Big Ideas
Big Ideas
Design for the life cycle includes consideration of social and environmental impacts
including manufacturing, packaging, disposal, and recycling considerations
.
Personal design interests require the evaluation and refinement of skills.
Tools and technologies can be adapted for specific purposes.
Content
Learning Standards
Content
simple woodworking and design
orthographic and pictorial drawings
preparation of a bill of materials and a cutting list
measuring instruments
for example, measuring tape, steel rule, calipers, protractor
problem-solving techniques using ratio, proportion, and geometry
selection and identification of wood species appropriate for a given purpose
material conservation and sustainability
operation of stationary power equipment
for example, jointer, planer, band saw, table saw, table router, shaper, radial arm saw, mitre saw, drill press, mortise machine
in the processing of material
hand-tool processes in the creation of a product
machine and equipment set up, change, and adjustment
project finishing methods
for example: sanding, prepping, staining (oil based versus water), clear coats, wax
design for the life cycle
taking into account economic costs, and social and environmental impacts of the product, from the extraction of raw materials to eventual reuse or recycling of component materials
ethics of cultural appropriation
using or sharing a cultural motif, theme, “voice,” image, knowledge, story, or practices without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn
in design process
Curricular Competency
Learning Standards
Curricular Competency
Applied Design
Understanding context
- Engage in a period of user-centred researchresearch done directly with potential users to understand how they do things and why, their physical and emotional needs, how they think about the world, and what is meaningful to themand empathetic observationaimed at understanding the values and beliefs of other cultures and the diverse motivations and needs of different people; may be informed by experiences of people involved; traditional cultural knowledge and approaches; First Peoples worldviews, perspectives, knowledge, and practices; places, including the land and its natural resources and analogous settings; experts and thought leadersto understand design opportunities
Defining
- Establish a point of view for a chosen design opportunity
- Identify potential users, intended impact, and possible unintended negative consequences
- Make decisions about premises and constraintslimiting factors, such as task or user requirements, materials, expense, environmental impactthat define the design space, and identify criteria for success
- Determine whether activity is collaborative or self-directed
Ideating
- Generate ideas and add to others’ ideas to create possibilities, and prioritize them for prototyping
- Critically analyze how competing social, ethical, and sustainability considerations impact design
- Choose an idea to pursue based on success criteria and maintain an open mind about potentially viable ideas
Prototyping
- Identify and apply sources of inspirationmay include personal experiences, First Peoples perspectives and knowledge, the natural environment, places, cultural influences, social media, and professionals
- Choose a form for prototyping and develop a planfor example, pictorial drawings, sketches, flow chartsthat includes key stages and resources
- Analyze the design for life cycle and evaluate its impactsincluding the social and environmental impacts of extraction and transportation of raw materials; manufacturing, packaging, transportation to markets; servicing or providing replacement parts; expected usable lifetime; and reuse or recycling of component materials
- Visualize and construct prototypes, making changes to tools, materials, and procedures as needed
- Record iterationsrepetitions of a process with the aim of approaching a desired resultof prototyping
Testing
- Identify and communicate with sources of feedbackmay include peers; users; First Nations, Métis, or Inuit community experts; other experts and professionals both online and offline
- Develop an appropriate test of the prototype, conduct the test, and collect and compile data
- Apply information from critiques, testing results, and success criteria to make changes
Making
- Identify appropriate tools, technologiestools that extend human capabilities, materials, processes, cost implications, and time needed for production
- Create design, incorporating feedback from self, others, and testing prototypes
- Use materials in ways that minimize waste
Sharing
- Determine how and with whom to sharemay include showing to others, use by others, giving away, or marketing and sellingproduct and processes for feedback
- Share the product to evaluate its success
- Critically reflect on their design thinking and processes, and identify new design goals
- Identify and analyze new design possibilities, including how they or others might build on their concept
Applied Skills
Apply safety procedures for themselves, co-workers, and users in both physical and digital environments
Identify and assess the skills needed for design interests, individually or collaboratively, and develop specific plans to learn or refine them over time
Develop competency and proficiency in skills at various levels involving manual dexterity and woodworking techniques
Applied Technologies
Explore existing, new, and emerging tools, technologies, and systems to evaluate suitability for design interests
Evaluate impacts, including unintended negative consequences, of choices made about technology use
Examine the role that advancing technologies play in woodworking contexts