9th Grade Design Thinking

Topic

United Nations Sustainable Development Global Goals

To provide an introductory opportunity in the Design Thinking Process, scholars collaborated and voted for their top 3 Global Goals where they felt they might make the most impact:

  • #2 Zero Hunger

  • #6 Clean Water and Sanitation

  • #14 Life Below Water.

Scholars were also engaged in using Pactful.

Through this Project Scholars Learned . . .

Step 1: Analyze the reliability, validity, and bias of sources

Step 2: Research using online articles and videos to Identify main points of supporting arguments

Step 3: Cite and explain text evidence to support their decision-making

Step 4: Brainstorm solutions, create a plan for solving the problem, and create a prototype of their solution

Step 5: Describe and reflect on their learning process from start to finish

Melondy Knight

Learning Facilitator, Humanities

Jeffrey Newman

Learning Facilitator, Science

David Goodwin

Learning Facilitator, Visual & Performing Arts

Joel Ruiz

Learning Facilitator, Mathematics

Louie Lee

Learning Associate, Special Education

Standards

English Common Core State Standards:

  • CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

  • CCSS.ELA-LITERACY.RI.9-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

  • CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

  • CCSS.ELA-LITERACY.SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

  • CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

  • CCSS.ELA-LITERACY.SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Next Generation Science Standards

  • LIFE SCIENCE STANDARD 1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.

  • LIFE SCIENCE STANDARD 2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

  • EARTH SCIENCE STANDARD 3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

  • EARTH SCIENCE STANDARD 3-1: Construct an explanation based on evidence for how the availability of natural resources, the occurrence of natural hazards, and changes in climate have influenced human activity.

  • EARTH SCIENCE STANDARD 3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

  • EARTH SCIENCE STANDARD 3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

  • ENGINEERING TECHNICAL SCIENCE 1-3: 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.

English Language Development Standards

  • ELD.9-10.1.A.1: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics

  • ELD.9-10.1.A.2: Interacting with others in written English in various communicative forms (print, communicative technology and multimedia)

  • ELD.9-10.1.A.3: Offering and justifying opinions, negotiating with and persuading others in communicative exchanges

  • ELD.9-10.2.B.5: Listening actively to spoken English in a range of social and academic contexts

  • ELD.9-10.2.B.6: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language College, Career, and Civic Life C3 Framework for Social

Studies State Standards

  • D2.CIVICS.5.9-12: Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.

  • D2.CIVICS.12.9-12: Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.

  • D2.CIVICS.13.9-12: Evaluate public policies in terms of intended and unintended outcomes and related consequences.

  • D2.CIVICS.14.9-12: Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.