| Curricular Competency |
Defining - Choose a design opportunity
- Identify key features or user requirements
- Identify the main objective for the design and any constraints
|
Applied Design, Skills, and Technologies 5 |
Applied Design |
| Keyword: constraints |
Elaboration: limiting factors such as task or user requirements, materials, expense, environmental impact, issues of appropriation, and knowledge that is considered sacred |
|
| Curricular Competency |
Understanding context - Gather information about or from potential users
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Applied Design, Skills, and Technologies 5 |
Applied Design |
| Keyword: users |
Elaboration: may include self, peers, younger children, family or community members, customers, plants, or animals |
|
| Big Ideas |
Technologies are tools that extend human capabilities. |
Applied Design, Skills, and Technologies 3 |
No CCG |
|
| Big Ideas |
Skills can be developed through play. |
Applied Design, Skills, and Technologies 3 |
No CCG |
|
| Big Ideas |
Designs grow out of natural curiosity. |
Applied Design, Skills, and Technologies 3 |
No CCG |
|
| Curricular Competency |
Explore the use of simple, available tools and technologies to extend their capabilities |
Applied Design, Skills, and Technologies 3 |
Applied Technologies |
| Keyword: technologies |
Elaboration: things that extend human capabilities (e.g., scissors) |
|
| Curricular Competency |
Develop their skills and add new ones through play and collaborative work |
Applied Design, Skills, and Technologies 3 |
Applied Skills |
|
| Curricular Competency |
Use materials, tools, and technologies in a safe manner in both physical and digital environments |
Applied Design, Skills, and Technologies 3 |
Applied Skills |
|
| Curricular Competency |
Sharing - Decide on how and with whom to share their product
- Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment
- Use personal preferences to evaluate the success of their design solutions
- Reflect on their ability to work effectively both as individuals and collaboratively in a group
|
Applied Design, Skills, and Technologies 3 |
Applied Design |
| Keyword: share |
Elaboration: may include showing to others, use by others, giving away, or marketing and selling |
|
| Curricular Competency |
Making - Choose tools and materials
- Make a product using known procedures or through modelling of others
- Use trial and error to make changes, solve problems, or incorporate new ideas from self or others
|
Applied Design, Skills, and Technologies 3 |
Applied Design |
| Keyword: product |
Elaboration: for example, a physical product, a process, a system, a service, or a designed environment |
|
| Curricular Competency |
Ideating - Identify needs and opportunities for designing, through exploration
- Generate ideas from their experiences and interests
- Add to others’ ideas
- Choose an idea to pursue.
|
Applied Design, Skills, and Technologies 3 |
Applied Design |
| Keyword: Ideating |
Elaboration: forming ideas or concepts |
|
| Big Ideas |
The choice of technology and tools depends on the task. |
Applied Design, Skills, and Technologies 4 |
No CCG |
|
| Big Ideas |
Skills are developed through practice, effort, and action. |
Applied Design, Skills, and Technologies 4 |
No CCG |
|
| Big Ideas |
Designs can be improved with prototyping and testing. |
Applied Design, Skills, and Technologies 4 |
No CCG |
|
| Curricular Competency |
Demonstrate a willingness to learn new technologies as needed |
Applied Design, Skills, and Technologies 4 |
Applied Technologies |
|