Unit Plan: Weaving

Social Studies / Grade K-1

Big Ideas

People connect to others and share ideas through the arts.


  • Connection
  • Function
Essential Questions

Students will keep considering…

  • What patterns are used in weaving?
  • How do you weave?

Evaluative Criteria

Teachers should consider how summative assessments should be based on clear criteria and include a variety of ways for students to show demonstrate their learning.


  • Student can expertly show a weaving pattern
  • Student is able to clearly describe how woven textiles are made.

Monitoring Progress

Teacher will monitor progress:
Teachers can monitor progress through ongoing formative assessment including but not limited to:


  • Students share reflections on their learning throughout this process that teachers could assess
  • Teachers could assess the student’s woven product


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?

Stage 1 – Desired Results

Big Ideas

People connect to others and share ideas through the arts.


  • Connection
  • Function

Transfer Goals

Students will be able to independently use their learning to…

  • Describe patterns in weaving (eg. Over-under, colour patterns, etc.).
  • Construct a simple woven piece together with the class or independently
  • Experiment with creating colour patterns.



Students will understand that…

  • Textiles have patterns.
  • Textiles can be made by hand.



Students will keep considering…

  • What patterns are used in weaving?
  • How do you weave?

> Click here to learn more about Essential Questions



Students will be skilled at…

  • Make a product using known procedures or through modeling of others. 
  • Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment (Applied Design & Tech K/1).
  • Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts (Math K/1).
  • Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play(Art K/1).


Students will know…

  • Repeating patterns with multiple elements and attributes (Math K/1)
  • Visual arts: elements of design: line, shape, texture, colour, form; principles of design: pattern, repetition, rhythm, contrast (Art K/1)



Which Core Competencies will be integrated into the unit?

Critical and Creative Thinking

  • Novelty and value

Personal and Social

  • Personal strength and abilities.

First People's Principles of Learning

The unit will make connections with:

Learning Involves Patience and Time.

Learning Recognizes the Role of Indigenous Knowledge.


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.

Visit the Ministry of Education for more information

Core Competencies

orangecommunicationCommunications 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

bluethinkingThinking Competency

The knowledge, skills and processes we associate with intellectual development

greensocialSocial Competency

The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society

Visit the Ministry of Education for more information

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.

Visit the Ministry of Education for more information

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.