The following workshops can be requested to have facilitated in the classroom. See below for detailed explanations of each workshop.
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Architecture 101: Drafting
Buzzing with Energy: Circuits
Coding 101: Binary Logic
Coding 102: Introduction to Python
Designing and Animated Game: Scratch
Engineering 101: Launching Egg-apults into Space
Graphic Design 101: Animated GIF’s
Graphic Design 102: 3D Modeling in Tinkercad
Robotics 101: Introduction to the VEX IQ Robots
World Problems: Designing Water Filters
Architecture 101: Drafting
| Big Idea | Complex tasks require the acquisition of additional skills. |
| Curricular Competencies | Defining:
Choose a design opportunity Identify criteria for success and any constraints |
| Content | Technical drawing, including manual drafting techniques
Elements of technical drawings Drafting Scale: Measurement |
| Objective | The student will be able to draft simple furniture. |
| Assessment for ADST | Students will each create a draft of the item before the end of the period. It is up to the teacher whether to mark them on their skill development or final product. Additionally, the teacher has the option of extending their learning to include an additional assignment where students must draft something from home. |
Workshop Outline:
Students will be introduced to the art of drafting. We will examine perspective, angles, geometry, measurement, scale, and ratios. We will also examine careers and industries which use the art of drafting including architecture, engineering, graphic design, animation design, and more. Students should be able to draft simple furniture by the end of the workshop.
Buzzing with Energy: Circuits
| Big Idea | Complex tasks may require multiple tools and technologies |
| Curricular Competencies | Prototyping: Students will explore and test a variety of materials for effective us
Testing: Students will test the first version of the product or the prototype. They will then make changes, troubleshoot, and test again Making: Identify and use appropriate tools, technologies, and materials for production |
| Content | Power Technology: Energy is conserved |
| Objective | Students will be able to identify the components of a circuit and build closed circuits |
| Assessment for ADST | By the end of the workshop, students should have built their own closed circuit. Students can be assessed formatively on their ability to design and build series and parallel circuits while troubleshooting design flaws. |
Workshop Outline:
Students will be introduced to the components of an electric circuit. Students will begin by making a closed series circuit (the tester). Afterwards, students will incorporate various materials to their tester and record the conductivity of the material. Students will then be introduced to parallel circuits, and build their own. Students will compare series vs parallel circuits and discuss the possible uses for each.
Coding 101: Binary Logic
| Big Idea | Complex tasks require the acquisition of additional skills. |
| Curricular Competencies | Students will use logic and patterns to solve puzzles and play games.
Model mathematics in contextualized experiences. |
| Content | Base 10 counting
Base 2 counting Exponents |
| Objective | The student will be able to convert base 10 numbers to
base 2 and vica-versa. |
Workshop Outline:
Students will examine the language of computers by learning how to convert base 10 numbers to binary and back again. After learning about the history of counting and the development of the base 10 system for humans, they will learn about the base 2 system and how to calculate numbers in binary. They will get practice using binary in an active Daily Physical Activity Game where students will race to solve a puzzle while only using base 10 and base 2 mathematics.
Coding 102: Introduction to Python
| Big Idea | Complex tasks require the acquisition of additional skills. |
| Curricular Competencies | Students will develop a plan that identifies key stages in coding.
Students will test the first version of their codes, make changes, troubleshoot, and test again. |
| Content |
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| Objective | Students will be able to code a simple conversation program in Python. |
| Assessment for ADST | Teachers will have access to see which stages of the program the students have completed. Each time a student completes a section, they receive a green ‘diamond’ indicating they were successful.
Additionally, teachers can assess students ability to problem solve, test, debug and collaborate with their fellow students to find solutions to the problem. |
Workshop Outline:
Students will be introduced to Python, a programming language. After a short presentation about the history, development and usage of programming languages, they will use “Eliza the chatterbot” to learn and try out their coding skills. They will get practice Python coding using step-by-step tutorial, and complete a check-in assignment at 5 different stages of the tutorial.
Designing an Animated Game: Scratch
| Big Idea | Complex tasks require the acquisition of additional skills |
| Curricular Competencies | Students will use problem solving and mathematical skills in an authentic setting.
Students will create an animation incorporating images, movement, and sensing. |
| Content |
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| Objective | Students will be able to design and create a simple interactive activity through Scratch |
| Assessment for ADST | By the end of the workshop, students should have completed an interactive tutorial to create a birthday card and they should have started on a new project. Students can be assessed formatively on their ability to problem solve and incorporate images, movement, and sensing in their projects.
Follow-up assessment: Students create a presentation using Scratch (Teacher can decide the topic). Students can add their own recorded audio, or scripts and assign to the characters created in their scratch presentation. |
Workshop Outline:
Students will be introduced to Scratch, a visual programming language. Students will begin by creating and designing their own birthday card. They will learn how to include sounds, interactive sprites messages, and change the background. Following this, students will have authority in their own learning to follow another tutorial or attempt one of our surprising challenges!
Engineering 101: Launching Egg-apults into Space
| Big Idea | To Be Determined |
| Curricular Competencies | |
| Content |
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| Objective | |
| Assessment for ADST |
Workshop Outline:
Graphic Design 101: Animated GIF’s
| Big Idea | Complex tasks require the acquisition of additional skills. |
| Curricular Competencies | Ideating: Choose an idea to pursue
Testing: Make changes, troubleshoot, and test again |
| Content | Media Arts:
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| Objective | The student will be able to design an animated GIF. |
| Assessment for ADST | Media Arts: Has the student successfully communicated a message through an animated GIF?
Independent Problem Solving: Was the student able to problem solve in the program or did they require regular assistance? Follow-up Assignment: Students can be asked to create an animated GIF for a specific theme or project in class. Example: Climate Change Design a GIF which shows a concern or problem related to climate change. The student could then create a GIF of a polar bear standing on ice while it slowly melts away before falling into the frigid waters and crying out for help. |
Workshop Outline:
In this workshop, students will learn about computer graphics and pixels. They will examine the modern use of GIF’s in marketing and media and how they influence their audience. Students will examine the impact these GIF’s have on their audience and learn the process to create their own animated GIF.
Graphic Design 102: 3D Modeling in Tinkercad
| Big Idea | To Be Determined |
| Curricular Competencies | |
| Content |
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| Objective | |
| Assessment for ADST |
Workshop Outline:
Modeling a New World: Virtual Reality
| Big Idea | Complex tasks may require multiple tools and technologies. |
| Curricular Competencies | Defining: Choose a design opportunity
Ideating: Choose an idea to pursue Prototyping: Construct a first version of the prototype, making changes to tools, materials, and procedure Testing: Test the first version of the prototype, make changes, troubleshoot, and test again |
| Content | Media Arts: Techniques for using images, sounds, and text to communicate information, settings, ideas, and story structure |
| Objective | The student will be able to program a Virtual Reality environment. |
| Assessment for ADST | Students can be assessed formatively on their ability to problem solve, build and incorporate models, movement, and sensing in their projects. |
Workshop Outline:
This workshop, developed by Jason Madar from Langara College, has been designed to help introduce students to coding terms and functions, while allowing them the opportunity to develop a virtual reality environments. Students will have the opportunity to develop code to build a 3-D environment. Afterwards, they can export their new world, put on our magical glasses and take a peek into the world of Virtual Reality!
Robotics 101: Introduction to the VEX IQ Robots
| Big Idea | Design can be responsive to identified needs. |
| Curricular Competencies | |
| Content | |
| Objective | |
| Assessment for ADST |
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Workshop Outline:
World Problems: Designing Water Filters
| Big Idea | Design can be responsive to identified needs. |
| Curricular Competencies | Ideating: Evaluate personal, social, and environmental impacts and ethical considerations.
Prototyping: Construct a first version of the product or a prototype, making changes to tools, materials, and procedures as needed. Testing: Test the first version of the prototype. Sharing: Evaluate their product against their criteria and explain how it contributes to the individual, family, community, and/or environment |
| Content | Food Studies: factors that influence food choices (water), including cost, availability, and family and cultural influences. |
| Objective | The student will develop an understanding of world water issues. |
| Assessment for ADST | Group Collaboration Skills:
Are the students able to work together to generate ideas? To construct a prototype? To test the prototype? Are the students actively listening and participating during class and group discussions? |
Workshop Outline:
The goal of this workshop is to expose students to worldwide water access issues. The original workshop was created by the organization Engineers Without Borders (EWB) and is used as a facilitated workshop throughout North America. Students will explore water issues including access to clean water and filtering water both in Metro Vancouver and in developing countries. Throughout the workshop, students will explore maps, debate political issues, develop international relation strategies, examine statistical data, construct and test water filters, and learn to work collaboratively using limited resources. Students will also learn about the work of Engineers Without Borders in developing countries and their mission to help build a world of opportunities.