{"id":2636,"date":"2025-11-12T00:13:43","date_gmt":"2025-11-12T08:13:43","guid":{"rendered":"https:\/\/sd41blogs.ca\/lavoratab\/?page_id=2636"},"modified":"2026-03-11T22:42:32","modified_gmt":"2026-03-12T05:42:32","slug":"adst","status":"publish","type":"page","link":"https:\/\/sd41blogs.ca\/lavoratab\/adst\/","title":{"rendered":"ADST"},"content":{"rendered":"

ADST TERM 2<\/strong><\/h2>\n

Indigenous Weaving<\/span><\/p>\n

In this ADST activity, students explored the design and making process through Indigenous weaving. They learned about how weaving has been used by many Indigenous communities for generations to create functional and meaningful items using natural materials. Students discussed how patterns, materials, and techniques are connected to culture, place, and storytelling.<\/span><\/p>\n

Using the ADST design process, students planned and created their own woven pieces. They practiced skills such as over-under weaving, pattern making, and working carefully with materials. Throughout the activity, students experimented with different colours and designs while developing patience, problem-solving, and fine motor skills.<\/span><\/p>\n

This project encouraged students to think creatively, reflect on their work, and appreciate Indigenous knowledge and artistic traditions while building hands-on design skills.<\/span><\/p>\n


\nADST Term 1<\/strong><\/h2>\n

Project Focus:<\/strong> Planning, designing, and building a Hot Wheels racetrack using recycled materials<\/em><\/h3>\n

This term, students engaged in the full design thinking cycle, from planning and ideation to prototyping, testing, and sharing in order to create a functional and creative racetrack for hot wheels cars. Students worked individually and in teams to solve obstacles (budget, recycled materials, gravity, energy, angle constraints, stability) and communicated their process through sketches, group discussions, and a final presentation with reflection.<\/p>\n

1) Planning & Design<\/strong><\/h3>\n
    \n
  • Brainstormed track features (loops, ramps, tunnels, banked turns, safety barriers).<\/li>\n
  • Sketched initial design (start height, path, finish), listing required materials (cardboard, tubes, tape, craft sticks, bottles).<\/li>\n
  • Anticipated challenges (insufficient speed, unstable supports, misaligned joints) and proposed possible solutions (increase start height, reduce friction, add bracing, smooth joints).<\/li>\n<\/ul>\n

    2) Construction<\/strong><\/h3>\n
      \n
    • Built and regularly improved the track using safe tool practices (cutting, measuring, taping, hot gluing).<\/li>\n
    • Applied basic physics: friction reduction (smoother surfaces), stability (wider bases), and alignment for consistent motion.<\/li>\n<\/ul>\n

      3) Testing\u00a0<\/strong><\/h3>\n
        \n
      • Ran tests and success trials (Did the car reach the finish? Where did it stall?).<\/li>\n
      • Collected quick observations and made targeted adjustments (increase slope, adjust joints, reinforce pillars, widen turns).<\/li>\n<\/ul>\n

        4) Sharing & Reflecting<\/strong><\/h3>\n
          \n
        • Presented final tracks, explaining design choice, materials, challenges, and improvements.<\/li>\n
        • Completed a reflection about what worked, what they would change, and how creative collaboration was helpful.<\/li>\n<\/ul>\n

          Assessment Criteria (as used in class)<\/strong><\/h2>\n

          Planning & Design of Hot Wheels Racetrack (Recycled Materials)<\/strong><\/h3>\n
            \n
          • Emerging:<\/strong> No clear plan; incomplete or missing sketch\/materials list.<\/li>\n
          • Developing:<\/strong> Sketch present; some materials noted; missing labels.<\/li>\n
          • Proficient:<\/strong> Clear, labeled sketch (start\/finish\/path); full materials list; materials brought each work period.<\/li>\n
          • Extending:<\/strong> Detailed sketch with creative features and forethought about challenges\/solutions; materials consistently prepared.<\/li>\n<\/ul>\n

            Creativity & Innovation<\/strong><\/h3>\n
              \n
            • Emerging:<\/strong> Very basic track; minimal creativity.<\/li>\n
            • Developing:<\/strong> At least one creative feature.<\/li>\n
            • Proficient:<\/strong> Multiple creative features (loops, ramps, tunnels, theme).<\/li>\n
            • Extending:<\/strong> Highly original design with unique ideas and evident problem-solving.<\/li>\n<\/ul>\n

              Construction & Function<\/strong><\/h3>\n
                \n
              • Emerging:<\/strong> Unfinished\/unstable; cars don\u2019t run.<\/li>\n
              • Developing:<\/strong> Mostly complete; inconsistent function.<\/li>\n
              • Proficient:<\/strong> Complete, stable; cars run start to finish consistently.<\/li>\n
              • Extending:<\/strong> Very stable, smooth, reliable performance with exciting\/advanced features.<\/li>\n<\/ul>\n

                Teamwork & Collaboration<\/strong><\/h3>\n
                  \n
                • Emerging:<\/strong> Minimal participation; difficulty collaborating.<\/li>\n
                • Developing:<\/strong> Worked with reminders; participation inconsistent.<\/li>\n
                • Proficient:<\/strong> Shared roles; contributed equally; positive teamwork.<\/li>\n
                • Extending:<\/strong> Organized the team; encouraged others; demonstrated leadership.<\/li>\n<\/ul>\n

                  Presentation & Reflection<\/strong><\/h3>\n
                    \n
                  • Emerging:<\/strong> No presentation or reflection.<\/li>\n
                  • Developing:<\/strong> Shared the build; limited explanation\/reflection.<\/li>\n
                  • Proficient:<\/strong> Explained choices; reflected on successes and next steps.<\/li>\n
                  • Extending:<\/strong> Confident, detailed presentation; thoughtful reflection connecting design process to improvements.<\/li>\n<\/ul>\n

                    BC Curriculum Connections<\/strong><\/h2>\n

                    Applied Design (Grades 6 & 7)<\/strong><\/h3>\n
                      \n
                    • Understanding Context:<\/strong> Identified the design need (a working, engaging racetrack made from recycled materials) and users (classmates\/visitors).<\/li>\n
                    • Defining:<\/strong> Clarified success criteria (car reaches finish, safety\/stability, creativity) and constraints (materials, time).<\/li>\n
                    • Ideating:<\/strong> Generated, compared, and selected ideas using labeled sketches<\/li>\n
                    • Prototyping & Making:<\/strong> Built prototypes; used appropriate tools and techniques; practiced safe routines and responsible material use(re-use\/recycle).<\/li>\n
                    • Testing:<\/strong> Conducted trials; observed performance; recorded issues (stall points, misalignment, friction).<\/li>\n
                    • Changes:<\/strong> Made targeted improvements based on test results; documented changes.<\/li>\n
                    • Sharing:<\/strong> Presented design decisions, challenges, and next steps; reflected on process and learning.<\/li>\n<\/ul>\n

                      Applied Skills (Grades 6 & 7)<\/strong><\/h3>\n
                        \n
                      • Project Planning:<\/strong> Broke tasks into steps; prepared materials; met check-in deadlines.<\/li>\n
                      • Tool Skills & Safety:<\/strong> Used cutting\/measuring\/taping with care; maintained a tidy, safe workspace.<\/li>\n
                      • Collaboration:<\/strong> Negotiated roles; communicated respectfully; gave and received feedback.<\/li>\n
                      • Communication:<\/strong> Used technical vocabulary (slope, friction, brace, alignment, prototype); clear oral presentations with visuals.<\/li>\n<\/ul>\n

                        Applied Technologies (Grades 6 & 7)<\/strong><\/h3>\n
                          \n
                        • Material Properties & Structures:<\/strong> Matched materials to function (rigid vs. flexible supports, smooth track surfaces); used bracing for stability.<\/li>\n
                        • Systems & Function:<\/strong> Considered the track as a system (start height \u2192 energy; transitions \u2192 friction; supports \u2192 stability).<\/li>\n
                        • Sustainability & Ethics:<\/strong> Prioritized recycled\/repurposed materials; discussed waste reduction and responsible disposal.<\/li>\n<\/ul>\n

                           <\/p><\/blockquote>\n","protected":false},"excerpt":{"rendered":"

                          ADST TERM 2 Indigenous Weaving In this ADST activity, students explored the design and making process through Indigenous weaving. They learned about how weaving has been used by many Indigenous communities for generations to create functional and meaningful items using natural materials. Students discussed how patterns, materials, and techniques are connected to culture, place, and […]<\/p>\n","protected":false},"author":514,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/sd41blogs.ca\/lavoratab\/wp-json\/wp\/v2\/pages\/2636"}],"collection":[{"href":"https:\/\/sd41blogs.ca\/lavoratab\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sd41blogs.ca\/lavoratab\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sd41blogs.ca\/lavoratab\/wp-json\/wp\/v2\/users\/514"}],"replies":[{"embeddable":true,"href":"https:\/\/sd41blogs.ca\/lavoratab\/wp-json\/wp\/v2\/comments?post=2636"}],"version-history":[{"count":4,"href":"https:\/\/sd41blogs.ca\/lavoratab\/wp-json\/wp\/v2\/pages\/2636\/revisions"}],"predecessor-version":[{"id":2702,"href":"https:\/\/sd41blogs.ca\/lavoratab\/wp-json\/wp\/v2\/pages\/2636\/revisions\/2702"}],"wp:attachment":[{"href":"https:\/\/sd41blogs.ca\/lavoratab\/wp-json\/wp\/v2\/media?parent=2636"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}