First Grade

1. How can a solution arise from analyzing a problem?

Overarching
Understanding
2. How might we derive inspiration from our own surroundings?
Goals:

3. Who can be a creator [scientist/architect/etc.]?

4. What is design thinking?

Generative Topic: “Creators” / Design Thinking

1.Students will 2 Students will 3 Students will see 4 Students will

understand problem- understand that kids, themselves as having understand the six stages
Unit-Long solving as an essential people of color, and valuable ideas and of design thinking.
Understanding component of people of any gender, contributions to make.
Goals: inventing and can be great thinkers and
creating. creators.

Sequence of UGs Understanding Performances Ongoing Assessments

Understanding
Performances ↓

Introductory 1&4 Students complete worksheets asking them to
Performances: identify, sequence and explain the different
stages of design thinking present in our read
alouds.
Students respond to prompt of What is Science?,
2 and How do we do science? in shared writing
activity.
3 Students brainstorm adjectives to describe
themselves as classmates and learners.
Teacher checks for written and visual
comprehension and accuracy in the graphic
organizers, as well as verbally.
Students refine their ideas based on what
classmates and teachers share through informal
discussion.
Informal written assessment, with teacher
encouraging detail.

Guided Inquiry 1&2 By comparing and contrasting main characters
Performances: through thinking maps and venn diagrams,
students reflect on different ways to be a problem
solver.
1&4 Students generate lists of problems they notice at
school, or potential changes to implements.
3 Students undertake engineering challenge with a
partner, in a scenario that simulates design
thinking on a small scale.
(2) (Post-takeover, students will draw self-portraits
of them as scientists in a chosen field)
Informal, based on accuracy of information and
larger conceptual connections
Informal verbal feedback with instructor through
conferences; sharing with peers
Students informally assess their own toothpick
and marshmallow structures by making sure they
meet challenge requirements
(Feedback will seek out and affirm clarity a)

Culminating 1&4 Students practice opinion writing by expounding Formal, rubric-based assessment
Performances: on a idea they for the school in design thinking
framework - defining the problem they see,
detailing the affected populations, and giving Informal qualitative assessment
reasons why their idea is the best solution.
3 Students “prototype” their solution as best they
can out of a variety of materials.
Skill Strands:
▢ 1. Independent research
▢ 2. Taking facts from research and creating something tangible with it (e.g. diorama)
▢ 3.
X - Major Focus ✓ - Reinforced ● - Unsupported/Required