Applied Design, Skills, and Technologies 4

Applied Design, Skills, and Technologies K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Applied Design, Skills, and Technologies Grade 4 PDF Grade-Set: k-9
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Designs can be improved with prototyping and testing.
Skills are developed through practice, effort, and action.
The choice of technology and tools depends on the task.

Learning Standards

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Curricular Competencies

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Students are expected to be able to do the following:
Understanding context
  • Gather information about or from potential users
    users
    may include self, peers, younger children, family or community members, customers, plants, or animals 
Defining
  • Choose a design opportunity
  • Identify key features or user requirements
  • Identify the main objective for the design and any constraints
    constraints
    limiting factors such as task or user requirements, materials, expense, environmental impact, issues of appropriation, and knowledge that is considered sacred 
Ideating
  • Generate potential ideas and add to others’ ideas
  • Screen ideas against the objective and constraints
  • Choose an idea to pursue
Prototyping
  • Outline a general plan, identifying tools and materials
  • Construct a first version of the product
    product
    for example, a physical product, a process, a system, a service, or a designed environment 
    , making changes to tools, materials, and procedures as needed
  • Record iterations
    iterations
    repetitions of a process with the aim of approaching a desired result 
    of prototyping
Testing
  • Test the product
  • Gather peer feedback and inspiration
  • Make changes and test again, repeating until satisfied with the product
Making
  • Construct the final product, incorporating planned changes
Sharing
  • Decide on how and with whom to share
    share
    may include showing to others, use by others, giving away, or marketing and selling 
    their product
  • Demonstrate their product and describe their process
  • Determine whether their product meets the objective and contributes to the individual, family, community, and/or environment
  • Reflect on their design thinking and processes, and their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain a co-operative work space
  • Identify new design issues
Use materials, tools, and technologies
technologies
things that extend human capabilities  
in a safe manner, and with an awareness of the safety of others, in both physical and digital environments
Identify the skills required for a task and develop those skills as needed
Use familiar tools and technologies to extend their capabilities when completing a task
Choose appropriate technologies to use for specific tasks 
Demonstrate a willingness to learn new technologies as needed

Content

Students are expected to use the learning standards for Curricular Competencies from Applied Design, Skills, and Technologies 4-5 in combination with grade-level content from other areas of learning in cross-curricular activities to develop foundational mindsets and skills in design thinking and making.
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.