Unit Plan: Weaving

Social Studies / Grade 2-3

Big Ideas

Canada is made up of many diverse regions and communities. (Grade 2) 

Indigenous societies throughout the world value the well-being of the self, the land, spirits, and ancestors. (Grade 3)


  • Perspective
  • Function

Essential Questions

Students will keep considering…

  • How are the land and environment important to Canadian and Indigenous communities past and present?
  • How are woven textiles made?

Evaluative Criteria


  • Student will be able to expertly describe the importance of the land and environment.
  • Student can expertly create a woven piece that includes even tension throughout.
  • 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 could write, draw or 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 2 – Evidence

Authentic Performance Tasks

AUTHENTIC PERFORMANCE TASK: Assessing for Understanding
Students will be able to demonstrate their understanding by:

> Click here to learn more about Performance Tasks

Other Evidence

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.
  • Describing the significance of their choice of colour.

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.