learning from science to help design and buzzers and motors) make products that work; use learning Apply their understanding of from mathematics to help design and computing to program, monitor and make products that work. control their products. Select from and use a wider range of Use computer-aided design to develop tools and equipment to perform practical and communicate their ideas tasks [for example, cutting, shaping, joining and finishing], accurately. Safety/Physical Environment Work in real-life or lifelike situations Provide students with opportunities to: where they are designing a product for a Follow procedures for safety ‘real’ want or need. Safety/Digital Environment Elaborations (BC Curriculum) Provide students with opportunities to: Users: may include self, peers, younger Demonstrate compliance with school children, family or community members, rules regarding responsible use of customers, plants, or animals technology Defining: setting parameters Look for privacy policies and seals of Constraints: limiting factors such as task approval when choosing secure sites or user requirements, materials, Create secure passwords in order to expense, environmental impact, issues of protect their private information and appropriation, and knowledge that is accounts online considered sacred Recognize SPAM, the forms it takes, Ideating: forming ideas or concepts and identify strategies for dealing with Product: for example, a physical it product, a process, a system, a service, or Protect themselves from online a designed environment identity theft by thinking critically Iterations: repetitions of a process with about the information they share the aim of approaching a desired result online share: may include showing to others, Recognize the Internet as a place to use by others, giving away, or marketing develop relationships but not to reveal and selling private information online Technologies: things that extend human Realize how media can play a powerful capabilities role in shaping ideas about gender roles Suggested Design Thinking Pattern I have a challenge. How do I approach it? I learned something. How do I interpret it? I see an opportunity. What do I create? I have an idea. How do I build it?
learning from science to help design and make products that work; use learning from mathematics to help design and make products that work. Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately. Work in real-life or lifelike situations where they are designing a product for a ‘real’ want or need. Elaborations (BC Curriculum) Users: may include self, peers, younger children, family or community members, customers, plants, or animals Defining: setting parameters Constraints: limiting factors such as task or user requirements, materials, expense, environmental impact, issues of appropriation, and knowledge that is considered sacred Ideating: forming ideas or concepts Product: for example, a physical product, a process, a system, a service, or a designed environment Iterations: repetitions of a process with the aim of approaching a desired result share: may include showing to others, use by others, giving away, or marketing and selling Technologies: things that extend human capabilities Suggested Design Thinking Pattern I have a challenge. How do I approach it? I learned something. How do I interpret it? I see an opportunity. What do I create? I have an idea. How do I build it? buzzers and motors) Apply their understanding of computing to program, monitor and control their products. Use computer-aided design to develop and communicate their ideas Safety/Physical Environment Provide students with opportunities to: Follow procedures for safety Safety/Digital Environment Provide students with opportunities to: Demonstrate compliance with school rules regarding responsible use of technology Look for privacy policies and seals of approval when choosing secure sites Create secure passwords in order to protect their private information and accounts online Recognize SPAM, the forms it takes, and identify strategies for dealing with it Protect themselves from online identity theft by thinking critically about the information they share online Recognize the Internet as a place to develop relationships but not to reveal private information online Realize how media can play a powerful role in shaping ideas about gender roles
grades_4-5_applied_design_skills_technology_template.docx