APPLIED DESIGN, SKILLS and TECHNOLOGIES 4 - Planning KDU CORE COMPETENCIES CORE COMPETENCIES CORE COMPETENCIES COMMUNICATION THINKING (CRITICAL/CREATIVE) (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA What do we want students to DO? Content (& Elaborations) (Understand…) (Activities, lessons…) (Know) Students are expected to use the Applied Design Designs can be Questions to support inquiry with learning standards for Curricular improved with students: Understanding context Competencies from Applied prototyping and What makes good design? Gather information about or from potential Design, Skills, and Technologies testing. How does design change with users (self, peers, younger children, family or 4-5 in combination with availability of different materials? community members, customers, plants, or content from other areas Skills are developed animals) of learning in cross-curricular through practice, Defining activities to develop effort, and action. Choose a design opportunity foundational mindsets and skills Identify key features or user requirements in design thinking and making. The choice of Identify the main objective for design and any technology and tools constraints (limiting factors such as task or depends on the task. user requirements, materials, expense, environmental impact, issues of appropriation, and knowledge that is considered sacred) Evidence of Experience (Show) Ideating (forming ideas or concepts) Generate potential ideas and add to others’ ideas Screen ideas against the objective and constraints Choose an idea to pursue Prototyping Outline a general plan, identifying tools and materials
APPLIED DESIGN, SKILLS and TECHNOLOGIES 4 - Planning KDU CORE COMPETENCIES COMMUNICATION CORE COMPETENCIES THINKING (CRITICAL/CREATIVE) CORE COMPETENCIES (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Applied Design Understanding context Gather information about or from potential users (self, peers, younger children, family or community members, customers, plants, or animals) Defining Choose a design opportunity Identify key features or user requirements Identify the main objective for design and any 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) Generate potential ideas and add to others’ ideas Screen ideas against the objective and constraints Choose an idea to pursue Prototyping Outline a general plan, identifying tools and materials Designs can be improved with prototyping and testing. Skills are developed through practice, effort, and action. The choice of technology and tools depends on the task. Questions to support inquiry with students: What makes good design? How does design change with availability of different materials? Students are expected to use the learning standards for Curricular Competencies from Applied Design, Skills, and Technologies 4-5 in combination with content from other areas of learning in cross-curricular activities to develop foundational mindsets and skills in design thinking and making. Evidence of Experience (Show)
ADST-4-KDU.docx