Unit Plan: Weaving

Applied Design, Skills & Technology / Grade 6-7

Big Ideas

Design can be responsive to identified needs.


  • 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



  • 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.



  • “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?

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?

Unit Overview




Applied Design, Skills & Technology







Unit Overview

In this unit, students will learn about the ancient craft of “finger weaving.”  Weaving has been used by numerous cultures both historically and presently.  Here, students will learn about the importance and cultural significance weaving in general and in particular the significance of the Métis sash.  Students will develop knowledge and skills around the process of finger-weaving and will finish by designing and creating a mini Métis-inspired sash of their own.  In the indigenous tradition, students will be encouraged to give away their first creation to someone special.

Important Traditional Knowledge for this unit:

  • Metis communities began in the early 1700s when French and Scottish fur traders married aboriginal women (often Cree, and Anishinabe).  “Distinct Métis communities developed along the fur trade routes. This Métis Nation Homeland includes the three Prairie Provinces (Manitoba, Saskatchewan, Alberta), as well as, parts of Ontario, British Columbia, the Northwest Territories and the Northern United States. (Library and Archives of Canada)  “Metis sashes were worn by men and helped them to survive in the bush.  Originally the colours used were green, red, tan and brown, but now they use green, red, blue, gold, and white.  The foot-long tassels could be used to repair snowshoes, dog harnesses, bridles, make snares, repair clothing, carry canoes or heavy sacks (like a sling) and most importantly wrap around their waists to stay warm.  The sashes were originally 12-16 feet long and made by hand.  The finger-weaving process would take one person 60 to 100 hours to produce. They traditionally used the arrow pattern and it is still used today.  (adapted from “Little Metis and the Metis Sash” by D.L. Delaronde)

Important Mathematical Knowledge for this unit:

  • Believe it or not, patterns can be taught through weaving.  Think about the process of weaving, over, under, over under, this represents an AB pattern.  Students can also investigate the colour patterns.  Try setting up a table and have students figure out the pattern in each row of their weaving.  How many rows until the pattern repeats?  Connect the vertical and horizontal axis in the weaving to the axis on a graph.  Investigate the length of the threads that you start with and the length of the finished product.  Why did it shrink?  Does the complexity of the pattern impact the final length? What is the ratio of starting length to finishing length?  The math conversations are endless!





Unit Duration

Minimum 2 weeks


Related Big Ideas


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.