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Next Generation Science Standards

HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

HS-ETS1-4: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Course 1 | Course 2 | Course 3 | Course 4



Digital Storytelling (Course 1)


Activity Name



  1. Session 1: Intro to Social Justice

  2. Session 1: Intro to Research Paper

  3. Session 2: Review of Past CompuGirls’ Video Projects

  1. Participants are introduced to the idea of social justice issues and asked to think about how role of values, beliefs and norms of the individual and/or community influence solutions to a global problem.

  2. Participants are introduced to research paper, databases, and how to utilize these in order to help them find information on a global challenge.

  3. Participants analyze components of past video projects with a social justice lens.



  1. Session 4: Group Research Planning

  2. Session 9: Storyboarding

  1. Participants work in a collaborative environment where they brainstorm ideas for their research projects. Participants brainstorm possible solutions by breaking down a larger problem.

  2. Student storyboard their project and discuss how they can solve their project using the technology at hand and involving the community.


  1. Session 2: Video Evaluation

  2. Session 2: Mentor Teacher Project Presentations

  3. Session 8: Video Documentary

  1. Participants are asked to discuss how to evaluate and provide feedback on past video projects. They are then asked to create a feedback they will follow.

  2. Mentor Teachers show their own video documentaries and planning, participants can then evaluate based on rubric they created.

  3. Participants view bad examples of what not to do, discuss what changes could be made to improve, and implement into their own projects.


  1. Session 10: Storyboards and Presentation

  2. Session 19: Group Research Project Planning

  1. Using the session’s technology, girls create and present their solutions to a community problem at hand; receiving feedback and modifying throughout the program.

  2. All research culminates into final technology program where they present their solutions to a social justice issue, using the rubric they created at the beginning.



Think Like a Programmer, Design Like a Change Agent (Course 2)


Activity Name



  1. Module 2: Activity and Time/Pair/Share

  2. Module 3: Reflecting: Design Notebook Question

  1. Girls discuss personal care products and how they are presented in the media. Discuss why it is important to view images in context of culture.

  2. Girls discuss feminism, common stereotypes, social movements, and how these terms might keep girls and women from voicing their opinions.


  1. Module 4: Research topics and Research Questions

  2. Module 19:Creating: Open-ended designing Time/Pair/Share

  1. Participants discuss research topic, the role the research question plays in gathering research, and begin brainstorming solutions.

  2. Participants continue to work on projects and discuss with a neighbor about solutions to their research topic and how they’re incorporating it into their Scratch program.


  1. Module 9: How did you do that?

  2. Module 21: Exploring: Critique Groups

  3. Module 23: Planning: Preparing for Final Project Reflection

  1. Participants share their research, proposed solutions, and scripts incorporated into their program. Participants can give sandwich compliments and compare projects.

  2. Participants fill out project feedback handout and return paper to the creators following sandwich complement format.

  3. Participants practice presenting their projects to each other and share final modification suggestions.


  1. Module 7: Exploring Resources

  2. Module 9: Making it interactive

  3. Module 25:Reflecting: Celebration and Final Project Reflection

  1. Participants use technology to virtually experience reaching important resources in different neighborhoods. They then discuss which is easier, how it relates to social justice, who should care about the ease of access to resources, and more.

  2. Participants work with sprites in the Scratch program and demonstrate how they can use their project for their research topic.

  3. Participants share their final Scratch projects, which includes problem, solution, and call to action from its audience.



Virtual Worlds for Social Change (Course 3)


Activity Name



  1. Module 3: Online Identity Exercise

  2. Module 3: Social Justice Scavenger Hunt

  1. Participants assume a different cultural representation in-world and discuss virtual experiences and compare to real world.

  2. Participants find elements in-world related to social justice issues or representations of equity or equality and discuss how it resonates to their personal research and project goals.


  1. Module 3: Topic Choice Thinking about the Definition of Social Justice Issue

  2. Module 4: Storyboarding your build

  1. Participants will begin to discuss how their projects advance their communities, encourage people to act, and extend research on their project.

  2. Participants look at projects more critically – revisiting rubrics they have used in the past – and discuss how they will use their build to propose a solution.


  1. Module 4: Social Justice Oriented Sites

  2. Module 5: Project Check-in and Discussion

  1. Participants will visit grids where people are examining Social Justice issues and critique sites using rubric. They also discuss if they agree with how it is being portrayed and how they would change it.

  2. Participants visit each other’s projects and provide feedback and follow up questions.


  1. Module 4: Girls work in-world

  2. Module 7: Girls showcase work in Closing Ceremony

  1. Participants create build based on their storyboard proposal, ensuring their build represents their research topic question and has a call for action for their community and all stakeholders.

  2. Participants showcase their work to community members, family, and friends at Closing Ceremony.



Co-Robotics for COMPUGIRLS (Course 4)


Activity Name



  1. Week 1, Day 2: Like A Girl

  2. Week 2, Day 1: Equity vs Equality Discussion

  1. Participants discuss identities that are fluid and constructed and how inequities materialize through stereotypical and judgmental belief systems that people and media impose on people.

  2. Participants discuss connections to equity and equality and how people react to social injustices in the world (with anger, sadness, protest, violence, peaceful protest, etc.)


  1. Week 1, Day 5: Introduction to Research

  2. Week 3, Day 4: Morning Activities

  1. Participants will revise evaluation rubric to reflect social justice and all robotic components. They have to research and justify why a robot would be the best solution to the problem.

  2. Participants identify different ways that people share crucial information, discuss demographics of people who one would reach with different mediums and outlets, and draft their own version including robotics in their plan.


  1. Week 2, Day 2: Love has no Labels Video

  2. Week 3, Day 1: Can Robots be Activists?

  1. Participants discuss and evaluate how these examples show people challenging and subverting so called normal expressions of love and how people acting together has power.

  2. Participants are asked what an activist looks like - noticing similarities and differences with others. Participants are then encouraged to discuss what they know about how robots have been designed to interact with people and evaluate their use for their projects.


  1. Week 4, All: Share and Feedback

  2. Week 5, Day 4: Robot Rally

  1. In this participant-run week, participants share a draft of their projects and receive feedback and modify accordingly.  

  2. Participants showcase their work to community members, family, and friends at Closing Ceremony.