Unit Plan: Weaving
Applied Design, Skills & Technology / Grade 6-7
Design can be responsive to identified needs.
Students will keep considering…
- How are textiles used in functional ways?
- What are the features of woven textiles?
- How do we describe patterns?
- 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.
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.
- “The Arrow Sash” / “La cienture fleche” by Sylvain Rivard
- “Fingerweaving Untangled” / “Le fléché démêlé” by Carol James
How will teachers and their students reflect on and evaluate the completed project?
- 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 2 – Evidence
Authentic Performance Tasks
AUTHENTIC PERFORMANCE TASK: Assessing for Understanding
Students will be able to demonstrate their understanding by:
What is a GRASPS task?
OTHER EVIDENCE: Assessing for Knowledge and Skills
Students will show they have acquired Stage 1 knowledge and skills by:
- Being able to use mathematical terms to describe their pattern.
- Describe the significance of their choice of pattern and colour.
The following resources are made available through the British Columbia Ministry of Education. For more information, please visit BC’s New Curriculum.
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.
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
The knowledge, skills and processes we associate with intellectual development
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.
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.