to
keep in mind:
⚬ Proportions – if the dimensions of the product are in proper proportions, it
makes it easier to visualise
⚬ Depth – while you are sketching in two dimensions only, adding a sense of
depth helps the viewers.
⚬ Size – in case important features are very small compared to the size of the
product, you may sketch those features in large size, separately from the main
sketch of the product. In the main sketch, you could label the areas that are
enlarged in separate sketches.
• Feel free to reuse/copy a base picture from the internet and modify it. That way
you can focus on the changes you want to make.
• You can draw by hand on paper and take a photo, or draw it on the computer. It is
your choice.
• Save the final sketches of your desired product on your account.
9-1 R2 (i)

DBSE | 43
 9-1
R2
Let's Think

• What challenges did you face in sketching your product and desired changes?
How did you overcome them?

• While sketching, you may have made small changes to the original solution
idea. Give an example.

Takeaway
Drawing a sketch of a product idea is a crucial part of creating something new
or different. It helps you visualise the end result and motivates you to take
further steps to turn it into a reality. It also helps you explain your idea to others
to seek their feedback and support.

Home Task
Add clarity to your product design sketches so that the new features are easily
visible.

REMINDER!!
Remember to update
your activity log!!

9-1 R2 (ii)

DBSE | 44
R: IDEATE FOR SOLUTIONS, CHOOSE ONE, 9-1
SKETCH & SHARE R3

R3: Finalise and share the product design for review

Context
“The miracle is this: The more we share, the more we have.”
Sharing has multiple advantages. As
soon as you know you have to share your
creation, you are likely to put an extra
effort to make it better. Sharing
knowledge, ideas, best practices, helps
everyone. Sharing makes it possible to
give and receive constructive feedback
which helps us improve.
In this age, digital technology has made it
very easy to share with specific people or
to the public at large. There are multiple
ways to share. In this task, you’ll use one
such method to share your design with
your class and the teacher.

Group Activity

• Each group will first finalise their product design sketches to add extra clarity
incorporating suggestions from group members’ homeworks.
• Once finalised, upload product design sketches into a folder in google drive
for one of your google accounts.
• Then “Share” the folder with the entire class and the teacher. The video
tutorial shows multiple ways to share (at times: 0:25 - 2:30, 5:25 - 5:52, 7:48 -
8:53).

9-1 R3 (i)

DBSE | 45
 9-1
R3
Let's Think

• What are some difficulties you faced in navigating the new features in google
docs and google drive?

• What other alternatives can be used instead of Google drive?

Takeaway
You are very lucky to have been born in the digital age where documents and
designs can be digitally stored and saved with everyone within a matter of
seconds. You have begun to learn the features of google drive, including creating
folders, uploading files and sharing. It is important to control what permissions
you give to others when you share your folders or documents with them –
whether you want someone to just view the document, view and comment, or
collaborate with you in editing the document. Internet cloud storage of
documents sharing viewing, commenting and editing has made it possible for
people living in different physical locations to collaborate meaningfully without
emailing or messaging the documents to one another.

Home Task
View online the shared product design sketches of other groups. Try leaving
comments on them to encourage each other.

REMINDER!!
Remember to update
your activity log!!

9-1 R3 (ii)

DBSE | 46
SECTION S
Peer Feedback and
Improvement

CLASS 9
UNIT 1

DBSE | 47
S: PEER FEEDBACK AND IMPROVEMENT 9-1
S1

S1: Discuss shared design with peers and receive feedback

Context

“Feedback is the breakfast of champions.”

In order to be a champion, one needs to
improve daily. Champions seek out feedback
from keen observers and set targets for daily
improvements. That’s how they become
champions, by regularly receiving feedback
and taking corrective actions.
In this class, in pairs, groups will explain their
product design sketch to the partner group
and seek their constructive feedback.

Group Activity

• Form pairs of partner groups, say group A and group B.

• Group A will show and explain their product design sketches to group B and
seek their feedback.
• Group B will provide constructive feedback on Group A’s product design
sketches. Group A should only listen attentively and NOT try to defend
anything.
⚬ Name things that the sketches did very well.
⚬ Mention the desired features visible in the product design sketches.
⚬ Mention any existing features and new desired features missing in the
sketches.
⚬ Explain any other suggestions for improvement.
• After that, the above will be repeated with role reversal. Group B will show
and explain, and Group A will provide constructive feedback.

9-1 S1 (i)

DBSE | 48
 9-1
S1
Let's Think

• How did you feel while receiving the feedback? What did you learn?

• Why is it important to say positive things about the sketches before listing the
improvements?

Takeaway
Giving and receiving Constructive Feedback is the single most important aspect
of any collaboration. True benefits of collaboration are realised when people give
genuine constructive feedback. With some effort, it is possible to find something
positive even if the design is not properly done. Giving positive feedback first puts
the recipients in a comfortable state of mind, ready to listen for the improvement
suggestions. This process is applicable to any interaction where two or more
people are involved.

Home Task

Show your designs to your friends/family members and seek their feedback.

REMINDER!!
Remember to update
your activity log!!

9-1 S1 (ii)

DBSE | 49
 SECTION T
Showcase and Assessment

CLASS 9
UNIT 1

DBSE | 50
T: SHOWCASE & ASSESSMENT 9-1
T1

Guidelines for Presenting Your Work

Context
This section covers the topics you need to cover while presenting the work your
group has done in Unit 9-1.

Your Group's presentation should clearly cover the following topics.

★ Product Selection
★ Which different everyday-use products you considered and
identified issues with
★ Which product did you select and why?
★ Product Requirements
★ List the existing requirements
★ List the innovative requirements
★ Solution Idea
★ List two solution ideas considered to implement the requirements
★ Which solution idea was selected and why?
★ Design Sketch
★ Show the initial sketch
★ What feedback was received
★ What improvements did you make? Show final sketch.

9-1 T1 (i)
DBSE | 51
 UNIT
DEVELOP A LEARNING GAME 9-2
Wouldn’t it be great if all learning happens while playing games? So we
dream. In this unit, you will get an opportunity to dream about a
learning game and give a concrete shape to that dream. You will
explore the essential elements that are common across all games, be
it board games or field games or computer games. You will design a
learning game for fellow students using MIT’s Scratch platform. You
will understand the principles of user engagement and make your
games more engaging and purposeful. These are important lessons in
life and will stay with you well beyond this unit.

REAL-LIFE KNOWLEDGE ENTREPRENEUR MINDSET

Essential Game Elements
Primary: Dream Bigger
What makes a Great Learning Game?
Secondary: Try New &
Challenging, Persevere

DESIGN THINKING
A.Inquiring and Analysing (iii) (iv)
B. Developing Ideas, Choose the best one (ii) (iii)
C. Creating the Solution (ii) (iii) (iv)
(i) (ii) (iii)
D. Evaluating

DIGITAL TOOLS FOUNDATIONAL ABILITIES

& KEY QUALITIES
Block Programming Tool
Communication, Critical
(Scratch or similar)
thinking, Reflection, Creativity,
Joyfulness, Empathy, Curiosity

DBSE | 52
 UNIT AT A GLANCE UNIT
9-2
The learning process is designed to guide you through the process of creating
a learning game from start to finish. It introduces the "Dream Bigger" mindset
and teaches about important game elements through board games. Several
learning games developed using the Scratch platform are explored to
understand what’s possible, enabling you to define requirements for your
learning game. Brainstorming through various solutions, you will finalise the
best set of design ideas for your game concept including specific topic,
activity, and rewards. Getting ready to implement the game, you’ll first
understand how sequencing of small steps is essential to automate bigger
tasks. Then you’ll develop and debug the game to ensure it works as
intended. Finally, you’ll evaluate your game seeking feedback, make
improvements based on the feedback and explain the success of the game.
DEVELOP A LEARNING GAME
P: Understand Games and Define Requirements

P1 Get inspired to “Dream Bigger”

P2 Understand game elements through board games

P3 Explore learning games on the Scratch platform

P4 Define requirements for your learning game

Q: From Requirements to Design

Q1 Brainstorm ideas for your game concept

Q2 Finalise your game concept

R: Develop and Debug the Learning Game

R1 Understand sequencing of simple steps to perform bigger tasks

R2 Create game basics: Theme and Activity

R3 Make the game more engaging: Score and Obstacles

R4 Seek initial feedback within the group and Debug

S: Evaluate and Improve the Game

S1 Gather feedback: observe, interview

S2 Justify changes and describe the success

T: Showcase and Assessment

DBSE | 53
 9-2
Student Activity Log for Unit 9-2: L
LEARNING GAME
Student ID: ____________ Student Name: __________________ Class & Section: ____

ASSESSMENT STRANDS AND CORRESPONDING ACTIVITIES

STRAND ACTIVITY TEACHER'S COMMENTS

A (iii) analyze a range of similar products that

P2, P3
inspire a solution to the problem

A (iv) develop a design brief, which presents the

P4
analysis of relevant research

B (ii) present a range of feasible design ideas, which

Q1
can be correctly interpreted by others

B (iii) present the chosen design and outline the

Q2
reasons for its selection

C (ii) demonstrate excellent technical skills when R1, R2, R3,

making the solution R4

C (iii) follow the plan to create the solution, which

R2, R3
functions as intended.

C (iv) explain changes made to the chosen design

S2
and the plan when making the solution.

D (i) describe detailed and relevant testing methods,

which generate accurate data, to measure the S1
success of the solution

D (ii) explain the success of the solution against the

S2
design specification

D (iii) describe how the solution could be improved S1

9-2 L (i)

DBSE | 54
 9-2
Note: Attach additional sheets if writing space is not enough. L

SESSION P2 + HOME TASK

Understand game elements through board games

What did I do? What did my group members do?

Strand:

A(iii)

SESSION P3 + HOME TASK

Explore learning games on the Scratch platform

What did I do? What did my group members do?

Strand:

A(iii)

SESSION P4 + HOME TASK

Define requirements for your learning game

What did I do? What did my group members do?

Strand:

A(iv)

9-2 L (ii)

DBSE | 55
 9-2
L

SESSION Q1 + HOME TASK

Brainstorm ideas for your game concept

What did I do? What did my group members do?

Strand:

B (ii)

SESSION Q2 + HOME TASK

Finalise your game concept

What did I do? What did my group members do?

Strand:

B(iii)

9-2 L (iii)

DBSE | 56
 9-2
L

SESSION R1 + HOME TASK

Understand sequencing of simple steps to perform bigger tasks

What did I do? What did my group members do?

Strand:

C (ii)

SESSION R2 + HOME TASK

Create game basics: Theme and Activity

What did I do? What did my group members do?

Strand:

C (ii)
C (iii)

9-2 L (iv)

DBSE | 57
 9-2
L

SESSION R3 + HOME TASK

Make the game more engaging: Score and Obstacles

What did I do? What did my group members do?

Strand:

C (ii)
C (iii)

SESSION R4 + HOME TASK

Seek initial feedback within the group and Debug

What did I do? What did my group members do?

Strand:

C(ii)

9-2 L (v)

DBSE | 58
 9-2
L
SESSION S1 + HOME TASK

Gather feedback: observe, interview

What did I do? What did my group members do?

Strand:

D(i),
D(iii)

SESSION S2 + HOME TASK

Justify changes and describe the success

What did I do? What did my group members do?

Strand:

C (iv),
D (ii)

Student Name: ____________ Student Signature: __________________

Class & Section: ____ Date signed: __________________

9-2 L (vi)

DBSE | 59
 SECTION P
Understand Games and
Define Requirements

CLASS 9
UNIT 2

DBSE | 60
 9-2
P: UNDERSTAND GAMES AND DEFINE REQUIREMENTS
P1

P1: Get inspired to “Dream Bigger”

Context
In order to achieve something big, you have to first visualise it as
a dream! It is unlikely that you’ll achieve something you want if
you cannot visualise it. The Flipkart story of Sachin and Binny
Bansal is about their dream and how they pursued it all the way.

Activity
Nowadays, you can shop for anything via the internet hassle-free; you can save
yourself from the crowd as well as save a lot of time. You cannot only buy but also
sell online, thereby developing your own business. E-commerce companies have
made shopping easier. With just a press of a button, you can instantly shop for a
variety of things such as groceries, books, toys, watches, and even a saree for your
grandmother. The things you order get delivered at your doorstep anywhere
between a few hours to a few days. Many years ago, in 2007, Sachin Bansal and
Binny Bansal built such an e-Commerce company called Flipkart. Check out their
story!

Story
After completing their computer engineering
degree, Sachin and Binny started working for
a multinational company that was in the
e-Commerce business.
With a handsome salary, working for this company meant a cosy life and great
respect from society. But as students in their engineering college, they had dreamt
bigger! They had dreamt of having their own company! They thought: “why
continue to work for a multinational company? Why not build such an e-Commerce
company of our own?” To realise their big dream, they took a bold decision to quit
their jobs. They put in all their savings to start a company called Flipkart and began
with selling books online in 2007.

9-2 P1 (i)
DBSE | 61
 9-2
P1
Flipkart was based in Bengaluru, and the office consisted of only two rooms. They
accepted the orders online and went to deliver in-person on their scooter. They also
handled marketing on their own goods. Their hard work paid off, and the company
began to grow. They started selling other goods besides books. The scope of selling
additional goods online was rising, and both of them seized the moment. They got
together with other business owners who used to manufacture and sell a variety of
other goods. At the time when Flipkart commenced operations, people in India were
sceptical about making payments over the internet. People did not want to pay in
advance and were accustomed to buying goods after a thorough inspection. The
challenge was significant, but they came up with a feasible solution of Cash on
Delivery (COD). People now could pay at the time of receiving their
The e-commerce business was new in India, and there were issues in delivering the
goods on time. To resolve this issue, they even launched their own delivery service
and offered to return the orders if the customers were unsatisfied. As trust grew, the
big companies began investing in Flipkart. The business grew faster, and they
opened offices in many other cities in India. They even expanded their business
further by buying other companies.The company achieved new heights when they did
business worth ₹1400 crores. In 2016, the Times magazine listed Sachin and Binny
Bansal as one of the top 100 most influential people in the world.
In 2019, Flipkart's turnover had grown to ₹26,000 crore. Instead of two rooms, the
head office grew to three large buildings and hired several thousands of people. Not
only did the duo sell goods on Flipkart's website, but also provided resources and
support to people to start their own business on Flipkart’s website. The dream that
took shape in an engineering college, and initially claimed all the savings of the
Bansal duo, ultimately went on to create history by becoming India's first major
successful e-commerce platform.

Sachin and Binny Bansal

9-2 P1 (ii)
DBSE | 62
 9-2
P1
Let's Think

• Why did Sachin and Binny quit their well-paying job in a multinational
company?

• What risks did they take and what challenges did they face as they pursued
their dream?

• What is your Big Dream?

Takeaway

The way Sachin and Binny Bansal dreamt bigger and pursued them taking risks
and dealing with challenges, in this unit, you will also dream big of creating a
learning game and pursue it. No matter how big or challenging it may appear, with
a positive attitude and perseverance, you’ll start making progress. You don’t need
to be limited by your resources or by your background. As you give concrete
shape to your dream, the path to achieve it will gradually become clearer. You will
have plenty of support along the way. In order to fulfil your dreams, you may have
to take risks, take initiatives and face many challenges; the journey makes the
achievement more fulfilling.

9-2 P1 (iii)
DBSE | 63
 9-2
P: UNDERSTAND GAMES AND DEFINE REQUIREMENTS
P2

P2: Understand game elements

through board games
Context
While we dream big, the efforts to realize our dream begins
with small steps. In order to build a learning game, we need
to first understand the important elements of any game.
That is, what makes a game worth playing and fun? Let's
start with some familiar board games.

Some Board Games:

Chess Snakes & Ladders Ludo

• In each of the games, mention things that are common / unique, and one thing
that stands out.

CHESS SNAKES & LADDERS LUDO

COMMON

UNIQUE

ONE THING THAT

STANDS OUT

9-2 P2 (i)
DBSE | 64
 9-2
P2

2. List five important elements that are essential in almost all games.

1
2

ELEMENTS 3

4
5

9-2 P2 (ii)
DBSE | 65
 9-2
P2
Takeaway
The five elements essential in a game are: Goal or Challenge,
Obstacles, Helping Elements, Elements of Luck, and Choice.
You can relate these to each of the three board games.

HOME TASK:
At home, think about one more board game and relate to the five essential
elements of a game: Goal or Challenge, Obstacles, Helping Elements,
Elements of Luck, and Choice.

NAME OF THE
GAME:

1. Goal or
Challenge:

2. Obstacles:

3. Helping
Elements:

4. Elements of
Luck

5. Choice:

9-2 P2 (iii)
DBSE | 66
 9-2
P2
SAMPLE STUDENT RESPONSES

NAME CHESS SNAKE & LADDER LUDO

Goal: To win the game you need to win over the opponent, Players/things, Setup -
COMMON
Board, Rules how to move, Challenges/Obstacles.

UNIQUE Killing Number sense Reaching Centre

ONE THING THAT Different rules for Luck - Based on dice the Deciding which piece to
STANDS OUT moving different pieces movement. move

NAME OF THE GAME: CARROM

1. Goal or Challenge: To win we need to win the queen (pink coin)

2. Obstacles: Clicking of the striker in certain angle, foul if striker goes into the pocket.

3. Helping Elements: Powder for smooth glide of the disk

Both the queen and carrom coin of the same player hit one after the
4. Elements of Luck other resulting in winning the queen. Winning the toss for first chance,
increasing the probability of win.

5. Choice: Player can choose to strike any coin of their choice.

9-2 P2 (iv)
DBSE | 67
P: UNDERSTAND GAMES AND DEFINE REQUIREMENTS 9-2
P3

P3: Explore learning games

on the Scratch platform
Context
Get ready to learn and have fun! Today you'll discover the
world of learning games and how they can aid in
education. You'll explore on your own using the tool
Scratch and try playing different learning games. Join us
as we learn through play!

Group Activity
• Watch the video below on what's possible with Scratch game development and
answer the first reflection question.
What’s Scratch:https://youtu.be/_q2RgQMc96k
• Then, Work in small groups to try out the following games on Scratch:
■ Consumer rights: https://scratch.mit.edu/projects/525676586
■ Game on atomic and mass numbers:
https://scratch.mit.edu/projects/364459941
■ Random Maths problem generator:
https://scratch.mit.edu/projects/230661509
Let's Think
● Can you think of a topic in another subject that can be turned into a
game on Scratch?

● In addition to the three kinds of games seen above, cany you think of
other ways Scratch could be used to create a learning game?

9-2 9-2
P3 aP3 (i)
DBSE | 68
 9-2
P3
Takeaway
Many students in India and around the world have built their games on the Scratch
platform. It is an easy to use platform. Like any other tool, it comes with its own
challenges and obstacles. The more you use it, the more familiar you will get with
it, and will be able to develop games or programs to meet your needs.

Home Task
Play other interactive educational games that students across the world have
designed and shared on the Scratch platform. The more you explore, the better
your learning will be. You may note down below what you like in other games.

REMINDER!!
Remember to update
your activity log!!

9-2 P3 (ii)
DBSE | 69
P: UNDERSTAND GAMES AND DEFINE REQUIREMENTS 9-2
P4

P4: Define requirements for your learning game

Context
Before you start designing your game, you’ll need to first write
down clearly describing: what game do you want to build? So
far, you have discovered the essential elements of a game and
you have a basic idea of what kinds of games can be built on
Scratch. Now is the time to list the requirements for the
learning game you’d like to build in this unit.

Group Activity
List of Requirements for your game should capture what is required to serve the
purpose of the game and provide an enjoyable experience for the player. It helps to
think of the requirements in three parts: Game Concept, Game Visuals and
Common Quality requirements. The Activities and Reward system in the Game
Concept should take care of the five essential game elements you explored earlier:
goal, obstacles, helping elements, luck and choice. To help you get started quickly,
a set of base requirements are provided in the worksheet on the next page.

Task 1:
In your group, review the Game Requirements Worksheet on the next page. For one
of the three learning games you played with in the previous class, evaluate which
requirements it satisfies and which it does not satisfy. (You may play it again if
needed)

Task 2:
For your learning game, discuss within your group and decide to select (✅ ) or
cross-out (❌) any of the base requirements. In addition, you may write your own
requirements that will further enhance the player experience.

The list of requirements with check mark (✅) is the final list of requirements for
the learning game you are about to develop.
9-2 P4 (i)
DBSE | 70
 9-2
P4
Game Requirements Worksheet

GAME CONCEPT GAME VISUALS

Purpose of the Game Visual Appeal & Engagement

𝤿 Clear Broad topic and Specific 𝤿 Visual theme and background

Topic of interest to audience scenes matching the specific
topic

𝤿 Purposeful Activity* within the 𝤿 Interesting and engaging

specific topic, associated interaction for each part of the
learning objective activity

𝤿 𝤿 Appropriate feedback for

activity success or failure

𝤿 𝤿

𝤿 𝤿

Player Motivation Feedback for Player Satisfaction

𝤿 Exciting Reward System 𝤿 Making Players feel good

about getting reward

𝤿 𝤿

𝤿 𝤿

*Note: Later, you’ll detail out the five essential game elements in the Game Concept.

COMMON QUALITY REQUIREMENTS

It Works as Intended

𝤿 Properly Tested for all different player situations

It has Good Performance

𝤿 No major lags or “spinning wheel”

𝤿 Prompt visible feedback to player’s actions

9-2 P4 (ii)
DBSE | 71
 9-2
P4
Let's Think
Reflect on the requirements for your learning game and how they will contribute
to the player experience.
★ What are the new things you learned from this activity?

★ How did evaluating existing game against these requirements help you
choose requirements for your game?

Takeaway
Requirements form the basis for developing a product, which is the learning
game in your case. Game Requirements need to cover its multiple aspects: the
game concept including user engagement, visual appeal, performance, quality,
etc. In the next session, you’ll focus on designing the Game Concept.

Home Task
Select one more game of your choice and analyze it against the game design
requirements in the above worksheet and briefly write your evaluation below.
(Educational games on Scratch are available at
https://scratch.mit.edu/studios/221024 )

Remember to update 9-2 P4 (ii)

your activity log!! DBSE | 72
 SECTION Q
From Requirements to Design

CLASS 9
UNIT 2

DBSE | 73
Q: FROM REQUIREMENTS TO DESIGN 9-2
Q1

Q1: Brainstorm ideas for your game concept

Context

Your game’s requirements are in three parts: Game Concept,

Game Visuals, and Common Quality Requirements. Your
Game’s Concept and Visuals will make it stand out from
other games. In this session, you will brainstorm ideas
towards giving a concrete shape to your game concept.

Group Activity
1. In your group, brainstorm ideas about each of the requirements under the
GAME CONCEPT heading in the Game Requirements Worksheet from the
previous session. List as many ideas as possible for:
a. Topic: What will be the broad topic and possible ideas for specific
topics of the game?
b. Purposeful Activities: What activities will the player do (or not do) to
play the game that are aligned with the specific topic?
c. Reward System: to keep a player motivated and engaged, when will
‘reward’ or ‘punishment’ be given and in what form?
d. Similarly for other game concept requirements your group may have
added.
Note: To get a sense of what is expected, you may refer to the sample list of ideas
provided on the page after next.

2. Then, shortlist the ideas that are more promising for better player
experience and feasible to implement using the Scratch platform.

9-2 Q1 (i)
DBSE | 74
 9-2
Q1
List of Ideas for the Game Concept
List of Ideas for Broad Topic: _____________________ (Indicate shortlisted ideas using ✅)

Possible Options for which Specific Topic (within the board topic) could the game be about:
☐
☐
☐
☐
☐

Possible game Activities for the _____________________ broad topic could include:
☐
☐
☐
☐
☐
☐
☐

Possible options for Reward or Scoring system, Obstacles, etc.

☐
☐
☐
☐
☐
☐
☐

Possible ideaa for Other Requirements in the Game Concept

☐
☐
☐
☐

9-2 Q1 (iii)
DBSE | 75
 9-2
Q1
Let's Think

★ What did you find challenging while brainstorming ideas for your game concept?

★ What process did your group use for shortlisting the ideas?

Takeaway
Game concept is essentially the soul of your game, it is the reason for its
existence. Brainstorming is normally effective in generating a pool of ideas for
different aspects of the game concept, be it activities or the reward system.
Shortlisting is the process of selecting the best ideas from the pool.

Home Task
Ideas give rise to more ideas! Think about ways to make your game more engaging
and fun to play, such as adding more levels or power-ups and making notes.

REMINDER!!
Remember to update
your activity log!!

9-2 Q1 (ii)
DBSE | 76
 9-2
Q1
Sample List of Ideas for the Game Concept
List of Ideas for Broad Topic: Environmental game (Shortlisted using ✅)

Possible Options for Specific Topic:

☐ Climate change and its effects on different regions and ecosystems
✅ Air pollution and its impact on human health
☐ Water pollution and its impact on marine life and habitats
☐ Deforestation and its impact on biodiversity
✅ Plastic pollution and its impact
☐ Chemical pollution and its impact on soil and water.
☐ Pollution caused by e-waste and its impact on human health.

Possible game Activities for an environmental game could include:

✅ Collecting and recycling trash
✅ Planting trees and maintaining a virtual garden
☐ Cleaning up oil spills or other pollution in a virtual ocean
☐ Educating players about different types of pollution and ways to reduce it in their own lives
☐ Building and upgrading environmentally-friendly buildings and infrastructure
✅ Rescuing and caring for virtual animals affected by pollution.

Scoring system:
✅ Points for pollution reducing activities (e.g. recycling waste)
☐ Bonus points for completing mini-challenges or puzzles related to environmental education
Obstacles:
✅ Incorrectly disposing of waste, resulting in loss of points
☐ Limited resources such as water, energy, and food
✅ Action causing pollution, resulting in loss of points

9-2 Q1 (iii)
DBSE | 77
Q: FROM REQUIREMENTS TO DESIGN 9-2
Q2

Q2: Finalise your game concept

Context
A well-designed game concept has a specific
topic, purposeful engaging activity, and an
exciting reward system. From the shortlisted
ideas, consider 2 or 3 game concepts, and
choose one based on these criteria and
feasibility to implement

Group Activity
1. Work in your groups to review the shortlisted ideas from the previous session and
new ideas from group members’ homework. Try to prepare two or three Game
Concepts such that the activities and reward system are aligned with the specific
topic. (see sample on the next page).
2. Evaluate each game concept based on four criteria: a specific topic, purposeful
engaging activity, exciting reward system, and feasible to implement. Select one
final game concept to develop further.
3. On the 3rd page, elaborate your final game concept by adding specific details to
the game's activities, and reward system. For example, specify the five essential
game elements: goal, obstacles, helping elements, luck, and choice, if applicable.

Let's Think
• Why should you think about alignment of the activities and reward
system with the specific topic of the game?

• On what basis did you decide whether a game concept is “feasible to

implement”?

9-2 Q2 (i)
DBSE | 78
 9-2
Q2
Comparison of Your Game Concepts
Game Concept 1 Game Concept 2

Specific
Topic

Activities

Reward

Comparison Criteria Game Game

Concept 1 Concept 2

Is the specific topic clear and interesting?

Are the activities purposeful and engaging?

Is the reward system motivating and exciting?

Is it feasible to implement on Scratch?

SAMPLE Comparison of Environmental Game Concepts

Game Concept 1 Game Concept 2

Specific Topic Air pollution and its impact on Plastic pollution and its impact
human health

Activities Planting trees; Caring for a virtual Collecting & recycling waste;
garden; Caring from suffering animals

Reward Add/remove points for Add/remove points for

reducing/adding pollution reducing/adding pollution

Comparison Criteria Concept 1 Concept 2

Is the specific topic clear and interesting? yes yes

Are the activities purposeful and engaging? yes somewhat

Is the reward system motivating and exciting? yes yes

Is it feasible to implement on Scratch? yes, seen in games not sure

9-2 Q2 (iii)
DBSE | 79
 9-2
Q2

Elaborate the Final Game Concept

Guiding Points Game Concept Details

Specific Topic: Describe it

clearly. Make it interesting for the
target players.

Activities:
Describe engaging activities for
the the players.
Towards what goal?
Any challenges or obstacles?
Any helping elements?
Is there an element of luck?
What choices do players have?

Reward System: Describe how

will players be rewarded or
punished for their actions and
achievements.

Other Details: Mention any

other points that will enhance
the player experience.

Takeaway
Having multiple game concepts to choose from makes you think from the player’s
point of view and results in creating a better game concept. The more detailed and
well-thought-out your final game concept is, the more successful your game
development will be.

Home Task
Think about what enhancements and logic that can be added to each of the ideas in
your final game concept.

Remember to update 9-2 Q2 (iii)

your activity log!! DBSE | 80
 SECTION R
Develop and Debug the
Learning Game

CLASS 9
UNIT 2

DBSE | 81
R: DEVELOP AND DEBUG THE LEARNING GAME 9-2
R1

R1: Understand sequencing of simple steps

to perform bigger tasks
Context
Developing a game is much simpler than you think.
Scratch makes it easier for us to describe what we want
creatively in the form of a sequence of simple steps
without worrying about underlying technical complexity.
Let us look at an activity that we do in our daily life and
see how a sequence of instructions helps in designing a
machine to do the same activity automatically.

Group Activity
1. List down the instructions to make a roti at home.
2. Next, watch the video of a roti maker.(Watch for 2 minutes)
https://youtu.be/EsfccHgWDb0?t=12
3. List down the steps done by the roti maker.

Steps to make roti at home. Steps done by the roti maker.

Let's Think
• What are the differences between the instructions you have written
and that followed by the roti maker?

• Can you think how Player activities in your game can be split into a
sequence of small steps? Give an example.

9-2 R1 (i)

DBSE | 82
 9-2
R1

Takeaway
Using the example of automating the process of making rotis, we learned how to
break down a big task into simpler steps. You also thought about how to possibly
break down the player’s activities in your game into smaller steps. This
understanding forms the basis for how to use the Scratch platform in creating
learning games.

Home Task
Imagine that you have a machine like the roti-maker that would automate any
specific household task you like. Select the household task and write a list of
stepwise instructions for that machine to do that task.

Household task:
Instructions for the machine to automate the task:

REMINDER!!
Remember to update
your activity log!!

9-2 R1 (ii)

DBSE | 83
 9-2
R: DEVELOP AND DEBUG THE LEARNING GAME
R2

R2: Create game basics: Visual Theme and Activity

Context
In a game, its visual theme refers to its background, characters and
other objects used. In an environmental game, what visual theme
do you expect? Its background will be different for air pollution
topic than for plastic pollution topic. Similarly, the characters
.
connected with it and their actions may be different too.
Thus, Visual Theme sets the overall tone and atmosphere of the game, and helps
to immerse the player in the game world. In this session, you’ll work on developing
the visual theme and activities for your game

Group Activity
● Become familiar with Scratch. See available
resources and how to access tutorials on the
next page.
● Work on two tutorials:
○ setting up a backdrop (background) and
○ adding a sprite (character/object)
● Then, choose the background and characters
appropriate for your game’s specific topic.
● Watch the tutorial: Animate a Sprite.
● Use it to decide the motion and activity for
your character. See your game’s characters
move across the chosen background.

NOTE: This activity can take more time. Arrange for

extra time as necessary.

9-2 R2 (i)

DBSE | 84
 9-2
R2
Scratch Learning Resources (all links in one place, use when needed)

Introduction to Scratch

★ MIT’s Scratch platform: scratch.mit.edu

★ What’s Scratch:https://youtu.be/_q2RgQMc96k
★ PDF Guide for Getting started with Scratch:
https://bit.ly/getting-started-with-scratch

How to Use Scratch Tutorials

When you are in Scratch editor, https://scratch.mit.edu/projects/editor click

Tutorials button on the top menu.

You can search a tutorial by name or scroll through the list. These tutorials appear in
the scratch environment itself. Each tutorial either shows a simple screen replay or
presents a short video clip to watch.

Exploring more Functions in Scratch

★ Simple Programming Concepts in Scratch (two page PDF)

https://bit.ly/scratch-simple-programming-concepts

Example Games of Scratch that You can Play

Educational games on Scratch are available at

https://scratch.mit.edu/studios/221024
■ Consumer rights: https://scratch.mit.edu/projects/525676586
■ Game on atomic and mass numbers:
https://scratch.mit.edu/projects/364459941
■ Random Maths problem generator:
https://scratch.mit.edu/projects/230661509

Third Party Tutorials for Scratch (long)

★ https://bit.ly/scratch-playlist

9-2 R2 (ii)

DBSE | 85
 9-2
R2
Let's Think

★ While learning and using Scratch, when you felt lost or got
stuck, how did you get out of it?

Takeaway

In this session, you added a background and characters to create your game’s
visual theme. You also created a movement for your character to support an
activity in the game. The Scratch platform or any programming platform comes
with its own challenges and issues. With patience and persistence, you’ll manage.
The more you use it, the more familiar you get with them, and will be able to
develop games.

Home Task
Continue to learn more about using Scratch to improve your game. Read through
the PDF Guide for getting started with Scratch and view tutorials to learn at least
two new things.
★ Add Effects (Change in colors)
★ Any other activity of your choice.

REMINDER!!
Remember to update
your activity log!!

9-2 R2 (ii)

DBSE | 86
R: DEVELOP AND DEBUG THE LEARNING GAME 9-2
R3

R3: Make the game more engaging: Score and Obstacles

Context
Players are better engaged when there are
challenges and motivators in the game. Some
kinds of obstacles increase the challenge factor
and scores provide motivation. In this session,
you will create a scoring system and obstacles
in a game using Scratch, and also learn how to
make the game more interactive.

Group Activity
In order to make the game more engaging, you’ll be using some features of Scratch.
Think about these features as tools, and don’t be afraid of their strange names!
★ For adding Player’s Score, ⇒ Use Variables.
★ For creating Obstacles, ⇒ Use Conditional Statements.
★ For making the game more interactive & engaging, ⇒ Use Events.

1. Watch the below two Scratch tutorials on how to create a scoring system and
obstacles in a Scratch game.

2. Work in your groups to add a scoring system, obstacles in your game, and
make it more engaging using Events.

3. To understand the programming concepts in Scratch, you may refer to a

2-page PDF file at https://bit.ly/scratch-simple-programming-concepts.

9-2 R3 (i)

DBSE | 87
 9-2
R3
Let's Think

You deserve a thinking break as you have been thinking a lot to work with
variables, conditional statements and events!

Takeaway
Besides adding challenges to the game, score and obstacles provide a more
interactive and dynamic gaming experience, where players can strive to achieve a
high score and overcome obstacles. This could also lead to players returning to
play again and again if they could be offered different challenges and obstacles to
face each time they play. The simple programming features of variables,
conditional statements and events are very useful tools for creating enjoyable
games.

Home Task

Play your game again and again, looking for issues. Is the game working as
intended? Is some display or feedback confusing? Is the game responding quickly
to player actions? Note down the issues discovered along with what you were
doing when you experienced the issue.

REMINDER!!
Remember to update
your activity log!!

9-2 R3 (ii)

DBSE | 88
R: DEVELOP AND DEBUG THE LEARNING GAME 9-2
R4
R4: Seek initial feedback within the group and Debug

Context
Players don’t like to play games that don’t work as intended or
are slow to respond to player actions or where visuals are not
clear. As game developers, your group needs to first identify
such issues faced by the players and fix them. “Debug” is just
a fancy name given to the process of finding an issue in a
program and fixing it. This session is about finding and fixing
issues in your game.

Group Activity
★ Collect issues (bugs) found by group members while playing the game at
home. Get all group members to take 5 to 7 minutes to play with the game
and give their feedback as shown below.
★ As a group, your goal is to find and fix most of the “RED” issues first. If there
is time, “YELLOW” issues may be considered.

[RED] [YELLOW] [GREEN]

FEEDBACK BY What doesn’t work as What is confusing or What works well or you
expected? could be improved? really like?

9-2 R4 (i)

DBSE | 89
 9-2
R4

Let's Think
• What are the different types of mistakes you found while trying
to find and fix issues (bugs)?

Takeaway
Issues (bugs) are an inevitable part of developing programs and games. We make
mistakes either because of some kind of misunderstanding or because of not
paying attention in a hurry. Either way, one should expect bugs to be present in
any freshly developed game. A solid testing and debugging process should be
used to remove issues so that the players have a pleasant experience!

Home Task
Try to find and fix as many “RED” issues as possible in your learning game.
Note down which issues you were able to fix and which are still pending.

REMINDER!!
Remember to
update
your activity log!!

9-2 R4 (ii)

DBSE | 90
 SECTION S
Evaluate and Improve the Game

CLASS 9
UNIT 2

DBSE | 91
S: EVALUATE AND IMPROVE THE GAME 9-2
S1
S1: Gather feedback: observe, interview
Context
No game can be finalised without positive feedback from
actual players in the target group. However much testing is
done by the developers, actual players are able to see issues
and challenges not foreseen by others. That’s why feedback
from direct interviews with players is very helpful. Sometimes,
players are not able to articulate the issues they experienced.
Hence it becomes necessary to observe them playing the
game, noting down issues experienced.

Group Activity
1. Choose your target audience in your classroom or school who will play your
game; at least two students.
2. Observe each player playing with the game, noting down what worked well
and what could be better. Interview each player, noting down their feedback.

OBSERVE INTERVIEW
Ask each person to play the game After observation, interview each
and observe their reactions. player seeking feedback about their
• What are they getting stuck on? experience, asking:
• Are they interacting with your • What did you like about playing
learning game the way you the game?
imagined? • What issues did you face?
• Are they doing anything • What suggestions do you have
surprising? to improve the game?

3. Meet with your group members; each member sharing the observations and
feedback from different players. Discuss and decide which of the feedback
needs to be addressed and make a list of desired improvements.

9-2 S1 (i)

DBSE | 92
 9-2
S1

List of Improvements Suggested by Feedback (mark selected for improvement using ✅)

☐
☐
☐
☐
☐
☐
☐

Let's Think

• How did the target audience's feedback influence your group’s thinking?

Takeaway
If there is only one thing you can do about improving the quality of your game, it
should be actual player feedback. Observing them at play is as important as
interviewing them for specific comments.

Home Task

From the list of selected improvements above, try to implement as many as

possible.

REMINDER!!
Remember to update
your activity log!!

9-2 S1 (ii)

DBSE | 93
S: EVALUATE AND IMPROVE THE GAME 9-2
S2

S2: Justify changes and describe the success

Context
When you are developing a game, things rarely go exactly as
planned or as per design. However, it is important to look back and
see what was designed and what changes had to be made during
development and why. This helps us in getting better at design. At
the end, success of a game is measured by how satisfied are the
target group players and to what extent are the requirements being
satisfied.

Group Activity

1. Compare the game against the “Final Game Concept” from the design phase.
Prepare below a list of what changes were made; provide a short justification.

9-2 S2 (i)

DBSE | 94
 9-2
2. Describe the success of the game in two ways: S2
a. To what extent are the requirements satisfied?
b. To what extent are the target group players satisfied?

Takeaway

As you are looking at the feedback from the players and comparing with the
requirements, you will notice that during development, it was easy to lose focus
from the main requirements and the player. The purpose of processes is to keep
us focused on the actual goals. However, the processes should be flexible enough
to modify the goals if needed and refine the approach as well.

Home Task

Put finishing touches on your learning game and think about interesting ways to
showcase it in the classroom.

REMINDER!!
Remember to update
your activity log!!

9-2 S2 (ii)

DBSE | 95
 SECTION T
Showcase and Assessment

CLASS 9
UNIT 2

DBSE | 96
 9-2
T: SHOWCASE AND ASSESSMENT
T1

T1: Guidelines for showcasing your work

Context

This section lists the topics you need to cover while presenting the work your
group has done in Unit 9-2.

Your Group's presentation should clearly cover the following topics.

★ Game Requirements
○ What new things you learned while selecting and adding requirements?
★ Game Concept Design
○ Describe the details of your final game concept.
○ Why was this selected compared to the other game concept considered?
★ Developing the Game
○ What features of Scratch did you manage to use for developing your
game?
○ What learning challenges did you face, and how you overcame them?
★ Testing and Debugging
○ How did you decide which issues actually had to be fixed? Give a couple
examples.
★ Evaluation: Observation and Seeking feeback
○ Whom did you select as your target audience?
○ Summarise the observations made and feedback received.
★ Deciding on the list of improvements
○ How did you decide which feedback should be accepted in the list of
improvements?
★ Explaining the success of the game
○ To what extent, the game is satisfactory for the players?
○ To what extent, the game meets the game requirements?

9-2 T1 (i)

DBSE | 97
 UNIT
CREATE A COMIC STRIP 9-3

Effective story telling is an important aspect of all

communications, whether you are presenting your project or giving
your job interview or talking to customers. In today’s age, people
don’t have time. Comic strips/stories are able to appeal to a wide
range of audience with very little text and pictures. In this unit, you
will develop a comic strip of your own. You will explore
commonalities that appeal to diverse groups of people, understand
what makes a story interesting and engaging and then develop a
small comic strip.

REAL-LIFE KNOWLEDGE ENTREPRENEUR MINDSET

What makes a great comic strip? Try New & Challenging,
Basics of creating a comic strip Bounce-back from Failures

DESIGN THINKING

A.Inquiring and Analysing (iii) (iv)

B. Developing Ideas, Choose the best one (ii) (iv)
C. Creating the Solution (ii) (iii)
D. Evaluating (iii)

DIGITAL TOOLS FOUNDATIONAL ABILITIES &

KEY QUALITIES
Comic Design App Creativity, Confidence, Critical
Thinking, Communication,
Manage Fears

DBSE | 98
 UNIT
UNIT AT A GLANCE 9-3
In this unit, you will work collaboratively towards creating a comic
strip/story. You will begin by identifying commonalities that appeal to
diverse groups of people. You will then explore the elements of comic
strips and create requirements for your comic strip. Then, you will
brainstorm in your group for ideas for each of the elements of your
comic strip and come up with two scripts. Then, your group will discuss
and select ideas to prepare the final script, which will be given the life of
a comic strip. Peer groups will give and receive feedback. Finally, you
will incorporate some of the suggested changes with appropriate
justification.

CREATE A COMIC STRIP

P: Understand What People Like About Comic Strips

P1 Common Appeal Across Comic Strips

P2 Elements of a Comic Strip

Q: Design Script for the Comic

Q1 Brainstorm to Create Two Scripts

Q2 Select, Mix-n-match, Refine to Create the Final Script

R: Create Comic Strip

R1 Get Familiar with Comic Strip Design App

R2 Select Visuals, Add Text, Complete Each Panel

S: Peer Review, Incorporate Feedback

S1 Share with Peer groups, Give/Receive Feedback

T: Presentation and Assessment

DBSE | 99
 9-3
L
Student Activity Log for Unit 9-3:
CREATE AN ILLUSTRATED COMIC STORY
Student ID: ____________ Student Name: __________________ Class & Section: ____

ASSESSMENT STRANDS AND CORRESPONDING ACTIVITIES

STRAND ACTIVITY TEACHER'S COMMENTS

A (iii) analyse a range of existing products P1

A (iv) develop a design brief, which

P2
presents the analysis of relevant research.

B (ii) Develop a range of feasible design

Q1
ideas

B (iv) Develop accurate and detailed

Q2
drawings/diagrams

C (ii) demonstrating technical skills when

R1
making the solutions

C (iii) following the plan to create the

R2
solution, which functions as intended

D (iii) describe how the solution could be

S1
improved

9-3 L (i)

DBSE | 100
 9-3
Note: Attach additional sheets if writing space is not enough. L

SESSION P1 + HOME TASK

Common Appeal Across Comic Strips

What did I do? What did my group members do?

Strand:

A (iii)

SESSION P2 + HOME TASK

Elements of a Comic Strip

What did I do? What did my group members do?

Strand:

A (iv)

9-3 L (ii)

DBSE | 101
 9-3
L

SESSION Q1 + HOME TASK

Brainstorm to Create Two Scripts

What did I do? What did my group members do?

Strand:

B(ii)

SESSION Q2 + HOME TASK

Select, Mix-n-match, Refine to Create the Final Script

What did I do? What did my group members do?

Strand:

B(iv)

9-3 L (iii)

DBSE | 102
 9-3
L

SESSION R1 + HOME TASK

Get Familiar with Comic Strip Design App

What did I do? What did my group members do?

Strand:

C (ii)

SESSION R2 + HOME TASK

Select Visuals, Add Text, Complete Each Panel

What did I do? What did my group members do?

Strand:

C (iii)

9-3 L (iv)

DBSE | 103
 9-3
L

SESSION S1 + HOME TASK

Share with Peer groups, Give/Receive Feedback

What did I do? What did my group members do?

Strand:

D (iii)

Student Name: ____________ Student Signature: __________________

Class & Section: ____ Date signed: __________________

9-3 L (v)

DBSE | 104
 SECTION P
Understanding Target
Groups and Storytelling

CLASS 9
UNIT 3

DBSE | 105
P: UNDERSTAND WHAT PEOPLE LIKE ABOUT COMIC STRIPS
9-3
P1

P1: Common Appeal Across Comic Strips

Context
Children, youngsters as well as adults, all love reading comic
strips. It is a joyful experience for most. What is common across
various popular comic strips that appeal to people of all ages
and backgrounds? In this session, we will try to explore this
question.

Individual Activity
There are two comic strips on the next two pages: one is Chacha Chaudhary comic
strip and the other is an extract from Tintin’s comic.

● For each comic strip:

○ Read it once with your normal speed.
○ Read it a second time slowly, paying attention to its characters,
visuals, words used, emotions conveyed and what you liked about the
storyline as a reader.
○ Think about the questions asked on each page and fill up the table on
page (iv) of this session.

9-3 P1 (i)
DBSE | 106
 9-3
P1
Excerpt from a Chacha Chaudhary comic:

Reproduced for educational purpose. © PRAN’s FEATURES

Let's Think
Write your responses in the table on page (iv).
9-3 P1 (ii)
DBSE | 107
 9-3
P1
Excerpt from a Tintin story

9-3 P1 (iii)
DBSE | 108
 9-3
P1
Let's Think
Write your responses in the table below:

Guiding question Tintin’s comic Chacha Chaudhary’s comic

What is appealing
about the main
character?

What is the humour

in this story?

Why do you find the

storyline
interesting?

What emotions are

conveyed?

What is special
about its visual
style?

Takeaway
Finding common appeal across different comic strips tells us what comic strips’
target audience likes about them and how a new comic strip can communicate with
a wider audience.

9-3 P1 (iv)
DBSE | 109
 9-3
P1
Home Task

Read two new comic strips and answer the same questions for them.

Guiding question Comic 1: ______________ Comic 2: ______________

What is appealing
about the main
character?

What is the humour

in this story?

Why do you find the

storyline interesting?

What emotions are

conveyed?

What is special about

its visual style?

REMINDER!!

Remember to update
your activity log!!

9-3 P1 (v)
DBSE | 110
P: UNDERSTAND WHAT PEOPLE LIKE ABOUT COMIC STRIPS
9-3
P2

P2: Elements of a Comic Strip

Context
Storytelling is at the core of what we do. Whether you're making
a presentation, a resume, or giving an interview, or selling to
customers, you are telling a story to your audience. Comic
strips also tell stories. Besides the Storyline (plot), character,
and visual style, there are a few more elements essential in a
comic strip. We will explore all of them in this session.

Group Activity
Form small groups of 4-5.
1. Read the two comic strips below. They have the same theme but different
storylines. Discuss the questions on page (ii) and write your responses.
2. Having explored four different comic strips so far, you would have some
sense of what should be the requirements for your comic strip. Write them in
the table on page (iii).

Comic Strip 1: Source of image: Bored Panda (Pinterest)

9-3 P2 (i)
DBSE | 111
 9-3
P2

Comic Strip 2:
Source of image:
Incidental Comics
(Pinterest)

Let’s Think
Between comic strips 1 and 2, whose storyline
did you like more and why?

Whose main character can you better relate to

and why?

Whose text and visuals more effectively

communicates the purpose of the story? Explain.

9-3 P2 (ii)
DBSE | 112
 9-3
P2
For each element listed in the left column in the below table, briefly write
the requirements that your group’s comic strip should try to satisfy.

Comic Strip Element Requirements to Satisfy

Main Purpose

Characters (people)

Storyline (plot)

Place
Background setting

Visual Style
balance between dialogues
and graphics,
communicating actions
and sounds, emotions

Takeaway
While storytelling seems simple, it has quite an interesting structure. If you
understand its various elements and learn how to do them well, you can become
effective at storytelling under all situations.

Home Task
Review the above requirements and revise as necessary.

REMINDER!!
Remember to update
your activity log!!

9-3 P2 (iv)
DBSE | 113
SECTION Q
Ideate Storyline

CLASS 9
UNIT 3

DBSE | 114
Q: DESIGNING SCRIPT FOR THE COMIC 9-3
Q1
Q1: Brainstorm to Create Two Scripts

Context
Now that you have understood what is expected of a comic strip, it is
time to start working on your own comic strip ideas. To start with, you
may want to focus on describing the main theme/purpose,
characters, place, actions, and dialogues of your comic; visuals will
come later. Brainstorming is an effective way to generate multiple
ideas for these. Remember, no judging and criticising ideas during
brainstorming!

Group Activity
• In your group, start with brainstorming the general theme/purpose of your comic
strip. This is only for kickstarting the process. You can always change the
theme/purpose later.
• Select two themes that group members like and develop scripts for them. You may
want to break up your group into two sub-groups, each sub-group working to develop
one draft script using the guidelines below. Each group should end up with two draft
scripts.

Panels How many panels would you want in your comic strip? (3 to 9)

Characters What is the main character and one/two supporting characters?

Places Which places would be there in panel backgrounds? (1 to 4)

9-3 Q1 (i)
DBSE | 115
 9-3
Q1
Your sub-group’s draft script (continued)

Place and Intention/Purpose Character’s Actions Text caption or

Character(s) of this panel & Expresions dialogue between
e.g. arouse a feeling of to show characters
pity for Tintin’s situation

PANEL #1

PANEL #2

PANEL #3

PANEL #4

9-3 Q1 (ii)
DBSE | 116
 9-3
Q1
Let's Think
• What challenges did you face while brainstorming about theme and panels?

• Why do we have to know the “Intention/purpose” of every panel?

Takeaway
Everyone is capable of generating ideas. We just need to provide a comfortable
environment where ideas are not judged and criticised as soon as they are
mentioned. Group members can add on to each other’s ideas and there is no need to
track which idea was whose – ideas belong to the entire group.
Having read several comic strips, you understand the importance of characters,
places, actions, expressions, and textual blurbs & dialogues in your comic strip
panels. Your group created two scripts, Next, you’ll mix-n-match and create the final
script. Later, you will select visuals provided by comic-strip tools and breathe life into
your script.

Home Task
Review the script prepared by your sub-group and think about how to improve it.
Note down your ideas and discuss with your group in the next class.

REMINDER!!

Remember to update
your activity log!!

9-3 Q1 (iii)
DBSE | 117
Q: DESIGNING SCRIPT FOR THE COMIC 9-3
Q2

Q2: Select, Mix-n-match, Refine to Create the Final Script

Context
Your group has two draft scripts for your comic strip, one from
each sub-group. Each group member has thought about possible
improvements. Using these ingredients, you will now create your
final script. It doesn’t have to be any of the draft scripts, it can be
a mixture or very different. You may also decide to start over and
create a brand new script.

Group Activity
• In your group, review the draft scripts and listen to the improvements each
member has thought about.
• Then, discuss which ideas the entire group likes for the overall theme,
characters, places, and panels. Feel free to select, mix-n-match and refine the
ideas as you prepare your final script below.
Final Script
Panels How many panels would you want in your comic strip? (3 to 9)

Characters What is the main character and one/two supporting characters?

Places Which places would be there in panel backgrounds? (1 to 4)

PANEL #1 Intention/Purpose Character’s Actions Text caption or dialogue

Place and of this panel & Expresions between characters
Character(s) e.g. arouse a feeling of to show
pity for Tintin’s situation

9-3 Q2 (i)
DBSE | 118
 9-3
Q1
Final Script (continued)

Place and Intention/Purpose Character’s Actions Text caption or

Character(s) of this panel & Expresions dialogue between
e.g. arouse a feeling of to show characters
pity for Tintin’s situation

PANEL #2

PANEL #3

PANEL #4

9-3 Q2 (ii)
DBSE | 119
 9-3
Q1
Let's Think

• How did your group resolve differences between group members while taking
decisions?

Takeaway
Taking decisions in a group is always challenging. Groups that collaborate well
ensure that everyone helps each others’ ideas grow and best ideas are selected.
There is no judgement or criticism of one another. Once finalised, everyone gets
100% behind the final selection.

Home Task

Review the final script prepared by your group and visualize each of the panels.
Sketch your ideas below and discuss with your group in the next class.

REMINDER!!
Remember to update
your activity log!!

9-3 Q1 (iii)
DBSE | 120
SECTION R
Create Comic

CLASS 9
UNIT 3

DBSE | 121
R: CREATE COMIC STRIP 9-3
R1
R1: Get Familiar with Comic Strip Design App
Context
You have the script ready for your comic strip, and it is time to
put life into it. Several apps are available that will help you
design your comic strip with very little effort. However, they
differ widely in their features; you’ll need to choose an app
that works best for your group. Then, spend the remaining
time getting familiar with it.

Group Activity

● There are many free apps for comic strip design. You can use any of them or
one of the two mentioned below.
○ Cartoon Comic Strip Maker Android app by Csmartworld.
Intuitive interface, but remember to skip all Ads!
○ Canva.com (available on browser)
https://www.canva.com/create/comic-strips/
○ Within your group, form two subgroups. Each subgroup can try out a
different comic strip app.
● In the comic design app, try out how to:
○ Create a new comic
○ Add a new panel to an existing comic
○ Select the background and characters for a panel
○ Add text bubbles to a panel
○ Save and share the comic
For this trial, you can choose any background, characters, text, etc.
● Discuss within the group and Choose which app you’ll use. Try to select an
app that you haven’t used in the past.
● In the chosen app, explore various characters and backgrounds available
and select those that are more appropriate for your script. Make note of it by
taking screenshots and saving them.
9-3 R1 (i)

DBSE | 122
 9-3
R1
Let's Think
● Describe how you felt as you were learning about and
exploring the comic design apps?

● Why does it make sense to try out a new app rather than go
with an app that you are already comfortable with?

Takeaway
Deciding the app to use is always challenging. It helps to know what you want to
do with it so that you can try out relevant features. While you may want to stay
within your comfort zone and use the app that you are previously familiar with, it
is worth taking up the challenge to try out a new app. Learning new apps gets
easy after a while and you become good at “learning to self-learn”.

Home Task
Spend more time on the comic design app chosen by your group and play
around with its various features. Explore the backgrounds and characters
available.

REMINDER!!
Remember to update
your activity log!!

9-3 R1 (ii)

DBSE | 123
R: CREATE COMIC STRIP 9-3
R2
R2: Select Visuals, Add Text, Complete Each Panel

Context
All the preparation you have been making so far was for this
fun moment – a chance to create your own comic strip! You
now have all the ingredients, and you just have to put them
together in the right amounts to make your very own comic
strip. Creating something new is always delightful, especially
when it comes after putting in a lot of effort and dedication.

Group Activity
● Review your group’s script. Find the selected backgrounds and characters.
● Start creating the panels one by one. Add background, characters with
appropriate expression, graphics to indicate action, and text blurbs. Make
sure that every group member gets a chance.
● Review and edit each panel. Finally, save the comic strip.

Let's Think
You need a break
from thinking!
So do I. 😂

Takeaway
While stories may be interesting in themselves, visuals makes them more
engaging and interesting for the readers. That’s why more people like visual
stories than text-only stories.

Home Task Review your comic strip and apply any finishing touches.

REMINDER!!
Remember to update
your activity log!!

9-3 R2 (i)

DBSE | 124
SECTION S
Finalise Comic

CLASS 9
UNIT 3

DBSE | 125
 9-3
S: Peer Review, Incorporate Feedback
S1

S1: Share with Peer groups, Give/Receive Feedback

Context
Now it is time for giving and receiving feedback. Giving
feedback is often incorrectly equated with criticising
someone’s work. It is actually about appreciating what they
have done well and providing pointers where they can do
better. The art of giving constructive feedback is very
useful in life; it helps tremendously with family, friends and
co-workers. In this session, you’ll share your comic strip
with a peer group and receive their feedback.

Group Activity
● Form pairs of partner groups, say group A and group B.
● Group A will show their comic strip to group B (Note: Do not explain!, let them
read) and seek their feedback.
● Group B will provide constructive feedback on Group A’s comic strip. Group A
should only listen attentively and NOT try to defend anything.
• Appreciate things that the comic strip did very well.
• Mention which panels evoked what emotions in you.
• Mention any place where the storyline was not clear or a panel .
• Explain any other suggestions for improvement.
● After that, the above will be repeated with role reversal. Group B will show and
explain, and Group A will provide constructive feedback.
● Each group will review the feedback received and prepare a list of changes to
be made with justification.

Takeaway
When you receive appreciation, you become more receptive to hearing about the
improvements needed. That’s the secret of giving constructive feedback.

Home Task
Incorporate feedback in the comic strip and prepare for showcasing.

9-3 S1 (i)
Remember to update
your activity log!! DBSE | 126
 SECTION T
Showcase and Assessment

CLASS 9
UNIT 3

DBSE | 127
 9-3
T: SHOWCASE AND ASSESSMENT
T1

T
Context

This section lists the topics you need to cover while presenting the work your
group has done in Unit 9-3.

Your Group's presentation should clearly cover the following topics.

★ What is common appeal across comic strips?

★ Requirements for your comic strip.
★ Solution Idea
★ What were the two different scripts you came up with?
★ How did you create the final script from the two scripts?
★ Creating a Comic Strip
★ What features of comic strip tool helped you in creating the
comic strip easily?
★ What did you find missing, if anything?
● What Feedback did you receive in the Peer Review? What improvements did
you make? Show the comic strip before and after.

9-3 T1 (i)

DBSE | 128