Create a Mask

Description

In previous lessons, students usually use the graphics in XCS to complete their laser work. Based on their graphics processing skills, students will explore how to edit images not in XCS to do their sketch. In this lesson, we will use the Halloween theme to inspire student's creative ideas on using P2 and XCS to design their laser artwork.

Objectives

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

• Insert a photo and use the Vector tool to draw a sketch

• Distribute sketches on different canvases

• Test new material to make sure the parameters

• Set laser cut and engrave process parameters on the same piece

Agenda

Section 1 - Introduction (5 minutes)

• Talk about some decorations or crafts for Halloween

Section 2 - Explore (10 minutes)

• Insert photo and use Vector tool to draw sketch

• Distribute sketches on different canvases

• New material to make sure of the parameters

Section 3 - Design & Create (15 minutes)

• Use their own photo to design a mask

• Use laser cut and engrave to make the mask

Section 4 - Presentation (10 minutes)

• Sharing everyone's felt mask

• Compare and talk about the differences in each person's masks

Section 5 - Evaluate (5 minutes)

• Review the lesson objectives

• Review the main objectives in Lesson 1~6

Pre-lesson Checklist

For the teacher:

• finished felt mask

• Computer with XCS (xTool Creative Space) installed

• xTool P2 connected to the Smoke Purifier

• 12 inch*12 inch*1/8 inch felt (multiple colours)

For the students:

• Computer with XCS (xTool Creative Space) installed

• 12 inch*12 inch*1/8 inch felt (multiple colours)

• iPad or iPhone

• Glue

Introduction

Halloween is a very interesting theme for students to design a variety of crafts, as their creations could be used for house decorations, personal costumes or anything they like. In this lesson, we will introduce new materials-felts; a textile material with a certain thickness and softness that can be cut and engraved by laser. Also, students will explore some new functions of photo inserting and editing, allowing them to make their library of creative material richer and unrestricted.

Explore

In this part, students will explore how to insert photos and use the vector tool to draw a sketch for the mask, then try to distribute sketches on different canvases and understand the usage of canvases. Students will be challenged to figure out how to test the proper process parameters based on the material test array, like using less material for the test but finding the parameters faster.

Step 1: Download a photo from the Internet, save it to your laptop, then find where you can insert this photo in XCS.

Step 2: Start the Vector tool and try to trace the basic outline of the eyebrow and eye part of the photo. This can make sure the mask will only fit this face.

Step 3: For a smoother outline, double click the outline you have now, find a green point, then press this green point and move, make sure the outline has no sharp corners.

Step 4: Now you have the basic shape of your mask. Students can copy it in two layers using different felt to cut it. Suggested colours; pink for the base and brown on the top. 

After cloning this basic shape, do we need to open a new project for the second layer, or can we just start a canvas on the bottom bar?

Step 5: If you have more layers in Canvas 3, 4 and 5, you can rename them to help you mark the felt color or the different parts for your mask.

Step 6: As we can see, this Halloween mask will be made of felts. Do you remember how we can test new materials for their process parameters? Using the 'Material Test Array' is a good way, maybe today you can try a faster way and use less material. 

Tips: Maybe the parameters for different color felts are also different. Make sure you test all the colors you would like to use laser cut and laser engrave.

Design & Create

Ask students to choose a personal photo to design the mask for themselves. Provide students with colorful felt options to complete their mask.

Step 1: Take a photo by using an iPad or iPhone, and import this photo into your laptop. Then, use a Vector tool to draw a smooth sketch for your mask, just like we tried earlier.

Step 2: Separate sketch to different canvas you need and put felt in P2 one color by one color. 

Step 3: Set the laser engrave and laser cut parameter in XCS and run P2. 

Step 4: Assemble the parts of the mask and try them on.

Step 5: Adjust the size and detail of the mask.

Presentation

In this session, students will show their laser works and share their creations. Students will compare their masks and find the differences. Teachers could prompt discussion with a few questions like ‘Do you like to make your own mask?’ Using felt and P2, what else could you create for Halloween? How could you utilize plywood and felts for future designs? '

'What challenges did you encounter during the process? How do you solve them? What are some elements about classmates' masks that you appreciated?'

Evaluate

Now let's review some key points in this lesson and give a hint to students for Lesson 7. 

• Why do we need to adjust the mask's outline without sharp corners? If not, can we still make a mask, what is the difference? 

• What other designs can we use as a Vector tool? 

• Do you think separate sketches to different canvas is necessary? Will it be helpful in your design? 

• How many types of materials have we used so far? And how many laser skills do you have? Which one is the most important or useful to you?

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

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

Grade 7 (Mathematics) General Outcome: Use direct and indirect measurement to solve problems.

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

Grade 8 (Mathematics) General Outcome Describe and analyze position and motion of objects and shapes.

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 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 (e) take risks by working with innovative ideas, unfamiliar styles, or media

(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.

Grade 7 Science Learning 

7-0-1C Identify practical problems to solve. (GLO C3)

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 

8-0-1c ​​Identify practical problems to solve (GLO C3)

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 Career Development

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

Grade 11 Applied Mathematics

11A.L.1 Analyze and prove conjectures, using inductive and deductive reasoning, to solve problems.

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 -  (Science and Technology) D1.4 use a variety of materials, tools, techniques, and technologies to determine solutions to increasingly complex design challenges

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 -  (Science and Technology) D1.4 use a variety of materials, tools, techniques, and technologies to determine solutions to increasingly complex design challenges

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

Grade 8 (Mathematics) E1.3 use scale drawings to calculate actual lengths and areas, and reproduce scale drawings at different ratios

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)

• Comparing and constructing figures made with closed curved lines or closed straight lines

• constructing parallel lines and perpendicular lines

• 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

  • Planning of a cross-curricular or mixed media project

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

Shares his/her experience of visual arts creation

• Analyzes his/her creative intention and progress

• Identifies what he/she has learned and methods used

Competency 2

Uses ideas to create a media production

• Is open to stimulus for creation

• Chooses ideas and plans a media creation project

Organizes his/her media production

• Reviews his/her choices of material and language

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.

• Manipulate and organize design elements to achieve planned compositions

• Use materials and tools safely

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

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

• (2.3) 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

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 2.4 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

• 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

Grades 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.4.2 describe the function of basic drawing equipment;

SCO C.1 demonstrate basic design and critical thinking strategies to solve technological problems

C.1.3 propose a variety of design solutions to technological problems;

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

• OKS12.8  describe the effects of technologies on visual images

Visual Arts 621A

OKS12.4 work independently

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

OKS12.8 analyse the effects of technologies on visual images

Design Technology 701A

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

Applied Mathematics MAT801A

D1 select and use appropriate measuring devices involving metric measurement

Grade 7 (Science)

112-3 explain how society’s needs can lead to developments in science and technology

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

8. Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

• consider others’ perspectives

• reflect on problems and responses to problems

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 ELA

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.