Content Planning and Assessment Toolkit Grade 7

Transcription

1 1 Cntent Planning and Assessment Tlkit Grade 7 Ratinale T understand the full scpe f the cntent sectin f the BC curriculum (including the expanded sectins) and rganize int a template that makes fr easier year planning and reprting. What is this Planning Tl? This planning tl uses the exact curriculum frm the BC gvernment website ( that I have adapted with the fllwing changes: Included expanded cntent pints On the website, if yu click n each cntent item, yu will realize it can expand t shw the entirety f the expectatin, specific skills and/r definitins. Fr example, ways t make 5 in the Kindergarten Mathematics subject area expands t shw 5 specific skills under this heading ( Each f these expanded pints and definitins are included (italicized and in a smaller fnt) in a separate rw underneath the cmment t aid in teacher planning. Numbered each cntent item (and gruped by sectins) I use these cdes t easily reference which cntent items I plan t use in my ntes, assessment and year planning. Fr example, rather than writing each cntent pint ut in my year plan I can say that I plan n assessing, and 2 in my first term reprts fr Math. Included checkbxes fr term 1/2/3 t plan yur year These are where yu can plan what term t cver each cntent item. Yu can chse t grup cntent pints and plan them int yur units nce cmpleted. Added verbs (r changed subject-verb agreement, and wrding in sme cases) Example: changed ways t make 5 t demnstrates ways t make 5. These verbs are nt taken frm the curriculum, s feel free t swap ut if yu deem necessary (e.g., change demnstrates ways t make 5 t recgnizes ways t make 5 ) Nw each line item in this chart can be used as a reprt card cmment. Put all int Helvetica 11 (fnt & size) This is the reprting standard fr the Richmnd Schl District (and thers) Changed capitalizatin at beginning f the sentence Each sentence in the template des nt begin with a capital letter s that it can be cpy and pasted right int reprt cards that use the bullet-pint style

2 2 Table f Cntents: Grade 7 Math Pg. 2 Grade 7 Language Arts Pg. 3 Grade 7 Science Pg. 5 Grade 7 Scial Studies Pg. 6 Grade 7 Physical and Health Educatin Pg. 8 Grade 7 Arts Educatin Pg. 9 Grade 7 Applied Design Skills and Technlgies Pg. 12 GRADE 7 MATH ( # Cntent Item A5 A6 understands multiplicatin and divisin facts t 100 (extending cmputatinal fluency) when multiplying 214 by 5, we can multiply by 10, then divide by 2 t get 1070 understands peratins with integers (additin, subtractin, multiplicatin, divisin, and rder f peratins) additin, subtractin, multiplicatin, divisin, and rder f peratins; cncretely, pictrially, symblically; rder f peratins includes the use f brackets, excludes expnents; using twsided cunters; 9 ( 4) = 13 because 4 is 13 away frm +9; extending whle-number strategies t decimals understands peratins with decimals (additin, subtractin, multiplicatin, divisin, and rder f peratins) includes the use f brackets, but excludes expnents recgnizes the relatinships between decimals, fractins, ratis, and percents cnversins, equivalency, and terminating versus repeating decimals, place value, and benchmarks; cmparing and rdering decimals and fractins using the number line; ½ = 0.5 = 50% = 50:100; shreline cleanup understands discrete linear relatins, using expressins, tables, and graphs fur quadrants, limited t integral crdinates; 3n + 2; values increase by 3 starting frm y- intercept f 2; deriving relatin frm the graph r table f values; Small Number stries: Small Number and the Old Cane, Small Number Cunts t 100 shws tw-step equatins with whle-number cefficients, cnstants, and slutins

3 3 slving and verifying 3x + 4 = 16; mdelling the preservatin f equality (e.g., using balance, pictrial representatin, algebra tiles); spirit cane trip pre-planning and calculatins; Small Number stries: Small Number and the Big Tree A7 A8 A calculates circumference and area f circles cnstructing circles given radius, diameter, area, r circumference; finding relatinships between radius, diameter, circumference, and area t develp C = π x d frmula; applying A = π x r x r frmula t find the area given radius r diameter; drummaking, dreamcatcher making, stries f SpiderWman (Dene, Cree, Hpi, Tsimshian), basket making, quill bx making (nte: Lcal prtcls shuld be cnsidered when chsing an activity) calculates vlume f rectangular prisms and cylinders vlume = area f base x height; bentwd bxes, wiigwaasabak and mide-wiigwaas (birch bark scrlls); Explring Math thrugh Haida Legends: Culturally Respnsive Mathematics understands Cartesian crdinates and graphing rigin, fur quadrants, integral crdinates, cnnectins t linear relatins, transfrmatins; verlaying crdinate plane n medicine wheel, beading n dreamcatcher, verlaying crdinate plane n traditinal maps understands cmbinatins f transfrmatins fur quadrants, integral crdinates; translatin(s), rtatin(s), and/r reflectin(s) n a single 2D shape; cmbinatin f successive transfrmatins f 2D shapes; tessellatins; First Peples art, jewelry making, birchbark biting understands circle graphs cnstructing, labelling, and interpreting circle graphs; translating percentages displayed in a circle graph int quantities and vice versa; visual representatins f tidepls r traditinal meals n plates calculates experimental prbability with tw independent events experimental prbability, multiple trials (e.g., tss tw cins, rll tw dice, spin a spinner twice, r a cmbinatin theref); dice games demnstrates financial literacy including financial percentage financial percentage calculatins; sales tax, tips, discunt, sale price GRADE 7 LANGUAGE ARTS ( # Cntent Item Stry/Text recgnizes frms, functins, and genres f text frms: such as narrative, expsitin, reprt functins: purpses f text genres: literary r thematic categries such as fantasy, humur, adventure, bigraphy text/texts: text and texts are generic terms referring t all frms f ral, written, visual, and digital cmmunicatin. Oral texts include speeches, pems, plays, and ral stries. Written texts include nvels, articles, and shrt stries. Visual texts include psters, phtgraphs, and ther images.

4 4 Digital texts include electrnic frms f all the abve. Oral, written, and visual elements can be cmbined (e.g., in dramatic presentatins, graphic nvels, films, web pages, advertisements) A5 B1 B2 B3 B4 C1 C2 C3 C4 C5 C6 uses text features hw text and visuals are displayed recgnizes literary elements narrative structures, characterizatin, and setting recgnizes literary devices sensry detail (e.g., imagery, sund devices) and figurative language (e.g., metaphr, simile) understands argument as a text feature Strategies and Prcesses uses reading strategies using cntextual clues; using phnics and wrd structure; visualizing; questining; predicting; previewing text; summarizing; making inferences uses ral language strategies fcusing n the speaker, asking questins t clarify, listening fr specifics, expressing pinins, speaking with expressin, staying n tpic, taking turns uses metacgnitive strategies talking and thinking abut learning (e.g., thrugh reflecting, questining, gal setting, selfevaluating) t develp ne s awareness f self as a reader and as a writer uses writing prcesses may include revising, editing, cnsidering audience Language Features, Structures, and Cnventins understands features f ral language including tne, vlume, inflectin, pace, gestures uses paragraphing develping paragraphs that are characterized by unity, develpment, and cherence recgnizes language varieties reginal dialects and varieties f English, standard Canadian English versus American English, frmal versus infrmal registers, and situatinal varieties (e.g., texting versus essay writing) demnstrates syntax and sentence fluency use f a mix f simple, cmpund, and cmplex sentences; crrect prnun use; subject-verb agreement; use f transitinal wrds; and awareness f run-n sentences and sentence fragments uses cnventins cmmn practices in all standard punctuatin use, in capitalizatin, and in Canadian spelling uses presentatin techniques

5 5 any presentatin (in written, ral, r digital frm) shuld reflect an apprpriate chice f medium fr the purpse and the audience, and demnstrate thught and care in rganizatin. GRADE 7 SCIENCE ( # Cntent Item A5 A6 A7 A8 A9 understands that rganisms have evlved ver time change in traits f ppulatins ver time recgnizes survival needs all rganisms need space, fd, water, and access t resurces in rder t survive understands natural selectin natural selectin: the natural prcess by which certain traits that have a greater fitness fr their envirnment lead t a reprductive advantage; this prcess happens within a ppulatin ver time because f genetic variatin recgnizes that elements and cmpunds are pure substances elements: a pure substance cnsisting f a single type f atm, as distinguished by its atmic number (e.g., irn, cpper) cmpunds: a pure substance cnsisting f tw r mre different atms held tgether in a defined special arrangement by chemical bnds (e.g., water/salt) pure substances: matter that cnsists f nly ne type f particle and has ne set f prperties (e.g., density, biling pint, slubility, cnductivity) understands crystalline structure f slids crystalline structure: crystals frmed by a unique arrangement f particles (e.g., rck candy, quartz, snwflakes) understands chemical changes chemical changes: when atms rearrange int new prducts accmpanied by an energy change (e.g., rusting, the reactin f vinegar and baking sda, etc.) understands that electricity is generated in different ways with different envirnmental impacts and its part in electrmagnetism ways f generating electricity including the use f wind, water, cal, gethermal, and slar energy the electrmagnetic frce is respnsible fr bth electricity and magnetism; mving r changing a magnetic field relative t a wire prduces electric current (e.g., electricity generatin by a turbine); an electric current passing thrugh a wire prduces a magnetic field (e.g., cnstructing a simple electrmagnet using a wire, irn nail and battery) recgnizes that the fssil recrd prvides evidence fr changes in bidiversity ver gelgical time the gelgic time scale categrizes the time perids f Earth s gelgic histry; ages f rcks and fssils can be determined by bth relative and abslute methds recgnizes First Peples knwledge f changes in bidiversity ver time

6 6 0 recgnizes evidence f climate change ver gelgical time and the recent impacts f humans physical recrds and lcal First Peples knwledge f climate change change in climate affects the intercnnectedness f plants and animals, and their lcal envirnment, e.g., changes t harvesting dates, changes t schedules due t early/later ripening and runs, lwered water levels in creeks, rivers and lakes, change in humidity impacts the ability t preserve salmn, etc.; humans are capable f changing Earth s landscape, climate, and systems; efficacy f sustainable practices; physical recrds: ice flw data, fssil recrd, etc.; lcal First Peples knwledge f climate change: ral histry, change in traditinal practice (e.g., the timing f harvest has been impacted by climate change), etc. GRADE 7 SOCIAL STUDIES ( # Cntent Item recgnizes anthrplgical rigins f humans Sample tpics: early rigins f humans in Africa, and the migratin f early humans ut f Africa t the rest f the wrld; interactins between early humans and Neanderthals; technlgical develpments f early humans and the increasingly sphisticated use f stne tls and early metalwrking; the shift f early humans frm a nmadic hunter-gatherer way f life t mre settled agricultural cmmunities Key questin: What advantages did agriculture have ver the hunter-gatherer way f life? examines human respnses t particular gegraphic challenges and pprtunities, including climates, landfrms, and natural resurces Sample activities: identify the key characteristics f physical envirnments that affected the fllwing fr selected ancient cultures such as develpment and settlement (e.g., prximity t water, fertile land, natural resurces, defensibility), the fall f the culture (e.g., earthquakes, tsunamis, vlcanic activity, unsustainable human practices), interactins amng cultures (e.g., muntain ranges, ceans, rivers); describe hw humans adapted t their physical envirnment in ancient civilizatins (e.g., architecture, transprtatin methds, clthing); create maps t shw the key physical envirnmental characteristics f a selected ancient culture Key questin: What types f strategies have different civilizatins used t respnd t similar challenges impsed by the physical envirnment? recgnizes features and characteristics f civilizatins, and factrs that led t their rise and fall Sample tpics: cmpnents that are cmmn t cultures arund the wrld and thrughut time (e.g., scial rganizatin, religin, traditins, celebratins, gvernment, law, trade, cmmunicatins, transprtatin, technlgy, fine arts, fd, clthing, shelter, medicine, educatin) elements f civilizatins such as advanced technlgy, specialized wrkers, recrd keeping, cmplex institutins, majr urban centres

7 7 A5 A6 A7 recgnizes rigins, cre beliefs, narratives, practices, and influences f religins, including at least ne indigenus t the Americas Sample tpic: representatins f the wrld accrding t the religins, spiritual beliefs, myths, stries, knwledge, and languages f past civilizatins and cultures is aware f scientific, philsphical, and technlgical develpments Sample activities: cite specific examples t explain the cntributins f ancient cultures t the evlutin f varius fields f technlgy (e.g., astrnmy, medicine, paper, sea travel, agriculture, ceramics); cmpare selected technlgies frm selected ancient cultures in terms f materials, purpse, and impact n sciety and daily life recgnizes interactins and exchanges between past civilizatins and cultures, including cnflict, peace, trade, expansin, and migratin Sample tpic: inter-relatinships and influences amng selected ancient cultures (e.g., Egyptian adaptatin f charits frm the Hykss; Rman adaptatin f Greek gds and mythlgy; adaptatins f Sumerian writing system, Babylnian cde f law, Sumerian irrigatin system) Key questin: What is the impact n language f increased trade and interactins between civilizatins and cultures? recgnizes scial, plitical, legal, gvernmental, and ecnmic systems and structures, including at least ne indigenus t the Americas Sample activities: list and describe aspects f current Canadian laws and gvernment structures that have evlved frm ancient civilizatins (e.g., rule f law, demcracy, senate, representatin); describe examples f individual rights in ancient civilizatins and cmpare them t individual rights in current Canadian sciety; cmpare varius scial rles within a selected ancient culture in terms f daily life and hw peple met their basic needs (e.g., wrk, family structures, gender rles, class systems); create a chart r ther representatin t illustrate the ecnmic and scial hierarchy f rles and classes in a selected ancient culture (e.g., slaves, farmers, builders, merchants, artisans, scribes, teachers, priests, rulers); list gds and services that peple in ancient civilizatins used in trade (e.g., items needed fr survival and cmfrt, gds and services that culd be ffered fr trade); explain hw and why mnetary systems evlved frm bartering GRADE 7 PHYSICAL AND HEALTH EDUCATION ( # Cntent Item knws the prper technique fr fundamental mvement skills, including nn-lcmtr, lcmtr, and manipulative skills nn-lcmtr: mvements perfrmed n the spt withut travelling acrss the flr r surface; culd include balancing, bending, twisting, lifting lcmtr: mvement skills that incrprate travelling acrss the flr r surface; culd include rlling, jumping, hpping, running, gallping

8 8 A5 A6 A7 A8 manipulative: mvement skills invlving the cntrl f bjects, such as balls, primarily with the hands r feet; may als invlve racquets r bats; culd include buncing, thrwing, catching, kicking, striking understands mvement cncepts and strategies mvement cncepts: include bdy awareness (e.g., parts f the bdy, weight transfer), spatial awareness (e.g., general spacing, directins, pathways), effrt awareness (e.g., speed, frce), relatinships t/with thers and bjects strategies: plans and/r ideas that will help a player r team successfully achieve a mvement utcme r gal (e.g., mving int space away frm an ppnent t receive a pass) knws the ways t mnitr and adjust physical exertin levels culd include using heart rate mnitrs, checking pulse, checking rate f perceived exertin (e.g., a five-pint scale t self-assess physical exertin level) participates in different types f physical activities, including individual and dual activities, rhythmic activities, and games individual and dual activities: activities that can be dne individually and/r with thers; culd include jumping rpe, swimming, running, bicycling, Hula Hp rhythmic activities: activities designed t mve ur bdies in rhythm; culd include dancing, gymnastics games: types f play activities that usually invlve rules, challenges, and scial interactin; culd include tag, parachute activities, c-perative challenges, Simn says, team games, traditinal Abriginal games knws that training principles t enhance persnal fitness levels, including the FITT principle, SAID principle, and specificity FITT principle: a guideline t help develp and rganize persnal fitness gals based n: Frequency (hw many days per week), Intensity (hw hard ne exercises in the activity, e.g., percentage f maximum heart rate), Type (the type f activity r exercise, fcusing n the fitness gal, e.g., jgging fr cardi endurance), Time (hw lng the exercise sessin lasts) SAID principle: (Specific Adaptatin t Impsed Demand): the bdy will react and respnd t the type f demand placed n it (e.g., a student s flexibility will eventually imprve if he r she participates in regular stretching activities) specificity: the types f exercises chsen will determine the kinds f fitness imprvements (e.g., a student wh wants t imprve his r her flexibility levels wuld participate in stretching exercises) knws the effects f different types f physical activity n the bdy effects n the bdy prduced by physical activities culd include strengthening muscles and bnes in activities where yu have t mve and/r cntrl sme type f weight (e.g., fitness circuits and/r jumping and landing), strengthening heart and lungs in activities where yu are mving at a fast pace (e.g., jgging r running) fr perids f time (e.g., games, swimming, biking), reducing stress and/r anxiety levels in activities where yu can participate utside and/r elevate the heart rate understands factrs that influence persnal eating chices influences culd include fd ptins at hme, persnal preference, cultural heritage, fd allergies; peer pressure can have bth psitive and negative influences n health-related decisins; messages fund n the Internet, n TV, and in magazines culd have bth psitive and negative influences n health-related decisins recgnizes practices that reduce the risk f cntracting sexually transmitted infectins and life-threatening cmmunicable diseases sexually transmitted infectins: include gnrrhea, chlamydia, herpes

9 9 life-threatening cmmunicable diseases include HIV/AIDS, hepatitis B and C, meningcccal C A knws surces f health infrmatin culd include medical prfessinals, prfessinally prduced health pamphlets, ehealth infrmatin, cmmunity supprt services recgnizes the basic principles fr respnding t emergencies basic principles include fllwing safety guidelines, having an emergency respnse plan, knwing hw t get help knws strategies t prtect themselves and thers frm ptential abuse, explitatin, and harm in a variety f settings culd include telling a trusted adult, being assertive, aviding ptentially unsafe situatins, safe use f the Internet, identifying tricks and lures used by predatrs understands the cnsequences f bullying, steretyping, and discriminatin recgnizes the signs and symptms f stress, anxiety, and depressin culd include prblems sleeping, restlessness, lss f appetite and energy, wanting t be away frm friends and/r family understands the influences f physical, emtinal, and scial changes n identities and relatinships physical: hw students bdies are grwing and changing during puberty and adlescence scial changes: hw students interact with thers and hw their relatinships might evlve r change during puberty and adlescence emtinal: hw students thughts and feelings might evlve r change during puberty and adlescence GRADE 7 ARTS EDUCATION ( # Cntent Item understands the prcesses, materials, mvements, technlgies, tls, strategies, and techniques t supprt creative wrks technlgies: includes bth manual and digital technlgies (e.g., electrnic media, prductin elements, infrmatin technlgy, sund equipment and recrding technlgies, etc.); in visual arts, any visual image-making technlgy (e.g., paintbrush, scissrs, pencil, stamp) and includes the imprvisatinal use f miscellaneus items strategies: fr example, in drama, refers t the techniques and appraches that teachers r students use t explre and create a drama wrk (e.g., playbuilding, imprvisatin, tableau, sundscape, vice cllage, discussins and debates, teacher in rle, writing in and ut f rle, reflectin activities) uses ntatin in music and dance t represent sunds, ideas, mvement, elements, and actins ntatin: culd include use f traditinal and nn-traditinal ntatin (e.g., guitar tablature); in dance, this can include written frmal and infrmal systems f symbls, shapes, and lines that

10 10 represent bdy psitin and mvement; in drama this can include diagrams indicating stage directins A5 A6 A7 B1 uses symblism and metaphr t explre ideas and perspective symblism: use f bjects, wrds, r actins t represent abstract ideas; includes but is nt limited t clurs, images, mvements, and sunds (e.g., identity can be represented by abstractin in a self-prtrait, meldies, r animal frms in Abriginal hp dancing) demnstrates an understanding f the traditinal and cntemprary Abriginal arts and arts-making prcesses Abriginal arts: dances, sngs, stries, and bjects created by Abriginal peples fr use in daily life r t serve a purpse inspired by ceremnies as part f cultural traditin has been expsed t a variety f natinal and internatinal wrks f art and artistic traditins frm diverse cultures, cmmunities, times, and places wrks f art: the results f creative prcesses in disciplines such as dance, drama, music, and visual arts recgnizes ethical cnsideratins and cultural apprpriatin related t the arts ethical cnsideratins: such as inclusin, diversity, cpyright, wnership cultural apprpriatin: use f cultural mtifs, themes, vices, images, knwledge, stries, sngs, drama, etc. shared withut permissin r withut apprpriate cntext r in a way that may misrepresent the real experience f the peple frm whse culture it is drawn assciates persnal and cllective respnsibility assciated with creating, experiencing, r presenting in a safe learning envirnment persnal and cllective respnsibility: ensuring the physical and emtinal safety f self and thers when engaging in the arts; being cnsiderate f sensitive cntent, facilities, and materials presenting: includes any frm f presentatin r sharing as utlined in the Cnnecting, Creating, Presenting, and Respnding in Arts Educatin resurce Elements in the Arts Dance and Mvement understands the manipulatin f elements and principles t create meaning in dance, including but nt limited t bdy, space, dynamics, time, relatinships, frm, and mvement principles the elements f dance are universally present in all dance frms and grw in sphisticatin ver time bdy: what the bdy is ding, including whle r partial bdy actin, types f mvement (lcmtr and nn-lcmtr), etc. space: where the bdy is mving, including place, level, directin, pathway, size/reach, shape, etc. dynamics (in dance): hw energy is expended and directed thrugh the bdy in relatin t time (quick/sustained), weight (strng/light), space (direct/indirect), and flw (free/bund) time: hw the bdy mves in relatin t time, including beat (underlying pulse), temp, and rhythmic patterns relatinships: with whm r what the bdy is mving; mvement happens in a variety f relatinship including pairs, grups, bjects, and envirnments frm: the shape r structure f a dance; the rderly arrangement f thematic material. Fr example: phrase, beginning, middle, end, ABA, cann, call and respnse, narrative, abstract mvement principles: alignment (mbility, stability, plumbline), weight transfer, flexibility, strength, balance, crdinatin

11 11 B2 C1 C2 D1 E1 uses chregraphic devices ways f develping mvement (e.g., change level, dynamics, time, size, repetitin) Elements in the Arts Drama understands the manipulatin f elements and principles t create meaning in drama, including, but nt limited t character, time, place, plt, tensin, md, fcus, and cntrast character: in drama, taking n and explring the thughts, perceptins, feelings, and beliefs f anther uses drama frms and drama cnventins drama frms: a medium fr the expressin f dramatic meaning (e.g., imprvisatin, tableau, rleplay, mime, readers theatre, stry theatre); may invlve the integratin f a variety f media and a cmbinatin f the arts drama cnventins: established ways f wrking in drama that explre meaning; drama techniques Elements in the Arts Music understands the manipulatin f elements and principles t create meaning in music, including, but nt limited t beat/pulse, metre, duratin, rhythm, temp, pitch, timbre, dynamics, frm, texture, and ntatin metre: grupings r patterns f strng and weak beats duratin: the length f a sund r silence in relatin t the beat rhythm: the arrangement f sunds and silences ver time temp: the frequency r speed f the beat pitch: hw high r lw a nte is dynamics (music): relative and changing levels f sund vlume (e.g., frte, pian, decrescend) frm (music): the structure f a musical wrk texture: simultaneus layering f sunds (e.g., multi-part music making) Elements in the Arts Visual Arts understands the manipulatin f elements and principles t create meaning in visual arts, including, but nt limited t elements f design (line, shape, space, texture, clur, frm, value) and principles f design (pattern, repetitin, balance, cntrast, emphasis, rhythm, mvement, variety, prprtin, unity, and harmny) frm (visual arts): the visual element that pertains t an actual r implied three-dimensinal shape f an image; visual art frms can be gemetric (e.g., sphere, cube, pyramid) r rganic (e.g., animal frms) value: describes lightness r darkness principles f design: the planned use f the visual elements t achieve a desired effect pattern: a design in which shapes, clurs r lines repeat with regularity repetitin: using the same bject, clur, marking, r type f line mre than nce balance: a principle f design cncerned with the arrangement f ne r mre f the elements s that they give a sense f equilibrium in design and prprtin (e.g., radial, symmetrical, r asymmetrical) rhythm (visual art): the cmbinatin f pattern and mvement t create a feeling f rganized energy mvement: deliberate cntrl f the viewer s visual path acrss a wrk (e.g., a strng diagnal thrust f a clur) prprtin: the relatinship in size f parts, t a whle, and t ne anther

12 12 E2 unity and harmny: these cncepts are clsely related and ften verlap; elements are used t create a sense f cmpleteness uses image develpment strategies prcesses that transfrm ideas and experiences int visual images (e.g., elabratin, repetitin, and simplificatin) GRADE 7 APPLIED DESIGN SKILLS AND TECHNOLOGIES ( NOTE: This sectin des nt list Cntent Items, instead the Curricular Cmpetencies are listed. Students are expected t use the learning standards fr Curricular Cmpetencies frm Applied Design, Skills, and Technlgies K-3 in cmbinatin with grade-level cntent frm ther areas f learning in crss-curricular activities t develp fundatinal mindsets and skills in design thinking and making. # Curricular Cmpetencies B1 B2 B3 C1 C2 C3 C4 Ideating (frming ideas r cncepts) identifies needs and pprtunities fr designing, thrugh explratin generates ideas frm their experiences and interests adds t thers ideas chses an idea t pursue Making chses tls and materials makes a prduct using knwn prcedures r thrugh mdeling f thers prduct: e.g., a physical prduct, a prcess, a system, a service, r a designed envirnment uses trial and errr t make changes, slve prblems, r incrprate new ideas frm self r thers Sharing decides n hw and with whm t share their prduct may include shwing t thers, use by thers, giving away r marketing and selling demnstrates their prduct, tells the stry f designing and making their prduct, and explains hw their prduct cntributes t the individual, family, cmmunity, and/r envirnment uses persnal preferences t evaluate the success f their design slutins reflects n their ability t wrk effectively bth as individuals and cllabratively in a grup

13 13 Other Applied Skills and Technlgies D1 D2 D3 uses materials, tls, and technlgies in a safe manner in bth physical and digital envirnments develps their skills and adds new nes thrugh play and cllabrative wrk explres the use f simple, available tls and technlgies t extend their capabilities technlgies: things that extend human capabilities, e.g., scissrs Resurces fr Math A5 Resurces fr Math A6 Recurses fr Math A8 Resurces fr Math 2 Resurces fr Art A7 df The dcument is a live dcument and will be receiving updates regularly. The mst up-t-date versin f this dcument can be fund at If yu have any edits that yu wuld like t suggest, r questins t ask, please them t jallesia@sd38.bc.ca