User Interface Design

Teacher: _____________________

Class: 4-5 Technology Special Education Bridge Class

Date: _______________

Duration: 50 minutes

Class Size: 16 students

Standards Addressed

Common Core State Standards (CCSS):
- 4-6.NSD.1: Propose improvements to the design of a computing technology based on an analysis of user interactions with that technology, focusing on optimizing the user interface for effective user interactions.
NY State K-12 Computer Science and Digital Fluency Standards: Aligned specifically with user-centered design and iterative improvement models.
Danielson Framework Domains: 1a (Demonstrating Knowledge of Content and Pedagogy), 1e (Designing Coherent Instruction), 3b (Using Questioning and Discussion Techniques), 3c (Engaging Students in Learning), 3d (Using Assessment in Instruction).

Learning Objective

I can analyze a computing technology’s user interface to identify ways it can be improved for easier or more efficient use.
I can propose specific changes to make the technology more user-friendly, explaining why these changes help users.

Success Criteria

I can describe how a user interacts with a technology’s interface.
I can identify at least two areas where the interface could be improved.
I can explain how my suggested improvements will help users interact better with the technology.
I can use examples and evidence from my observations to support my ideas.

Materials Needed

Tablets or laptops (1 per pair of students) with a simple, age-appropriate application or game that the students will explore (preloaded).
Printed screenshots or images of user interfaces from familiar technologies (apps, websites, educational games).
Whiteboard and markers.
Worksheet: “User Interface Detective” (with guided questions and space to write notes).
Colored pencils/markers.
Visual timer.

Vocabulary

Term	Definition (Student Friendly)	Sentence Example
User Interface	The way a person interacts with a computer or app (buttons, screens).	The user interface of our game had big buttons that were easy to press.
Interaction	How a user uses and controls something on a computer or device.	My interaction with the tablet was tapping and swiping the screen.
Optimize	To make something work better or easier to use.	We can optimize the app by making the buttons bigger.
Inference	A smart guess based on what you see or know.	I made an inference that the button was too small because people kept missing it.

Lesson Flow & Timing

1. Do Now / Hook (3 minutes)

Show students a common app/game interface (projected or on tablets).
Ask: "What do you notice about this screen? What do you think is easy or hard to use here?"
Students respond with quick observations using think-pair-share.
Teacher models aloud, e.g., “I notice the button is small, so I infer it could be difficult for younger kids to tap.”

2. Vocabulary Routine (5 minutes)

Introduce the vocabulary words with images and simple explanations.
Pronounce, write, and read the words loud with students.
Use a sentence frame: “I think the _____ is…” or “The user _____ by…”
Provide examples and non-examples. For example, show a cluttered screen vs. a clear, simple screen and discuss the difference.

3. Mini Lesson / Modeling (7 minutes)

Show a short screen capture video or live demo of a child trying to use a simple app interface.
Think aloud using "I notice..., so I infer..." to analyze the interface for ease of use.
Guide students through the process of identifying an improvement. Example: “I notice the menu icon is small and hard to see, so I infer that if we make it bigger, it will be easier for users to find.”
Demonstrate filling out one row of the “User Interface Detective” worksheet with guided support.

4. Guided Practice Think-Pair-Share (7 minutes)

Students work in pairs with printed screenshots of a simple interface or the app on tablets to identify one thing they can improve.
Prompt questions:
• What parts can users easily see or touch?
• What parts might confuse a user?
• How would you change the design?
Share answers with another pair, encouraging evidence-based explanations. Circulate, prompt for details and clarify understanding.

5. Independent / Group Work (15 minutes)

In groups of 3-4 (with special education accommodations), students analyze a different computing interface (using images or apps).
Students complete the worksheet with:
- What do users do on this interface?
- What is easy or hard about it?
- Propose two improvements with reasons.
Differentiation:
- Provide sentence starters and visuals for students needing support.
- Use peer buddies to aid explanation and writing.
- For some students, offer tactile or gesture-based alternatives for interface discussion.
Teacher circulates, coaches struggling groups, models another example as needed.

6. Extension Activity for Advanced Learners

Challenge these students to sketch their own “improved” user interface for the app, labeling changes and writing a brief explanation of why each change helps users.
Students can present their sketches to the class or small groups, explaining their design choices.

7. Assessment and Checks for Understanding (Throughout and Closing)

Monitor student participation during think-pair-share and group work for evidence of understanding.
Ask probing questions:
• “Why do you think that button should be bigger?”
• “How will your change help the user?”
Exit slip (verbal or on worksheet): Students share one improvement they made and why it helps.

8. Close & Share (3 minutes)

Teacher recap:
“Today you learned how to look carefully at technology screens, think about how users interact with them, and suggest ways to make them easier to use. We will continue practicing these skills when we design our own apps next time!”
Students share one thing they learned or want to learn next.

Differentiation Strategies

Learner Type	Strategy
Special Education (processing delays)	Use visuals and sentence frames; allow extra wait time; pair with supportive peer; reduce worksheet length.
English Language Learners (ELL)	Use simpler language; model vocabulary with visuals; use gestures and repetition; provide bilingual labels if needed.
Advanced Learners	Extension sketch activity; encourage detailed reasoning; facilitate presentation and peer teaching.

Reflection Notes for Teacher

Observe how students justify their design ideas using evidence from the interface.
Note which students benefit from sentence starters and which need additional scaffolding.
Gather data on engagement during group discussions for future lesson adaptations.
Plan to follow up with a hands-on design activity to deepen understanding of user experience.

Thank you for fostering curiosity and design thinking with your students!

Teaching Instructions