GRADE 9 SEW & HOME. Welcome to Your Grade 9 Practical & Applied Arts Survey Class! SEWING FOODS DESIGN OUR 3 AREAS OF STUDY ARE...

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1 Course Outline MS. MSE ESP CLA SPE ENA S NAN S W E BPA T@W GE IKIS P ACE S.C NT GRADE 9 SEW & HOME OM Welcome to Your Grade 9 Practical & Applied Arts Survey Class! OUR 3 AREAS OF STUDY ARE... P4 SEWING Introduction to Sewing The Basics: Successful Sewing Construction Details- Successful Sewing Design Fundamentals- A Wearable Art Clothing Decisions Redesign, Restore, or Recycle Fitting & Pattern Alterations DESIGN The Design Process Design Fundamentals Sketching & Freehand Drawing Fundamentals Modeling Historical/Cultural Design Two-Dimensional Design Applications Three-Dimensional Design Applications The Business & Profession of Design FOODS Kitchen Basics Kitchen & Food Safety Baking Basics Food & Health Grains Vegetables & Fruits Eggs Snacks Canada s Food Guide & Beyond Food Preservation Exploring Careers

2 Class Expectations SAFETY Do not do something that would put other people (or yourself) in danger of any kind! TREATMENT OF OTHERS Be respectful to everyone in the classroom! Mark Breakdown Always think before you act! Report all dangerous situations or injuries to me right away! QUESTIONS Ask me questions whenever you need clarification about something! DO NOT feel silly for asking a genuine question! Take the time to see me during breaks or after school if you need additional clarification or assistance with an assignment! PLEASE USE COMMON SENSE! YOU ARE ALL YOUNG ADULTS, AND I DON T WANT TO MAKE A RULE FOR EVERYTHING! NO abusive language or comments will be tolerated! Support your classmates in activities, projects and cooking labs! I HAVE READ AND UNDERSTAND OUR CLASS EXPECTATIONS DATE: SIGNATURE: Your midterm & final report card mark will be based upon the following: FOOD PORTFOLIO 20% SEWING PORTFOLIO 20% DESIGN PORTFOLIO 20% FIRST CONFERENCE 10% FINAL CONFERENCE 10% TESTS/QUIZES/FINAL 20%

3 F O O DS LEARNING OBJECTIVES FOR EVERY MODULE!

4 FOODS Aim, Goals & Foundational Objectives Aim The Food Studies curriculum focuses on essential knowledge and understanding of food and nutrition. It stresses the importance of making healthy food choices in order to promote the well-being of individuals and families. It also aims to develop self-reliance, independence, and positive social skills as well as to teach basic life skills and knowledge that all students need. Goals CONSUMER KNOWLEDGE: To develop knowledge that will enable students to make wise buying choices when shopping for food. PERSONAL SKILLS: To allow students to cultivate practical skills that can be used daily in the preparation of foods. TECHNOLOGICAL ADVANCES: To gain knowledge of the changes in the production of food and the many conveniences that can be attributed to technological advances. CAREER/EMPLOYMENT To create an awareness of the career opportunities related to food and nutrition Foundational Objectives To appreciate the importance of Canada s Food Guide for the development of an individual s health and wellness. To understand the importance of the science of nutrition. To understand and practice safety in the preparation and storage of food. To apply independent learning skills in the preparation of nutritious foods. To be creative when applying knowledge about nutrition to food preparation. To understand better the social and cultural aspects of food for all people. To be aware of and practice environmental protection through conservation and recycling. To develop the desire and ability to access knowledge about issues and obtain factual information before forming opinions about food-related issues. To identify and evaluate personal qualities related to career choices. To be aware of career and employment opportunities related to diet, food and food preparation.

5 KITCHEN BASICS TO EXAMINE THE STEPS INVOLVED IN FOOD PREPARATION AND TO ESTABLISH GUIDELINES FOR WORKING TOGETHER IN CLASS. TO DEVELOP GUIDELINES FOR SERVING AND EATING FOOD IN THE CLASSROOM. TO UNDERSTAND AND EVALUATE THE INFORMATION PROVIDED IN A RECIPE. TO BECOME FAMILIAR WITH THE TOOLS OF MEASUREMENT AND HOW TO MEASURE ACCURATELY. TO EXAMINE, IDENTIFY AND USE CORRECTLY A VARIETY OF KITCHEN TOOLS AND EQUIPMENT. TO RECOGNIZE QUALITY FEATURES IN COOKWARE AND FOOD PREPARATION TOOLS. TO CREATE AN AWARENESS OF THE ISSUES INVOLVED IN CONSERVING AND RECYCLING. TO RECOGNIZE THAT IT IS EVERYONE S RESPONSIBILITY TO ADOPT CONSERVATION AS PART OF HIS/HER LIFESTYLE. TO EVALUATE FOR UNDERSTANDING OF KNOWLEDGE/CONCEPTS IN "KITCHEN BASICS." TO APPLY KNOWLEDGE. KITCHEN & FOOD SAFETY TO UNDERSTAND FOOD SAFETY. TO IDENTIFY FOOD-BORNE ILLNESSES. TO EXAMINE THE CONDITIONS NECESSARY FOR FOOD-BORNE ILLNESSES TO OCCUR. TO LEARN HOW TO PREVENT FOOD POISONING. TO IDENTIFY AND PRACTICE SAFE WORK HABITS THAT MAY PREVENT ACCIDENTS IN THE KITCHEN. TO DEVELOP FIRST AID PRINCIPLES FOR KITCHEN SAFETY

6 BAKING BASICS TO IDENTIFY THE INGREDIENTS USED IN FLOUR MIXTURES AND TO ANALYZE THEIR ROLE IN BAKED PRODUCTS. TO ANALYZE THE DIFFERENT TYPES OF FLOUR AVAILABLE TODAY. TO UNDERSTAND THE ROLE OF LEAVENING AGENTS IN BAKED PRODUCTS. TO EXPLORE THE FUNCTION OF GLUTEN IN BAKING. TO EXAMINE THE DIFFERENT TYPES OF FLOUR MIXTURES. TO DIFFERENTIATE BETWEEN QUICK BREADS AND YEAST BREADS. TO RECOGNIZE THE TERMS USED IN BAKING. TO IDENTIFY THE BASIC METHODS OF COMBINING INGREDIENTS IN PREPARING FLOUR MIXTURES. TO DISCUSS AND APPLY TECHNIQUES THAT WILL RESULT IN SUCCESSFUL BAKING. TO IDENTIFY THE ROLE OF FLOUR MIXTURES IN THE CANADIAN DIET. TO EVALUATE CONCEPTS/ KNOWLEDGE IN "BAKING BASICS." TO DEMONSTRATE UNDERSTANDING OF CONCEPTS AND KNOWLEDGE OF "BAKING BASICS." FOOD & HEALTH TO IDENTIFY THE FACTORS THAT INFLUENCE FOOD HABITS AND THE REASONS FOR EATING. TO BE AWARE OF THE INFLUENCES THAT DETERMINE STUDENTS FOOD HABITS. TO UNDERSTAND AND ANALYZE CANADA S FOOD GUIDE TO UNDERSTAND THE RELATIONSHIP BETWEEN NUTRIENTS AND GOOD HEALTH. TO ANALYZE WHAT IS MEANT BY HEALTHY EATING. TO EXAMINE THE RELATIONSHIP BETWEEN WELLNESS AND FOOD. TO UNDERSTAND THE IMPORTANCE OF BREAKFAST. TO INCORPORATE KNOWLEDGE OF NUTRITION TO MAKE HEALTHY FOOD CHOICES. TO DEMONSTRATE UNDERSTANDING OF CONCEPTS/KNOWLEDGE IN THIS MODULE.

7 GRAINS TO EXPLORE VARIOUS KINDS OF GRAINS USED FOR FOOD. TO EXAMINE THE IMPORTANCE OF GRAINS IN DIETS THROUGHOUT THE WORLD TODAY AND IN THE PAST. TO RECOGNIZE AND EXAMINE THE FOODS THAT BELONG TO THE BREAD AND CEREAL GROUP. TO ANALYZE THE THREE DIFFERENT PARTS OF A CEREAL GRAIN. TO UNDERSTAND THE TERMINOLOGY ASSOCIATED WITH GRAINS. TO DEVELOP GUIDELINES FOR THE SELECTION AND STORAGE OF CEREAL GRAIN PRODUCTS. TO EXAMINE INFORMATION AVAILABLE ON CEREAL PACKAGES. TO VISUALIZE NEW IDEAS FOR USING GRAINS IN THE DIET AND PLAN FOR THE PREPARATION OF A NEW GRAIN RECIPE IN CLASS. VEGETABLES & FRUITS TO IDENTIFY THE FOODS THAT ARE PART OF THE FRUIT AND VEGETABLE GROUP. TO RECOGNIZE THE NUMBER AND SIZES OF DAILY SERVINGS REQUIRED IN THE DIET TO UNDERSTAND THE IMPORTANCE OF THE VEGETABLE AND FRUIT GROUP. TO UNDERSTAND THE CLASSIFICATIONS USED FOR VEGETABLES AND FRUITS. TO CONSIDER CRITERIA FOR SELECTING AND BUYING QUALITY FRUITS AND VEGETABLES. TO CONSIDER TERMS ASSOCIATED WITH STORING FRUITS AND VEGETABLES. TO EXAMINE PROPER STORAGE METHODS FOR THE DIFFERENT FORMS AND TYPES OF FRUITS AND VEGETABLES. TO COMPARE DIFFERENT METHODS OF PREPARING FRUITS AND VEGETABLES. TO DISCOVER CREATIVE WAYS OF USING AND PREPARING FRUITS AND VEGETABLES AND TO APPLY SOME OF THESE IDEAS IN CLASS/HOME.

8 MILK & DAIRY PRODUCTS TO IDENTIFY THE FOODS FROM THE MILK AND DAIRY FOOD GROUP. TO DISCUSS THE REQUIREMENTS FOR THE MILK AND DAIRY FOOD GROUP. TO UNDERSTAND THE CONTRIBUTIONS OF MILK AND MILK PRODUCTS TO THE DIET. TO INVESTIGATE MILK ALLERGIES AND MILK INTOLERANCE. TO UNDERSTAND TERMINOLOGY ASSOCIATED WITH MILK AND DAIRY FOODS. TO RECOGNIZE THE VARIOUS TYPES OF MILK AND DAIRY PRODUCTS AND TO UNDERSTAND THEIR NUTRITIONAL DIFFERENCES. TO EXAMINE GUIDELINES FOR HEATING MILK. TO EXAMINE WAYS TO USE MILK PRODUCTS IN FOOD PREPARATION. TO USE THE INFORMATION ON MILK PRODUCT LABELS WHEN SELECTING AND BUYING FOODS. TO DESCRIBE THE PROPER STORAGE FOR MILK AND VARIOUS DAIRY PRODUCTS. DESIGN A MENU FOR A FAMILY FOR A WEEK THAT INCLUDES A VARIETY OF MILK AND DAIRY FOODS. EGGS TO DISCUSS THE IMPORTANCE AND VERSATILITY OF EGGS IN THE DIET AND THEIR ROLE AS A TRADITIONAL BREAKFAST FOOD. TO IDENTIFY THE ROLE OF EGGS IN THE CANADA FOOD GUIDE AND THE KEY NUTRIENTS IN EGGS. TO EXAMINE THE ROLE OF CHOLESTEROL IN OUR DIETS AND THE IMPLICATIONS FOR GOOD HEALTH. TO BECOME FAMILIAR WITH THE STRUCTURE OF AN EGG AND IDENTIFY EACH PART. TO UNDERSTAND THE GRADING OF EGGS. TO UNDERSTAND THE FACTORS INVOLVED IN BUYING AND STORING EGGS. TO EXAMINE THE ROLE OF EGGS IN OUR FOODS. TO IDENTIFY GUIDELINES FOR COOKING EGGS.

9 SNACKS TO UNDERSTAND WHAT CONSTITUTES A SNACK. TO INVESTIGATE THE AVAILABILITY OF READY-TO-EAT SNACK FOODS. TO ANALYZE SNACKING HABITS FOR A SELECT GROUP. TO EXAMINE THE POSITIVE AND NEGATIVE EFFECTS OF SNACKS ON NUTRITION AND WELLNESS. TO DISCUSS HOW CHOOSING SNACKS WISELY MAY CONTRIBUTE TO A HEALTHY EATING PLAN. TO DEVELOP A PLAN FOR HEALTHY SNACKING. TO EVALUATE THE UNDERSTANDING OF CONCEPTS/KNOWLEDGE IN THE LEARNING ABOUT FOODS MODULES. CANADA S FOOD GUIDE & BEYOND TO FOCUS ON HOW FOODS AFFECT ONE S PERFORMANCE NOW AND ONE S HEALTH IN THE FUTURE. TO EXAMINE THE LONG TERM EFFECTS OF DIET PRACTICES ON HEALTH AND WELLNESS. TO RELATE ENERGY VALUE OF FOODS TO THE BODY S REQUIREMENTS. TO CREATE AN AWARENESS OF CURRENT WEIGHT MANAGEMENT PROGRAMS AND TO EVALUATE THEM. TO DETERMINE SOURCES OF RELIABLE NUTRITION INFORMATION. TO DEFINE MEAL MANAGEMENT AND TO IDENTIFY FACTORS INVOLVED IN PLANNING MEALS. TO DEMONSTRATE THE IMPORTANCE OF CONSUMER SKILLS IN THE PLANNING AND SELECTION OF FOODS FOR MEAL MANAGEMENT.

10 FOOD PRESERVATION TO DEFINE THE TERM FOOD PRESERVATION AND TO EXAMINE THE REASONS FOR PRESERVING FOOD. TO UNDERSTAND THE FACTORS THAT CAUSE FOOD SPOILAGE. TO IDENTIFY THE BASIC FOOD PRESERVATION TECHNIQUES. TO EXPLORE FOOD PRESERVATION METHODS IN THE PAST. TO RECOGNIZE THE TERMINOLOGY OF FOOD PRESERVATION. TO DISCUSS TECHNIQUES INVOLVED IN SUCCESSFUL AND SAFE FOOD PRESERVATION. TO UNDERSTAND THE CHEMISTRY INVOLVED IN MAKING JAM AND JELLY. TO EXAMINE THE PROPER TECHNIQUES INVOLVED IN FREEZING FOODS. TO EXAMINE THE PROPER TECHNIQUES INVOLVED IN HOME CANNING. TO DISCUSS THE DEHYDRATION OF FOODS AND THE EQUIPMENT NECESSARY TO DO IT IN THE HOME. TO IDENTIFY THE PROPER STORAGE CONDITIONS THAT ARE NECESSARY FOR PRESERVED FOODS. TO EXPLORE WAYS FOR USING HOME PRESERVED FOODS IN MEAL PLANNING.

11 S E W IN G LEARNING OBJECTIVES FOR EVERY MODULE! LEARNING OBJECTIVES FOR EVERY MODULE!

12 SEWING Aim, Goals & Foundational Objectives Aim The Clothing, Textiles, and Fashion curriculum guide focuses on developing an understanding of key theoretical concepts and on practicing skills associated with the areas of clothing, textiles, and fashion. There is a balance of personal and work-based skills promoted throughout the guide. Practical application of the knowledge and skills will be demonstrated in projects reflected at both the personal and work level. Goals CONSUMER KNOWLEDGE: To develop a knowledge base that will enable students to develop buying practices when shopping for clothing and textile products. PERSONAL SKILLS: To allow students to cultivate practical clothing skills that can be used in their daily lives. TECHNOLOGICAL ADVANCES: To gain knowledge of the changes in the production of clothing and in the textiles industries and how they influence the lives of people today. CAREERS & EMPLOYMENT To explore career opportunities that may lead to successful employment in the areas of clothing, textiles, and fashion. Foundational Objectives To understand, develop, and apply the major concepts related to clothing construction. To provide a broad foundation of clothing design fundamentals and apply them to projects to meet individual needs. To generate an awareness of the factors that determine the appropriateness of successful design in apparel and textile products. To increase awareness of the economic and environmental influences on clothing decisions. To provide opportunities to use the decision making process in clothing selections. To identify and apply principles of clothing care. To explore and practice the fashion design process. ENTREPRENEURSHIP: To develop entrepreneurial skills and evaluate opportunities within the textile and fashion industry. To acquire an understanding of the concepts related to fitting standards and pattern alterations in the clothing and fashion industry and apply these concepts to the fit and appearance of a garment. To develop skills in designing, restoring, or recycling clothing and textile items. To recognize that clothing, fashion, and textile items evolved from culture and reflect the economic, political, and social conditions of the times. To create a broad awareness of textiles uses in apparel, home furnishings, commercial furnishings, and industry. To examine, create, and evaluate a variety of textile design applications suitable for clothing and textile items. To integrate classroom learning with work-related learning. To create an awareness of the careers and opportunities in the fields of clothing, textiles and fashion industries.

13 INTRODUCTION TO SEWING TO IDENTIFY THE PARTS OF THE SEWING MACHINE AND THEIR FUNCTIONS. TO APPLY THE BASICS OF OPERATING THE SEWING MACHINE. TO IDENTIFY THE PARTS OF THE SERGER AND THEIR FUNCTIONS. TO APPLY THE BASICS OF OPERATING THE SERGER. TO IDENTIFY SMALL EQUIPMENT ITEMS AND THEIR USE IN CONSTRUCTING SEWING PROJECTS. TO IDENTIFY PRESSING EQUIPMENT AND ITS USE WHEN SEWING. THE BASICS: SUCCESSFUL SEWING TO DEMONSTRATE AND PRACTICE THE PROPER METHOD OF TAKING MEASUREMENTS FOR GARMENT CONSTRUCTION. TO IDENTIFY CRITERIA IN MAKING PATTERN SELECTIONS. TO IDENTIFY THE VARIOUS TYPES OF INFORMATION THAT MAY BE FOUND ON A PATTERN ENVELOPE AND HOW TO USE THEM. TO APPLY KNOWLEDGE ABOUT FIBERS AND FABRICS WHEN CHOOSING FABRIC AND NOTIONS FOR A SEWING PROJECT OR GARMENT. TO ANALYZE AND INTERPRET THE INSTRUCTION SHEET, PATTERN PIECES, AND SYMBOLS. TO OUTLINE THE PROCEDURES ONE SHOULD FOLLOW IN PREPARING AND CUTTING FABRIC FOR SEWING. TO RECOGNIZE THE NEED TO MAKE PATTERN ALTERATIONS. TO IDENTIFY AND PRACTICE USING VARIOUS MARKING METHODS OF TRANSFERRING PATTERN SYMBOLS TO THE FABRIC. TO BECOME AWARE OF INTERFACING AND ITS PURPOSE. TO IDENTIFY METHODS OF CONSTRUCTING AND FINISHING SEAMS. TO GAIN KNOWLEDGE ON SPECIAL SEWING TERMINOLOGY. TO APPLY SEWING TECHNIQUES AND SKILLS IN A SEWING PROJECT OR GARMENT.

14 CONSTRUCTION DETAILS- SUCCESSFUL SEWING TO GAIN KNOWLEDGE AND SKILLS ON SPECIAL SEWING TECHNIQUES. DESIGN FUNDAMENTALS- A WEARABLE ART TO IDENTITY THE ELEMENTS OF DESIGN. TO CREATE AN AWARENESS OF THE DIMENSIONS OF LINE AND HOW VARIOUS EFFECTS CAN BE ACHIEVED BY MANIPULATING LINES. TO EXAMINE THE APPLICATION OF LINE IN CLOTHING. TO DEVELOP AN UNDERSTANDING OF HOW LINES CAN CREATE ILLUSIONS. TO RECOGNIZE THE MESSAGES CONVEYED BY CLOTHING AND THEIR EFFECT ON INDIVIDUALS. TO IDENTIFY AND USE THE VOCABULARY OF COLOUR. TO DEVELOP AN UNDERSTANDING OF THE EFFECT OF CLOTHING SILHOUETTES AND HOW IT CAN BE USED IN DESIGNING CLOTHING. TO EXPLORE TEXTURE AND THE APPLICATION TO CLOTHING. TO IDENTIFY PATTERN AND ITS APPLICATION TO APPAREL AND TEXTILE ITEMS. TO CREATE BODY SHAPE ILLUSIONS WITH APPAREL DESIGNS USING THE DESIGN FUNDAMENTALS. CLOTHING DECISIONS TO DEVELOP AN AWARENESS OF WARDROBE PLANNING. TO ANALYSIS ONE S PRESENT WARDROBE TO DETERMINE NEEDS, WANTS, AND CHANGES. TO EXAMINE FACTORS TO CONSIDER WHEN DECIDING TO BUY, SEW, OR RECYCLE CLOTHING. TO RECOGNIZE THE FACTORS INVOLVED IN CLOTHING PURCHASES. TO DEMONSTRATE PROPER LAUNDRY PROCESSES. TO ANALYZE THE CLOTHING NEEDS OF INDIVIDUALS.

15 REDESIGN, RESTORE OR RECYCLE TO CREATE AWARENESS OF HOW CLOTHING TEXTILE ITEMS MAY BE REDESIGNED OR RECYCLED. TO DEMONSTRATE CREATIVE WAYS TO REDESIGN CLOTHING. TO ADAPT A GARMENT TO MEET THE SPECIAL NEEDS OF AN INDIVIDUAL. FITTING & PATTERN ALTERATIONS TO RECOGNIZE GOOD FIT IN APPAREL. TO DETERMINE WHEN TO MAKE PATTERN ALTERATIONS BY COMPARING YOUR MEASUREMENTS WITH THOSE OF THE PATTERN.

16 DESIGN SOCIIS MAURIS IN INTEGER, A DOLOR NETUS NON DUI ALIQUET, SAGITTIS. LEARNING FELIS SODALES, DOLOR SOCIIS MAURIS, VEL EU LIBERO CRAS. INTERDUM AT. IPSUM PURUS PEDE PORTTITOR OBJECTIVES CLASS, UT ADIPISCING, ALIQUET FOR SED AUCTOR, IMPERDIET ARCU PER DIAM DAPIBUS LIBERO DUIS. EVERY MODULE! ENIM EROS IN VEL, VOLUTPAT NEC PELLENTESQUE LEO, TEMPORIBUS SCELERISQUE NEC. AC DOLOR.

17 DESIGN Aim, Goals & Foundational Objectives Aim The aim of Design Studies is to provide experiences for developing proficiency in problem solving, goal setting, critical thinking, and to provide opportunities to develop cooperative work skills and technical skills using a design process. PERSONAL SKILLS: To promote self-esteem and confidence with the development of professional portfolios and presentations. Foundational Objectives APPLIED TECHNOLOGY: To develop proficiency in the use of various tools in planning, designing, and creating various products. connection between the world or school and the world of work. Goals AWARENESS & UNDERSTANDING: To acquire the knowledge, skills, and abilities related to design. CAREERS & EMPLOYMENT: To develop an awareness of how knowledge and skills in design may be applied to various jobs and careers. COMMUNICATION: To develop the communication skills required to be effective in various design situations. EMPLOYMENT SKILLS: To develop team-building skills by working in groups to plan, design, and create various products; to develop capacities for critical and creative problem solving using the concepts and processes of design. To understand and apply the design process. To use a variety of materials and fabrication processes to design and create a product. To understand and appreciate the relationship between function and aesthetics. To understand how human, environmental, and ergonomic factors impact on design solutions. To understand and appreciate how design is a!ected by culture and society demanding di!erent social solutions. To design and produce scale models. To maintain and present a design portfolio. To develop and practice the skill to critique designs in a positive manner. To use various techniques and media to make high quality presentations. To develop skills through the study of design that may lead to a variety of career pathways. To research postsecondary training and business or career opportunities in the field of design. To develop skills that may lead to successful employment.

18 THE DESIGN PROCESS TO RECOGNIZE THE STEPS IN THE DESIGN PROCESS TO EXPLORE THE STEPS IN THE DESIGN PROCESS. TO DISCUSS THE PROJECT WITH THE TEACHER USING APPROPRIATE TERMINOLOGY. TO DISCUSS THE PROJECT WITH OTHER STUDENTS. TO CONDUCT A PRESENTATION FOR A PROJECT OUTLINING THE DESIGN PROCESS DEVELOPMENT AS IT APPLIES TO THE PROJECT. DESIGN FUNDAMENTALS TO IDENTIFY AND DESCRIBE THE COMPONENTS OF THE DESIGN PROCESS. TO RECOGNIZE AND USE ELEMENTS OF DESIGN. TO USE THE DESIGN PROCESS TO CREATE A SOLUTION TO A PROBLEM. SKETCHING & FREEHAND DRAWING FUNDAMENTALS TO SKETCH AND SHADE A NATURAL FORM. TO SKETCH AND SHADE A MANUFACTURED FORM. TO SKETCH WITH SOFT MEDIA, HARD MEDIA, AND WET MEDIA. TO CRITIQUE THE WORK OF OTHER STUDENTS IN A POSITIVE MANNER. TO PRESENT THEIR WORK AND DISCUSS IT. MODELING TO DEVELOP A THREE-DIMENSIONAL MODEL USING A VARIETY OF MATERIALS. TO PRESENT THEIR WORK AND TO DISCUSS IT.

19 HISTORICAL/CULTURAL DESIGN TO DESCRIBE ELEMENTS AND PRINCIPLES OF DESIGN AS THEY RELATE TO A PARTICULAR CULTURE. TO USE TECHNICAL SKILLS TO PRODUCE AN OBJECT BASED ON AN ARTIFACT IDEA. TO PRESENT AND DISCUSS RESEARCH FINDINGS AND THE MODEL SELECTED. TWO-DIMENSIONAL DESIGN APPLICATION TO DEVELOP SKETCHING AND DRAWING SKILLS. TO IDENTIFY AND USE A VARIETY OF MEDIA, TECHNIQUES, AND RESOURCES WHEN COMPLETING DESIGN PROJECTS. TO DEMONSTRATE ATTENTION TO DETAIL AND ACCURATE MEASUREMENT. TO USE THE ELEMENTS AND PRINCIPLES OF DESIGN IN A TWO-DIMENSIONAL PROJECT AND TO BE ABLE TO DESCRIBE HOW THEY WERE USED. TO ENGAGE IN A DESIGN PROCESS. TO PARTICIPATE IN CRITIQUES THAT INCLUDE INPUT FROM CLASSMATES. THREE-DIMENSIONAL DESIGN APPLICATION TO DEVELOP SKETCHING AND DRAWING SKILLS USING THREE DIMENSIONS. TO IDENTIFY AND USE A VARIETY OF MATERIALS, TECHNIQUES, AND RESOURCES WHEN COMPLETING THREE-DIMENSIONAL DESIGN PROJECTS. TO DEMONSTRATE ATTENTION TO DETAIL AND ACCURACY OF MEASUREMENT. TO RECOGNIZE AND BE ABLE TO IDENTIFY MATHEMATICAL OR SCIENTIFIC PRINCIPLES AS THEY APPLY TO A DESIGN PROJECT. TO ENGAGE IN A DESIGN PROCESS.

20 THE BUSINESS & PROFESSION OF DESIGN TO RESEARCH THE BUSINESS AND PROFESSION OF DESIGN. TO DETERMINE SOME OPPORTUNITIES FOR A DESIGN-RELATED CAREER IN THE PROVINCE. TO IDENTIFY QUALIFICATIONS FOR SOME OF THE POST-SECONDARY TRAINING AND CAREER OPPORTUNITIES THAT EXIST IN THE DESIGN FIELD.