Unit Plan: Weaving
Applied Design, Skills & Technology / Grade 6-7
Big Ideas
Design can be responsive to identified needs.
Concepts:
- Function
- Form
- Causation
- Connection
Essential Questions
Students will keep considering…
- How are textiles used in functional ways?
- What are the features of woven textiles?
- How do we describe patterns?
Evaluative Criteria
Rubric
- Student will be able to expertly describe a wide variety of functions of woven textiles both in the past and in the present.
- Students will be able to describe in detail the features of their finger-woven textile piece using advanced vocabulary.
- Student can expertly create a finger woven piece that includes even tension throughout and a clear pattern in the weaving.
- Student is able to clearly describe the pattern using mathematical language.
Monitoring Progress
Teacher will monitor progress:
Teachers can monitor progress through ongoing formative assessment including but not limited to:
- Students could write, draw or share reflections on their learning throughout this process that teachers could assess.
- Teachers could assess their woven product.
- Teachers could assess their mathematical descriptions of their patterns.
Resources
WEBSITES
TEXT
- “The Arrow Sash” / “La cienture fleche” by Sylvain Rivard
- “Fingerweaving Untangled” / “Le fléché démêlé” by Carol James
Reflection
How will teachers and their students reflect on and evaluate the completed project?
Teacher Reflection
- What aspects of the unit went well?
- What did students struggle with?
- What did you struggle with?
- What would you add/revise the next time you taught this unit?
- Were there any unintended outcomes?
- Were students engaged?
Downloads
Stage 1 – Desired Results
Big Ideas
Design can be responsive to identified needs.
Concepts:
- Function
- Form
- Causation
- Connection
Transfer Goals
Students will be able to independently use their learning to…
- Describes ways in which weaving is used in a cultural and/or consumer context.
- Measure yarn and set-up a “warp” and “first cross.”
- Describe a warp, first cross, weft, and shed.
- Construct a finger woven piece (ex. mini Métis sash).
- Experiment with creating a variety of patterns.
Meaning
Students will understand that…
- Textiles have been made and used by many cultures for thousands of years.
- Textiles have a variety of purposes.
- Textiles can be made to look visually distinct with patterns.
Students will keep considering…
- How are textiles used in functional ways?
- What are the features of woven textiles?
- How do we describe patterns?
Acquisition
Students will be skilled at…
- Defining
> Choose a design opportunity.
> Identify criteria for success and any constraints.
- Ideating
> Generate potential ideas and add to others’ ideas.
- Making
> Identify and use appropriate tools, technologies and materials for production.
> Make a plan for production that includes key stages, and carry it out, making changes as needed.
- Sharing
> Decide on how and with whom to share their product.
CONTENT
Students will know…
- A range of uses of textiles.
- A variety of textile materials.
- A hand construction techniques for producing and/or repairing textile items.
- Consumer concerns that influence textile choices, including availability, cost, function (e.g., waterproof), and textile care. (Applied Design & Tech 6/7)
- Discrete linear relations, using expressions, tables, and graphs. (Math 7)
- Increasing and decreasing patterns, using expressions, tables, and graphs as functional relationships. (Math 6)
Which Core Competencies will be integrated into the unit?
Critical and Creative Thinking
- Novelty and value
Personal and Social
- Personal strengths and abilities
First People's Principles of Learning
The unit will make connections with:
The following resources are made available through the British Columbia Ministry of Education. For more information, please visit BC’s New Curriculum.
Big Ideas
The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. The Big Ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.
Core Competencies
Communications Competency
The set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media
Thinking Competency
The knowledge, skills and processes we associate with intellectual development
Social Competency
The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society
Curricular Competencies & Content
Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the thinking, communicating, and personal and social competencies relevant to disciplines that make up an area of learning.
Additional Resources
First People's Principles of Learning
To read more about First People’s Principles of Learning, please click here.
For classroom resources, please visit the First Nations Education Steering Committee.
