Grade 9 - Communications

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

communicate ideas for designing products and systems using various drawing projection methods, spreadsheets, graphics, or other media
use information-gathering and communication methods to solve problems during the design process and to create effective presentations
revise presentations based on personal review and feedback from others
describe the advantages and disadvantages of various information-gathering and communication process
develop two- and three-dimensional graphics using manual and computer-assisted processes
identify how information and concepts from other fields of knowledge are used in the design process

To view the prescribed learning outcomes for Communications in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Students expand their skills to effectively communicate ideas and solutions orally, graphically, and in written form and using a variety of technologies. They become increasingly independent in researching, developing project plans, refining recording skills related to technological activities, and completing projects.

Have students work in groups to chart the advantages and disadvantages of electronic-based information-gathering and communication process, and to present their findings to the class. Remind them that you will assess their presentations on the depth of information and thoughtfulness of issues raised (e.g., privacy, effects on workers). For example, a group could focus on communication technologies for people with special needs (e.g., audio-crosswalk signals, telephones for hearing impaired, closed-captioning on TV).
Encourage students to communicate their plans using drawings, procedure sheets, flow charts, storyboards, or scripts, and to include them in their design portfolio. Have students create their own clip art or record original sights and sounds to enhance their presentation.
Some groups may wish to design a marketing campaign for an existing product or for one they design themselves.
Help students to develop criteria for effective presentations and to use them to assess their own work and the work of others.

SUGGESTED ASSESSMENT STRATEGIES

Students extend their communication skills by analysing and selecting the most appropriate methods and media to represent their ideas. Both technical skills and the effectiveness of presentations can be assessed.

Question

Help students evaluate various methods of representing ideas by asking questions such as:
- In designing a three-dimensional puzzle, what limitations do drawing methods have that physical or electronic modelling techniques do not?
- What are the advantages and disadvantages of using only electronic-based methods to communicate ideas?

Collect

Assess design portfolio for evidence of effective communication of ideas such as:
- Do their sketches and drawings clearly communicate their ideas?
- Have they used a variety of methods to communicate their ideas?
- Have they integrated information from a variety of sources into their work?

Self-Assessment

Work with students to develop a rating scale to assess presentations. Criteria could include: factual content (relevant research information, correct terminology); communication techniques (a variety of presentation tools, logical sequence of ideas). Encourage students to reflect on their assessments and use them as a basis for improvement.