learning from science to help design and make products that work; use learning from mathematics to help design and make products that work. Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately. Work in real-life or lifelike situations where they are designing a product for a ‘real’ want or need. Elaborations (BC Curriculum) Users: may include self, peers, younger children, family or community members, customers, plants, or animals Defining: setting parameters Constraints: limiting factors such as task or user requirements, materials, expense, environmental impact, issues of appropriation, and knowledge that is considered sacred Ideating: forming ideas or concepts Product: for example, a physical product, a process, a system, a service, or a designed environment Iterations: repetitions of a process with the aim of approaching a desired result share: may include showing to others, use by others, giving away, or marketing and selling Technologies: things that extend human capabilities Suggested Design Thinking Pattern I have a challenge. How do I approach it? I learned something. How do I interpret it? I see an opportunity. What do I create? I have an idea. How do I build it? buzzers and motors) Apply their understanding of computing to program, monitor and control their products. Use computer-aided design to develop and communicate their ideas Safety/Physical Environment Provide students with opportunities to: Follow procedures for safety Safety/Digital Environment Provide students with opportunities to: Demonstrate compliance with school rules regarding responsible use of technology Look for privacy policies and seals of approval when choosing secure sites Create secure passwords in order to protect their private information and accounts online Recognize SPAM, the forms it takes, and identify strategies for dealing with it Protect themselves from online identity theft by thinking critically about the information they share online Recognize the Internet as a place to develop relationships but not to reveal private information online Realize how media can play a powerful role in shaping ideas about gender roles
DIGITAL LITERACY CURRICULUM ORGANIZERS Content Creation Students create innovative products and processes using digital resources individually and collaboratively. DIGITAL LITERACY COMPETENCIES SUGGESTED LEARNING OPPORTUNITIES/ INSTRUCTIONAL RESOURCES Multimedia and Presentation Tools B. Creativity And Innovation Students in Grades 4-5 will be able to: Use word processing application to create and save content Use menu/tool bar functions including font, size, style, line spacing/margins, to format, edit, and print a document Copy, paste or format images Insert and size a graphic in a document Use digital media as a learning tool Students in Grades 4-5 will be able to: Create original digital works as a means of expression Use design elements to enhance the communication of ideas in creative ways Apply existing knowledge to generate new ideas, products or processes using digital technology Grade 4 (Inclusive of Multimedia and Creativity and Innovation) Comic Life App: Students create a book report Pages: Students develop word processing skills (changing font colour, style and size, editing words, sentences, inserting pictures, alignments, text boxes, graphic inspector, opacity, alpha, spacing, design layout) Keynote / iMovie: Students create a slide show of a digital narrative/nonfiction piece including text, pictures, transitions iMovie App: Students create a one minute movie Grade 5 (Inclusive of Multimedia and Creativity and Innovation) Pages: Students develop word processing skills (changing font colour, style and size, editing words, sentences, inserting pictures, alignments, text