Our Class Flag: Designing a Symbol of Unity

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Our Class Flag: Designing a Symbol of Unity

Grade 1Social Studies1 days

In this project, first-grade students design a class flag that represents their unique identity as a group. Students brainstorm ideas, identify meaningful symbols and colors, and collaborate to create a flag that reflects everyone in the class. The project encourages students to think about representation, unity, and the values that define their classroom community. Finally, students will explain the meaning behind their design choices.

Class FlagSymbolsCollaborationRepresentationIdentityDesignElementary Social Studies

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a class flag that uses symbols, colors, and images to represent everyone in our class and show what makes our group unique?

Essential Questions

Supporting questions that break down major concepts.

How can a flag represent a group of people?
What symbols, colors, and images represent our class?
How can we make sure everyone in our class is represented in the flag?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will collaborate to brainstorm ideas for the class flag.
Students will identify symbols, colors, and images that represent the class.
Students will create a class flag that reflects the unique identity of the group.
Students will explain the meaning behind the symbols, colors, and images used on the flag.

Entry Events

Events that will be used to introduce the project to students

Flag Analysis

Present the class with several flags from different countries, organizations, or even fictional groups (e.g., a sports team). Facilitate a 'flag analysis' activity where students discuss what they notice about the colors, symbols, and overall design of each flag. Guide them to consider how these elements represent the values and identity of the group, leading into a brainstorm session for the values and identity of their own class.

A Flag for Everyone

Read aloud the book 'A Flag for Everyone' and discuss the importance of representing everyone's unique identities and perspectives. After the story, each student creates a personal symbol that represents them and shares it with the class. These symbols then become the starting point for brainstorming how to combine individual identities into a cohesive class flag design.

Our Class Country

Begin with a scenario: 'Imagine our class is starting a new country! What would our flag look like?' Facilitate a class discussion about what makes their class unique – their values, favorite things, inside jokes, etc. Use this discussion to create a class 'identity web' on the board, visually representing the key elements that should be included in their flag design.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Brainstorm Bonanza

In this activity, students will participate in a guided brainstorming session to generate initial ideas for the class flag. They will share their thoughts on what represents the class and what values should be reflected.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Begin by reviewing the flags analyzed during the entry event, discussing what elements make a flag meaningful.

2. Divide students into small groups and ask them to brainstorm ideas for the class flag, focusing on symbols, colors, and images that represent their class.

3. Each group shares their ideas with the class, and the teacher records all suggestions on a whiteboard or chart paper.

4. Discuss and prioritize the ideas as a class, identifying common themes and elements that resonate with everyone.

Final Product

What students will submit as the final product of the activityA list of brainstormed ideas, symbols, colors, and images that could be used on the class flag.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will collaborate to brainstorm ideas for the class flag.

Activity 2

Symbol Search

Students will individually create a personal symbol that represents them. They will then discuss these symbols in small groups, looking for common themes and ideas that represent the class as a whole.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Each student designs a personal symbol that represents them and their unique qualities.

2. Students share their symbols in small groups, explaining the meaning behind them.

3. Each group creates a list of common themes and ideas that emerge from the personal symbols, identifying elements that represent the class as a whole.

4. Groups present their findings to the class, and the teacher compiles a master list of potential symbols, colors, and images for the class flag.

Final Product

What students will submit as the final product of the activityEach student's personal symbol and a group list of common themes and ideas for class representation.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will identify symbols, colors, and images that represent the class.

Activity 3

Flag Design Studio

Using the brainstormed ideas and identified symbols, students will work in small groups to design a class flag. Each group will create a sketch of their flag design and prepare a short presentation explaining the meaning behind their design choices.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Divide students into small groups and provide them with art supplies (paper, markers, crayons, etc.).

2. Each group uses the brainstormed ideas and identified symbols to create a sketch of their class flag design.

3. Groups prepare a short presentation explaining the meaning behind their design choices, including the symbols, colors, and images used on the flag.

4. Each group presents their flag design to the class.

Final Product

What students will submit as the final product of the activityA sketch of the class flag design and a short presentation explaining the meaning behind the design choices.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goals: Students will create a class flag that reflects the unique identity of the group; Students will explain the meaning behind the symbols, colors, and images used on the flag.

Activity 4

Flag Finale

The class will vote on the final flag design based on the presentations. The winning design will be created as a class flag, and students will write a short paragraph explaining the meaning behind the flag and how it represents their class.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Facilitate a class discussion about the different flag designs presented, highlighting the strengths and weaknesses of each.

2. Conduct a class vote to select the final flag design.

3. As a class, create the final flag using the chosen design and appropriate materials (fabric, paint, etc.).

4. Each student writes a short paragraph explaining the meaning behind the flag and how it represents their class.

Final Product

What students will submit as the final product of the activityA completed class flag and a written explanation of its meaning.

Alignment

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Class Flag Rubric

Category 1

Brainstorming

Assesses the student's ability to generate and share ideas in a collaborative setting.

Criterion 1

Idea Generation

Contribution to brainstorming sessions and generation of diverse ideas.

Beginning

1 Points

Rarely participates in brainstorming, contributing few or no ideas related to class representation.

Developing

2 Points

Participates in brainstorming, contributing some ideas that are loosely connected to class representation.

Proficient

3 Points

Actively participates in brainstorming, contributing relevant ideas and suggestions for symbols, colors, and images that represent the class.

Exemplary

4 Points

Leads brainstorming sessions, generating a wide range of creative and insightful ideas that comprehensively represent the class’s values and identity.

Criterion 2

Collaboration

Collaboration with peers during the brainstorming process.

Beginning

1 Points

Works independently, showing little to no engagement with peers' ideas.

Developing

2 Points

Shows limited engagement with peers, primarily focusing on personal ideas.

Proficient

3 Points

Collaborates effectively with peers, listening to and building upon others' ideas.

Exemplary

4 Points

Facilitates collaboration, ensuring all voices are heard and that diverse perspectives are integrated into the brainstorming process.

Category 2

Symbolism and Representation

Focuses on the creation of personal symbols and the identification of common themes representing the class.

Criterion 1

Symbol Design

Creation of a personal symbol that represents the student’s unique qualities.

Beginning

1 Points

Struggles to create a personal symbol, with little to no connection to personal qualities or identity.

Developing

2 Points

Creates a basic personal symbol with a weak connection to personal qualities or identity.

Proficient

3 Points

Creates a personal symbol that effectively represents their unique qualities and identity.

Exemplary

4 Points

Creates a highly original and meaningful personal symbol that deeply reflects their unique qualities and identity, demonstrating insightful self-awareness.

Criterion 2

Theme Identification

Identification of common themes and ideas that represent the class as a whole.

Beginning

1 Points

Fails to identify common themes or ideas that represent the class.

Developing

2 Points

Identifies a few basic themes or ideas, with limited connection to the class as a whole.

Proficient

3 Points

Identifies several common themes and ideas that accurately represent the class as a whole.

Exemplary

4 Points

Identifies comprehensive and nuanced themes and ideas that capture the essence of the class’s collective identity, demonstrating a deep understanding of group dynamics.

Criterion 3

Symbol Explanation

Explanation of the meaning behind their personal symbol.

Beginning

1 Points

Unable to explain the meaning behind their personal symbol.

Developing

2 Points

Provides a vague or unclear explanation of the meaning behind their personal symbol.

Proficient

3 Points

Clearly explains the meaning behind their personal symbol and its connection to their identity.

Exemplary

4 Points

Articulates a profound and insightful explanation of the meaning behind their personal symbol, revealing a deep understanding of self and its connection to their identity

Category 3

Flag Design and Explanation

Evaluates the flag design process and the clarity of the explanation behind design choices.

Criterion 1

Flag Design

Use of brainstormed ideas and identified symbols to create a flag design.

Beginning

1 Points

Flag design shows little to no connection to brainstormed ideas or identified symbols.

Developing

2 Points

Flag design shows some connection to brainstormed ideas or identified symbols, but lacks clarity.

Proficient

3 Points

Flag design effectively incorporates brainstormed ideas and identified symbols to represent the class.

Exemplary

4 Points

Flag design masterfully integrates brainstormed ideas and identified symbols in a creative and visually appealing way, demonstrating a deep understanding of design principles and class identity.

Criterion 2

Design Explanation

Explanation of the meaning behind the flag design choices.

Beginning

1 Points

Unable to explain the meaning behind the flag design choices.

Developing

2 Points

Provides a vague or unclear explanation of the meaning behind the flag design choices.

Proficient

3 Points

Clearly explains the meaning behind the flag design choices and their connection to the class’s identity.

Exemplary

4 Points

Articulates a comprehensive and insightful explanation of the meaning behind all flag design choices, revealing a deep understanding of the class’s identity and values.

Criterion 3

Presentation Quality

Clarity and organization of the group presentation.

Beginning

1 Points

Presentation is disorganized and difficult to understand.

Developing

2 Points

Presentation is somewhat organized but lacks clarity in certain areas.

Proficient

3 Points

Presentation is clear, well-organized, and effectively communicates the flag design and its meaning.

Exemplary

4 Points

Presentation is exceptionally clear, engaging, and insightful, captivating the audience and conveying a profound understanding of the flag design and its significance.

Category 4

Flag Completion and Reflection

Assesses the final stages of the project, including discussion, explanation, and flag creation.

Criterion 1

Discussion Participation

Participation in the class discussion about the different flag designs.

Beginning

1 Points

Rarely participates in the class discussion, offering minimal or no input.

Developing

2 Points

Participates in the class discussion, but contributions are limited and lack depth.

Proficient

3 Points

Actively participates in the class discussion, providing thoughtful and relevant input about the different flag designs.

Exemplary

4 Points

Leads and facilitates the class discussion, fostering insightful analysis and constructive critique of the different flag designs.

Criterion 2

Written Explanation

Quality of the written explanation of the flag's meaning and class representation.

Beginning

1 Points

Written explanation is incomplete, unclear, and lacks connection to the flag’s meaning or class representation.

Developing

2 Points

Written explanation is basic and partially explains the flag’s meaning and class representation.

Proficient

3 Points

Written explanation clearly explains the flag’s meaning and how it represents the class.

Exemplary

4 Points

Written explanation is comprehensive, insightful, and articulates a profound understanding of the flag’s meaning and its representation of the class’s unique identity and values.

Criterion 3

Flag Creation Engagement

Engagement with the flag creation process.

Beginning

1 Points

Shows little to no engagement in the flag creation process.

Developing

2 Points

Shows some engagement in the flag creation process but requires significant guidance.

Proficient

3 Points

Engages actively in the flag creation process, contributing to the final product.

Exemplary

4 Points

Leads and inspires the flag creation process, ensuring a collaborative and meaningful final product.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

How well do you think the final class flag represents everyone in the class?

Scale

Required

Question 2

Explain the meaning behind the symbols, colors, and images used on the flag and how they represent your class.

Text

Required

Question 3

What did you learn about your classmates by creating this flag together?

Text

Required

Question 4

What was your favorite part of designing the class flag?

Multiple choice

Required

Options

Brainstorming ideas

Designing my personal symbol

Creating the flag sketch

Presenting the flag design

Voting on the final design