Class Badge

Description

From this lesson, we will introduce more materials for P2 and learn further functions in XCS. After inserting geometric figures, students will attempt to make a copy of them and even replicate the figures into several at one time, improving the efficiency and fun of designing with XCS. Students will use the basic figures to design complicated patterns for their class badge.

Objectives

By the end of class, students will be able to: 

• Get the meaning and use approach of 'Grid Array' and 'Circle Array'

• Use 'Material test Array' to find the best parameters for different materials

• Understand the relationship between laser engraving effect and 'Power & Speed'

• Complete the design of class badge in XCS through 'Array' functions

Agenda

Section 1 - Introduction (5 minutes)

• Showing different badges to talk about the features of badge

Section 2 - Explore (10 minutes)

• The 'Array' functions in XCS

• 'Material test Array' effects on different materials

• How does 'Power & Speed' affect engraving results

Section 3 - Design and make (10 minutes)

• Select a shape and use 'Array' to design a sketch

• Select one material for the badge

• Choose the best parameter for laser engraving

Section 4 - Presentation (10 minutes)

• Share sketch and ideas for class badge

• Discuss the understanding of 'Power & Speed'

Section 5 - Evaluate (5 minutes)

• Review the lesson objectives

• Leave questions to students to think about how they can find more buttons in XCS to improve design efficiency 

Pre-lesson Checklist

For the teacher:

• finished laser work

• Computer with XCS (xTool Creative Space) installed

• xTool P2 connected to the Smoke Purifier

• 12 inch*12 inch*1/8 inch basswood sheet 

• 12" x 10" Leatherette Sheet

For the students:

• Computer with XCS (xTool Creative Space) installed

• 12 inch*12 inch*1/8 inch basswood sheet *1/person

• 12" x 10" laserable leatherette sheet *1/person

Introduction

Show some school badges and talk about the features of them. Like limited colors, symmetry between the left and right sides of the pattern. Then posting an assignment for this lesson: design a badge for your class. Exploring some new functions  in XCS, also you can only use the shapes in it.

Explore

In this session, students will explore the 'Array' series functions in XCS, including 'Grid Array, Circular Array and Material Test Array'. Get to know the meaning of them and choose one/two arrays for their coming design. Utilizing the 'material test array' as a foundation, teachers can encourage students to articulate the impact of 'Power & Speed' on the effectiveness of laser engraving.

Step 1: Insert a square and try 'Grid Array' with different numbers. See what will happen. 

Invite students to talk about their findings and what ‘Grid Array’ can be used for.

Step 2: Insert a rectangular and try 'Circular Array' with different numbers. Try to understand the meaning of these dimensions like 'step, copies and rotate object copies'. 

Invite students to talk about their findings and how they get different graphs by modifying the parameters.

Step 3: Now let's try the last array function-'Material Test Array'. This one can help us to have a quick test on new materials and choose the best parameters. Select a graphic you like and choose the process mode, like score, engrave or cut. Then pressing the 'Material Test Array'. If you need to check the parameters of each graphic, please choose 'ungroup' on the top bar.

Step 4: Now let's put basswood and a laserable leatherette sheet in P2 one by one to test the 'Material Test Array' effect of these materials. Try to find the best process parameter for different modes.

Step 5: If you are not satisfied with these parameters, please change it by yourself based on the test effect. Teachers can invite students to talk about how 'Speed & Power' determine the processing effect. 

Tips: Generally, the stronger the power, the stronger the engraving and cutting, while keeping the speed constant. If the power remains constant, the faster the speed, the weaker the engraving and cutting effect will be.

Design and Create

Show the sample school badge to students and encourage them to make their own design. Teachers can separate students into small groups.

Step 1: Choose one basic shape you like and use 'Grid Array' or 'Circular Array' to design the main part of your badge.

Step 2: Add some decorations for the badge. Don't forget that these decorations also need to have symmetry.

Step 3: Choose a suitable border for the cut outline of the badge.

Step 4: Decide which material you would like to use for your school badge. If you choose basswood, maybe you could hang it on your classroom wall after you're done with it. If you choose a laserable leatherette sheet, try to stick the badge on your bag or your jacket.

Attention: Maybe just a few groups can complete their class badge during the class. Other students can finish their work after school.

Presentation

In this session, students will show their laser works and share their creations. Teachers might ask them a few questions like 'Do you think 'Array' functions are helpful to your creation? What is the connection between 'Speed & Power' and laser process effect? Why do you design this pattern for class badge? Which material is your favourite?'

Evaluate

Now let's review some key points in this lesson and give a hint to students for Lesson 5. 

• What is the difference between 'Grid Array' and 'Circular Array' ? 

• If we would like to test a new material's engrave parameter, should we choose the process mode first? 

• If we keep the power of laser processing stable, the slower the speed, the darker/lighter the laser engrave is? 

• When we have many shapes, is there any approach we can use to line them up quickly in XCS?

• Do you believe you can make a 'Tic-Tac-Toe Game' in XCS?

Lesson

Grade 7 (Mathematics) 

Model

• Acting it out, using concrete materials (e.g., manipulatives), drawing pictures or diagrams, building, programming

Grade 7 (Applied Design, Skills and Technologies) 

Defining 

• Choose a design opportunity

• Identify key features or potential users and their requirements

Computers and Communications Devices

• Strategies for identifying and troubleshooting simple hardware and software problems

• Function of input and output devices, including 3D printing and adaptive technologies for those with special needs

Applied Technologies

• Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task

Grade 8 (Applied Design, Skills and Technologies) 

Applied Technologies

• Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task

Making

• Identify and use appropriate tools, technologies, and materials for production

Grade 9 (Applied Design, Skills and Technologies) 

Applied Technologies

• Choose, adapt, and if necessary learn about appropriate tools and technologies to use for tasks

Applied Skills

• Demonstrate an awareness of precautionary and emergency safety procedures in both physical and digital environments

• Identify the skills and skill levels needed, individually or as a group, in relation to specific projects, and develop and refine them as needed

Making

• Use materials in ways that minimize waste

Grade 10 (Technology Explorations)

Ideating

• Take creative risks in generating ideas and add to others’ ideas in ways that enhance them

• Identify and use sources of inspiration

Making

• Use materials in ways that minimize waste

Grade 11 (Electronics)

Applied Technologies

• Explore existing, new, and emerging tools, technologies, and systems to evaluate suitability for design interest

Grade 12 (Industrial Coding and Design)

Defining

• Establish a point of view for a chosen design opportunity

Grade 7 (Mathematics) General Outcome Describe and analyze position and motion of objects and shapes.

Grade 7 (Mathematics) General Outcome Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.

• 3. Perform geometric constructions, including: • perpendicular line segments • parallel line segments • perpendicular bisectors • angle bisectors.[CN, R, V]

Grade 7 (English Language Arts) Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences

• use appropriate terminology to discuss developing abilities in personal language learning and use

• listen and respond constructively to alternative ideas or opinions

• talk with others to elaborate ideas, and ask specific questions to seek helpful feedback

Grade 8 (Mathematics) General Outcome: Use direct and indirect measurement to solve problems.

Grade 8 (English Language Arts) Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences

• examine and reflect on own growth in effective use of language to revise and extend personal goals

• acknowledge the value of the ideas and opinions of others in exploring and extending personal interpretations and perspectives

Grade 9 (English Language Arts) Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences

• reflect on own growth in language learning and use, by considering progress over time and the attainment of personal goals

• examine and re-examine ideas, information and experiences from different points of view to find patterns and see relationships

Grade 9 (English Language Arts) Students will listen, speak, read, write, view and represent to manage ideas and information.

• synthesize ideas and information from a variety of sources to develop own opinions, points of view and general impressions

Grades 7, 8, 9 (ICT) C1 3.5 analyze and synthesize information to create a product

Grades 7, 8, 9 (ICT) F1 3.4 demonstrate an understanding that digital technology follows a logical order of operations

Grades 10 - 12 (ICT) F2 4.4 evaluate possible potential for emerging technologies

Grades 10 - 12 (ICT) P4 4.3 use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text

(Grade 7) SS7.3 Demonstrate an understanding of 2-D relationships involving lines and angles.

(j) Use geometric constructions to create a design or picture, and identify the constructions present in the design

(Grade 8) CP8.12 (f) explains original intent, why choices were made, how problems were solved, and how work might be refined or extended.

(Grade 9) (a) SS9.3 Observe and describe 2-D shapes, relevant to self, family, or community, that are similar.

(Grade 9) CP9.12 Solve visual art problems in new and unfamiliar ways.

• (a) CP9.12 Take risks by working in unfamiliar ways (e.g., new ideas, techniques, or media)

• (b) experiment with new ways of using symbols and manipulation of images.

• (c) Solve visual art challenges or problems in innovative ways (e.g., imaginative use of point of view, perspective, colour theory, proportion, exaggeration, or distortion).

• (d) describe own decision-making and problem-solving processes, and reflect on the effectiveness of choices made.

(Design Studies 10) DEST2 Explore common principles and elements of design.

1. Identify common elements of design, including; line, form, space, texture, light, colour, type, value and pattern

2. Describe common principles of design, including; balance, proportion, scale, rhythm, emphasis, contrast, unity and harmony

(Design Studies 10) DEST3 (i) Critically evaluate the efficacy of design decisions made within the prototype.

(j) Adapt and refine the design to reflect data gleaned from the testing of prototypes.

DEST 7 (f) Reflect on the solutions to problems in a journal or portfolio.

DEST9 (d) Identify modifications to improve a current design.

DEST11 (f) Identify a variety of products that share a function but use a variety of aesthetic choices, such as colour, shape, size and surface texture.

(g) Describe how the aesthetic choices of form can detract from or enhance the functionality of a variety of products (e.g., a convertible rooftop on a car may look attractive but is not functional to heat the interior of the car in cold temperatures).

(h) Explore how form impacts the way we interact with a product, leading to preference of one product over another (e.g., clothing, washroom fixtures).

DEST12 (b) Use virtual spaces to create prototypes and models of designs.

(c) Develop two-dimensional models of products.

DEST 16 Create a two-dimensional graphic representation using the elements and principles of design.

(a) Identify the purpose of graphic design as a form of communication with an audience.

(b) Apply the elements and principles of graphic design in a two-dimensional creation, such as a web page, logo or advertisement.

(i) Assess graphic design products and software and justify the rationale for personal design choices.

DEST18 Critique proposed design solutions to improve overall design.

(a) Create norms for assessing work and providing feedback in a respectful and professional manner.

(g) Offer and accept feedback, constructively and effectively, to improve a design.

(DESIGN 20)

DEST 6 Implement the creative design process for a given scenario.

(c) Apply the creative design process to a given situation or need, such as the creation of:

• a brand or product logo.

Grade 7 Science Learning 

7-0-4B Construct a prototype. (GLO C3)

7-0-9B Express interest in a broad scope of science and technology-related fields and issues.

Grade 8 Science Learning 

8-0-4B Construct a prototype. (GLO C3)

8-0-9b Express interest in a broad scope of science- and technology related fields and issues. (GLO B4)

Grade 9 Mathematics

9.SS.4. Draw and interpret scale diagrams of 2-D shapes.

9.SS.5 Demonstrate an understanding of line and rotational symmetry.

Grade 10 Mathematics

10E1.G.1 Explain, using examples, the effect of changing the measurement of one or more dimensions on area and perimeter of rectangles.

Grade 10 Career Development

GLO H: Participate in lifelong learning supportive of life/work goals. SLOs 3.H.1–3.H.6

Grade 11 Career Development

GLO H: Participate in lifelong learning supportive of live/work goals. SLOs 3.H.1–3.H.3

Grade 12 Applied Mathematics

12E5.P.1

• Explain why, in a given context, a certain degree of precision is required.

• Explain why, in a given context, a certain degree of accuracy is required.

• Explain, using examples, the difference between precision and accuracy.

Grade 12 Career Development

GLO H: Participate in lifelong learning supportive of live/work goals. SLOs 3.H.1–3.H.3

Grade 7 - (Science and Technology)  A1.3 use an engineering design process and associated skills to design, build and test devices, models, structures, and/or systems

Grade 7 (Mathematics) E1.2 draw top, front, and side views, as well as perspective views, of objects and physical spaces, using appropriate scales

Grade 8 -  (Science and Technology)  A1.3 use an engineering design process and associated skills to design, build and test devices, models, structures, and/or systems

Grade 8 (Mathematics) E1.1 identify geometric properties of tessellating shapes and identify the transformations that occur in the tessellations

Grade 8 (Mathematics) E1.2 make objects and models using appropriate scales, given their top, front, and side views or their perspective views

Grade 9 (Mathematics) E1.2 create and analyse designs involving geometric relationships and circle and triangle properties, using various tools

Grade 9 (AVI10) - A3.1 explore and experiment with a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and apply them to produce art works

Grade 9 (TIJ10) B2.1 use appropriate tools, materials, and equipment

Grade 9 (AVI10) A1.3 document their use of the creative process in a portfolio

Grade 9 (TIJ10) B2.4 demonstrate the ability to use, maintain, and store tools and equipment properly and with care

Grade 10 (ICD20) - A1.2 use a variety of tools and processes to plan, design, and share algorithms and computational artifacts

Grade 10 (TMJ20) B2.3 use correct procedures to prepare materials for the manufacture of a product

Grade 11 (TMJ3M) B3.4 use a computer to operate and control a manufacturing system

Grade 12 (TMJ4M) B3.2 use computers to operate and control systems in the assembly or fabrication of a product

Elementary (Mathematics, Science and Technology)

• Producing a drawing (solids, plane figures, frieze patterns and tessellations) using graphics software

Elementary (Visual Arts) 

• Line 

  • (curved, straight, etc)

• Spatial organization

  • Symmetry and asymmetry

Elementary (English Language Arts) 

The student follows a process in collaboration with peers that includes the following stages:

• Exploratory planning in a risk-taking environment that promotes trial and error and includes:

  • A familiar audience of peers, family and teacher

  • Writing of script, storyboard or rough draft of project

• In collaboration with group members:

  • Seeking of feedback from peers

The student uses language to communicate information, experiences and point of view by:

• Sharing of information with peers and teacher

• Talking about responses and point of view with peers and teacher

• Asking and answering questions from peers and teacher

Talking through new ideas and information

Developing of new vocabulary to express new ideas and to meet the demands of different social contexts

The student uses language (talk) for learning and thinking by:

• Participating in collaborative reading, writing, viewing, visually representing, listening and talking activities:

  • Planning of a project

  • Sharing of ideas and points of view

• Practising effective strategies for problem solving:

  • Hypothesizing about, or trying out, different ways of thinking about a problem

  • Planning of or projecting of new ways to use new knowledge

  • Investigation of alternative solutions to a problem

Secondary (Mathematics) 

Competency 2

Forms and applies networks of mathematical concepts and processes

• Makes connections between different networks of concepts and processes

• Uses different types of representations

Competency 3

Interprets or conveys mathematical messages

• Expresses his/her ideas using mathematical language, taking into account its rules and conventions as well as the context

• Has discussions based on mathematical messages

Secondary (Visual Arts) 

Competency 1

Uses ideas to create a visual arts work

• Explores various ways of conveying creative ideas through images

• Chooses ideas and anticipates his/her creative project

Competency 2

Shares his/her experience of visual arts creation

• Analyzes his/her creative intention and progress

• Identifies what he/she has learned and methods used

Shares his/her appreciation experience

Identifies what he/she has learned and the methods used

Grades 6, 7, 8 (Visual Arts)

Create works of art using identified media and corresponding techniques appropriate to their artistic development.

• Technology - demonstrate an understanding of the elements of art and principles of design using the computer to generate images

• Create design/images on subjects, topics and themes relevant to the art and other curriculum areas

• Materials - use tools, materials and equipment safely

Grade 7 (English Language Arts)

Describe and contribute thoughts, feelings, and experiences and compare to those of their peers.

Give and respond to a variety of directions and instructions.

Grade 7 (Mathematics)

Perform geometric constructions.

Grade 7 (Visual Arts)

Analyze elements of art and principles of design to develop skills, language, techniques, and processes.

Create and present expressive work in visual arts for a range of audiences and purposes using a variety of art media including technology.

Grade 8 (English Language Arts)

Use language of harmony and respect,self-monitoring and adjusting as appropriate.

Give and respond to a variety of directions and instructions.

Grade 8 (Visual Arts)

Analyze the elements of art and the principles of design to develop skills, language, techniques, and processes.

Create and present expressive work in visual arts for a range of audiences and purposes using a variety of art media including technology.

Grade 9 (Visual Arts)

Synthesize the elements of art and the principles of design to develop skills, language, techniques, and processes.

• Identify properties of a variety of media and technological processes by their sensory qualities and ability to convey message and meaning

• Manipulate and organize design elements to achieve planned compositions

• Use materials and tools safely

Critique artistic intent in their own and others’ expressive works.

• Examine the influences of expanding technology on individuals and society

• Critique the work of self and others constructively

• Analyze their own artworks considering their original intent using feedback from others

• Analyze how meaning is embedded in works of art

Grades 9, 10 (English Language Arts)

1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

• examine the ideas of others in discussion to clarify and extend their own understanding

3. Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

• demonstrate active listening and respect for the needs, rights, and feelings of others

• analyse the positions of others

Grade 11 (English Language Arts)

1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

• follow up on and extend others’ ideas in order to reflect upon their own interpretation of experiences

• ask perceptive/probing questions to explore ideas and gain information

2. Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.

• use their awareness of the difference between formal and informal speech to interact effectively in panel discussions, formal debates, and other structured and formal situations

3. Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

• demonstrate sensitivity and respect in interaction with peers and others in both informal and formal situations

Grade 12 (English Language Arts)

1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

• examine others’ ideas and synthesize what is helpful to clarify and expand on their own understanding

• ask discriminating questions to acquire, interpret, analyse, and evaluate ideas and information

3. Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

• consistently demonstrate active listening and concern for the needs, rights, and feelings of others

Grades 7, 8 (Technology Education) Apply the design process to a project

Grades 7, 8 (Technology Education) Learners will construct a solution to a design challenge 

• Evaluate available materials to address a design challenge (COM/CI/CT)

• Plan a solution to a design challenge (CI/CT/PCD/TF)

• Analyse a prototype in relation to a design challenge (COM/CI/CT)

• Investigate how prototypes can be modified to address a design challenge (CI/CT)

Grade 7 (Visual Arts) Learners will create purposeful and meaningful works of art 

• Apply the elements of art and principles of design in works of art (COM/CI/TF)

• Investigate how personal meaning is expressed in works of art (CZ/COM/PCD/CI/CT)

• Analyse how the creative process is used in creating works of art (COM/PCD/CI/CT)

• Investigate how studio etiquette and safe practices of arts media and tools contribute to the creation of works of art (CZ/PCD)

Grade 7 (Visual Arts) Learners will formulate personal responses to a variety of works of art

• Investigate how personal responses can be useful in informing the development of works of art (CI/COM)

• Analyse how viewing and/or creating art influences personal development (CZ/COM/PCD)

Creating, Making and Presenting

2. create and/or present, collaboratively and independently expressive products in the arts for a range of audiences

Perceiving and Responding 

6. apply critical thinking and problem- solving strategies to reflect on and respond to their own and others’ expressive works

7. understand the role of technologies in creating and responding to expressive works

Grades 7, 8 (Visual Arts)

GCO 1: Students will be expected to explore, challenge, develop and express ideas using the skills, language, techniques and processes of the arts

(1.1) select and apply design principles and the elements of art to achieve compositions

(1.4) demonstrate increasing complexity in art skills and techniques

(1.5) explore how the elements of art affect meaning in their own artwork and the art of others (grade 7)

Describe their own artwork and the art of others in terms of the elements of art (grade 8)

Grade 7 (Visual Arts) GCO 2: Students will be expected to create and/or present, collaboratively and independently expressive products in the arts for a range of audiences

• (2.1) construct art that embodies meaning

• (2.3) reflect on their artwork, identifying strengths and areas for improvement

Grade 8 (Visual Arts) GCO 2: Students will be expected to create and/or present, collaboratively and independently expressive products in the arts for a range of audiences

• Discuss art in terms of the personal meaning that is portrayed

• Identify aesthetic strengths and the potential for growth in work from their own portfolios

Grades 7, 8 (6.2) constructively critique their own work and the work of others

Grades 7, 8, 9 (6.4) engage in critical reflective thinking as part of the decision-making and problem-solving process

Grade 9 (Visual Arts) GCO 6: Students will be expected to apply critical thinking and problem-solving strategies to reflect on and respond to their own and others’ expressive works

Grade 9 (Visual Arts) GCO 1: Students will be expected to explore, challenge, develop and express ideas using the skills, language, techniques and processes of the arts

• Manipulate and organize design elements to achieve planned compositions

• Respond verbally and visually to the use of art elements in personal works and the works of others

Grade 9 (Mathematics) SCO G03 Students will be expected to draw and interpret scale diagrams of 2-D shapes. [CN, R, T, V]

• G03.02 Draw a diagram to scale that represents an enlargement or a reduction of a given 2-D shape.

Grade 10 (Visual Arts) CM 1.1 independently plan and realize artworks using knowledge of art and design elements and principles

Grade 10 (Visual Arts) CM 1.4 communicate personal response to the use of art and design elements using the critical language of visual arts

Grade 10 (Visual Arts) CM 2.1 use symbols in a variety of media to communicate personal meaning

Grade 10 (Visual Arts) CM 2.4 acknowledge and respect individual approaches to and opinions of art in a collaborative learning environment

Grade 10 (Visual Arts) PR 6.4 engage in critical reflective thinking as part of the decision- making and problem-solving process

Grade 10 (Visual Arts) CM 1.5 apply a variety of techniques in the art-making process, from concept to finished work

Grade 10 (Visual Arts) PR 7.2 begin to develop skills in making informed judgments about the use of various media and technological processes, considering their ability to convey meaning

Grade 10 GCO E: Students will demonstrate spatial sense and apply geometric concepts, properties, and relationships.

• KSCO i: extend spatial sense in a variety of mathematical contexts

• KSCO ii: interpret and classify geometric figures, translate between synthetic (Euclidean) and coordinate representations, and apply geometric properties and relationships

Grade 11 GCO D: Students will demonstrate an understanding of and apply concepts and skills associated with measurement. 

• KSCO ii: determine measurements in a wide variety of problem situations and determine specified degrees of precision, accuracy, and error of measurements

Grade 11 (Mathematics) GCO E: Students will demonstrate spatial sense and apply geometric concepts, properties, and relationships.

Grade 11 (Visual Arts)

1. explore, challenge, develop, and express ideas, using the skills, language, techniques, and processes of the arts

2. create and/or present, collaboratively and independently, expressive products in the arts for a range of audiences and purposes

Students will be expected to explore, challenge, develop, and express ideas, using the skills, language, techniques, and processes of the arts.

• CM 1.1 develop and realize artworks demonstrating skilful knowledge of formal design principles

• CM 1.4 demonstrate the ability to articulate understanding of formal design principles

• CM 1.5 refine the art-making process through personal skill development from concept to finish

By the end of grade 11, students will be expected to

CM 2.3 make critical and articulate judgments when collaboratively sorting, arranging, and displaying artworks

CM 2.4 encourage peers to express individual approaches to and opinions of aesthetic forms in collaborative learning environments

Grade 12 (Visual Arts)

1. Students will be expected to explore, challenge, develop, and express ideas, using the skills, language, techniques, and processes of the arts.

• CM 1.1 assess and apply complex image development techniques

• CM 1.3 create artwork that communicates intentions

2. Students will be expected to create and/or present, collaboratively and independently, expressive products in the arts for a range of audiences and purposes.

By the end of grade 12, students will be expected to

CM 2.5 engage in artistic inquiry, exploration, and discovery in collaboration with others

GCO E: Students will demonstrate spatial sense and apply geometric concepts, properties, and relationships.

Grade 12 GCO 1: Students will be expected to demonstrate a basic understanding of the mathematics required to complete measurement problems found in various trades.

Grades 7, 8, 9 (Visual Arts)

• explore, challenge, develop, and express ideas, using skills, language, techniques, and processes of the arts

• create and/or present, collaboratively and independently, expressive products in the arts for a range of audiences and purposes

• apply critical-thinking and problem-solving strategies to reflect on and respond to their own and others’ expressive works

L1/2 S.1 demonstrate proper care of themselves, tools, materials, equipment, products, and workspace

L1AU.6  demonstrate growth in their own style when creating visual images

L2D.1  demonstrate spatial techniques in 2-D images

Grade 7, 8, 9 (Career and Technical Education)

SCO A.1 apply general safety practices and policies.

SCO B.3 demonstrate construction and fabrication techniques accurately, and in the correct sequence to complete a given task or design challenge

• B.3.5 assemble project components in a logical and efficient sequence

SCO B.3 design projects to solve technical challenges, individually or in small groups, applying a design process to plan, develop, and evaluate the project

• B.3.4  design projects in accordance with specifications;

• B.3.5  fabricate project components in a logical and efficient sequence;

SCO B.4 produce technical drawings to support solutions to design challenges

• B.4.1 apply mathematical skills involving fractions, decimals, estimation, and geometry to support solutions to design challenges;

• B.4.2 describe the function of basic drawing equipment;

Grade 7 (English Language Arts)

GCO 1: Speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

• express ideas and points of view using appropriate communication

GCO 2: Communicate information and ideas effectively and clearly, and to respond personally and critically.

GCO 3: Interact with sensitivity and respect, considering the situation, audience, and purpose.

Grade 8 (English Language Arts)

express ideas and points of view using effective communication.

Visual Arts 401A

OKS10.2 demonstrate and apply knowledge of the elements of art and design

Visual Arts 501A

OKS11.1 apply proper safety skills and knowledge to themselves, others, tools, equipment, products, and the workspace

Visual Arts 601A

• OKS12.5  demonstrate an advancement in their development of technical skills and use of media

Visual Arts 621A

OKS12.4 work independently

OKS12.5 demonstrate an advancement in their development of technical skills and use of media

Design Technology 701A

A.2 Demonstrate an understanding of design: Line; Texture; Colour; Value; Shape; Form; Space.

Grade 7 (English Language Arts)

1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

• examine others’ ideas in discussion to extend their own understanding

3. Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

• 3.1 demonstrate active speaking and listening skills

Grade 8 (Production Technology)

3.0 evaluate the suitability of particular production materials for a particular purpose.

4.0 identify production tools and machines used for processing.

5.0 identify methods used to achieve production processes.

Grade 8 (English Language Arts)

GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.

GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

3.1 demonstrate active speaking and listening skills

3.2 express ideas and opinions in a manner that reflects sensitivity and shows respect to others

Key Stage 9

• demonstrate active listening and respect for the needs, rights, and feelings of others

• 3.1  demonstrate active speaking and listening skills

• 3.2  express ideas and opinions in a manner that reflects sensitivity and shows respect to others

Grade 9 (English Language Arts)

GCO 1: Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

1.1 examine their own and others’ ideas during discussion

1.2 ask questions calling for elaboration, clarification, or qualification

GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

3.1 demonstrate responsive speaking and listening skills

3.2 express ideas and opinions in a manner that reflects sensitivity and shows respect to others

English 1201

GCO 1: Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

• 1.1 examine their own ideas when listening

1.1 examine their own ideas when listening

GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.

2.1 use a range of strategies that contribute to effective informal communication

GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

• consistently demonstrate active listening and concern for the needs, rights, and feelings of others

English 2201

GCO 1: Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

1.0 assess their own ideas and points of view in response to others’ ideas and questions

GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.

7.0 adjust language and delivery when responding personally and critically

GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

9.0 evaluate how respect for others is demonstrated when interacting

Nunavut follows Alberta, Saskatchewan and Manitoba curriculum standards.

Yukon follows British Columbia curriculum standards.

Northwest Territories follows British Columbia curriculum standards.