Section One: Project/Lesson Overview
Grade: 9/10
Subject: English Language Arts
Lesson Title: The Story Behind the Find
Lesson Description: Students will bring their imagination to an inanimate object and a concrete poem. A concrete poem is a poem that forms a picture of the topic or follows the contours of a shape that is suggested by the topic.
Time Required: 2 x 60 minutes
Specific Curriculum Outcomes:
consistently use the conventions of written language in final products
construct ideas about issues by asking relevant questions and responding thoughtfully to questions posed
give precise instructions, follow directions accurately, and respond thoughtfully to complex questions
use writing and other ways of representing to :extend ideas and experiences, reflect on their feelings, values, and attitudes, describe and evaluate their learning process and strategies
demonstrate commitment to cra Read More
Section One: Project/Lesson Overview
Grade: 9/10
Subject: English Language Arts
Lesson Title: The Story Behind the Find
Lesson Description: Students will bring their imagination to an inanimate object and a concrete poem. A concrete poem is a poem that forms a picture of the topic or follows the contours of a shape that is suggested by the topic.
Time Required: 2 x 60 minutes
Specific Curriculum Outcomes:
Section Two: Project/Lesson Implementation
Equipment/Materials Required: Access to the internet and Art of the Land content
Lesson Procedures/Teaching Strategies:
Lesson 1
Lesson 2
Homework: Write a journal entry that explains the story behind the concrete poem. This will be stapled to your poem and handed in to be evaluated.
Suggested Assessment Strategies:
Poetry rubric adapted from http://w3.trib.com/~johnbn/poetry/poetrub.htm Journal rubric found at http://www.saskschools.ca/~aboriginal_res/evaluation/jrnlrub.htm
Section Three: Project/Lesson Resources
Teacher Generated Resources: All of the teacher generated resources contributed to support this lesson are available for download by clicking on the link(s) below:
Web-Based Resources:
http://website.nbm-mnb.ca/Koluskap/index.php
http://www.schools.pinellas.k12.fl.us/educators/tec/pravda3/concrete.html
http://www.eop.mu.edu/greg/Sample_Poetry_Rubric.html
http://www.baymoon.com/~ariadne/form/concrete.htm
http://www.saskschools.ca/~aboriginal_res/evaluation/jrnlrub.htm
Disclaimer: The recommended web-resources included here have been scrutinized for their grade and age appropriateness; however, contents on links on the Internet change continuously. It is advisable that teachers preview all links before recommending them to students.
Section Four: Additional Information
Modifications: You may wish to give them additional class time to finish the writing if they are struggling writers. There is a huge selection of rubrics on the internet if you are not inclined to write your own.
Section One: Project/Lesson Overview
Grade: 9 or 10
Subject: Visual Arts
Lesson Title: Working with What You’ve Got
Lesson Description: Students find available natural materials outdoors for use in artwork and producing home-made art supplies using the arts of Wolastoqiyik as inspiration.
Time Required: 3 x 60 minute classes
Specific Curriculum Outcomes:
use problem-solving strategies, creativity, and imagination to explore thoughts, experiences, and feelings
through their own art develop concepts and imagery based on personal ideas and experience
recognize and describe the role of the visual arts in challenging, sustaining, and reflecting society’s beliefs and traditions
recognize the existence of a variety of visual languages that reflect cultural, socio-economic, and national origins
compare the characteristics of artwork from different cultures and periods in history Read More
Section One: Project/Lesson Overview
Grade: 9 or 10
Subject: Visual Arts
Lesson Title: Working with What You’ve Got
Lesson Description: Students find available natural materials outdoors for use in artwork and producing home-made art supplies using the arts of Wolastoqiyik as inspiration.
Time Required: 3 x 60 minute classes
Specific Curriculum Outcomes:
Section Two: Project/Lesson Implementation
Equipment/Materials Required: Access to Art of the Land content
Found plant and mineral materials
Tea light candles (12 – 15)
Inexpensive metal tableware spoons (12 – 15)
Clay (not plasticine)
Spruce gum
Rubbing alcohol
water
Empty glass jars (such as baby food jars)
1 Woven cloth (such as a cotton dish-cloth)
Bristle paintbrushes (medium width)
Birch bark (optional)
Student Computers with internet access
Teacher laptop with internet access and digital projector or smartboard.
Lesson Procedures/Teaching Strategies:
Lesson 1: conceptualizing self-reliant art materials, collecting tree resin
Lesson 2: Preparing black ink and researching visual symbols
Lesson 3: Using our materials
Suggested Assessment Strategies:
For in-class and outdoor activities, use standard performance-based assessment tools. Create a rubric for class activity product. Recommended criteria: incorporation of symbols, experimentation with materials, sketching and planning, attention to finish detail.
Section Three: Project/Lesson Resources
Teacher Generated Resources: All of the teacher-generated resources contributed to support this lesson are available for download by clicking on the link(s) below:
Photographs:
Identifying a Spruce Tree
Spruce Gum on Tree trunk
Dissolving spruce gum
Safely harvesting birch bark
Straining ink base
How to set up a soot damper
Soot forming on damper
Incorporating lampblack
Mixing ink
Web-Based Resources:
http://website.nbm-mnb.ca/Koluskap/index.php
https://portal.nbed.nb.ca
Disclaimer: The recommended web-resources included here have been scrutinized for their grade and age appropriateness; however, contents on links on the Internet change continuously. It is advisable that teachers preview all links before recommending them to students.
Section Four: Additional Information
Modifications:
This lesson is highly suited to the kinesthetic and practical learner, as well as the visual and auditory learners.
Additional Comments:
With adapted teaching style, adjusted curriculum outcomes and additional safety precautions, this lesson could be delivered to Middle or Elementary School students.
Section One: Project/Lesson Overview
Grade: 11 or 12
Subject: Visual Arts
Lesson Title: Incised patterns and function: Encaustic
Lesson Description: Using Wolastoqey decorative motifs and artifacts to guide work in encaustic painting.
Time Required: 2 x 60 minute classes
Specific Curriculum Outcomes:
develop familiarity with technologies of production and their potential impact on culture, society, and the natural and built environments
recognize and describe the role of the visual arts in challenging, sustaining, and reflecting society’s beliefs and traditions
compare the characteristics of artwork from different cultures and periods in history
derive images through the study of historical images from their own and others’ cultures
use, with confidence, experiences from their personal, social, cultural, and physical environments as a basis for visual expression
inv Read More
Section One: Project/Lesson Overview
Grade: 11 or 12
Subject: Visual Arts
Lesson Title: Incised patterns and function: Encaustic
Lesson Description: Using Wolastoqey decorative motifs and artifacts to guide work in encaustic painting.
Time Required: 2 x 60 minute classes
Specific Curriculum Outcomes:
Section Two: Project/Lesson Implementation
Equipment/Materials Required: Access to Art of the Land content
Teacher laptop with Internet Access, digital projector or Smartboard
Newspapers to keep mess contained
Paraffin wax
Beeswax (optional)
Wax Crayons
Electric frying pan
Incising tools, such as: linoleum cutters, mat knives, scrapers
Clean, empty shallow tins (such as tuna or salmon tins)
Metal spoons
Short-handled bristle paintbrushes
Cardboard or matboard scrapers
Small wood or paper household objects: for example wooden spoon, paper plate, empty paper coffee cup, wood raspberry box, cardboard jewellery box, etc.
Lesson Procedures/Teaching Strategies:
Suggested Assessment Strategies:
Standard rubric with these suggested criteria: Design, suitability of art and function, effective use of technique, skillful finish.
Section Three: Project/Lesson Resources
Teacher Generated Resources: All of the teacher-generated resources contributed to support this lesson are available for download by clicking on the link(s) below:
Web-Based Resources:
http://website.nbm-mnb.ca/Koluskap/index.php
Disclaimer: The recommended web-resources included here have been scrutinized for their grade and age appropriateness; however, contents on links on the Internet change continuously. It is advisable that teachers preview all links before recommending them to students.
Section Four: Additional Information
Modifications:
With additional safety precautions and adjusted curriculum outcomes, this project could be adapted to Elementary or Middle School Art.
Section One: Project/Lesson Overview
Grade: 10
Subject: Science
Lesson Title: Sustainability of Ecosystems
Lesson Description: Collect and analyse resources in the ecosystem used in the production of traditional barkwork and basketry pieces to enhance understanding of cultural diversity and sustainability of ecosystems.
Time Required: 2 x 60 Minutes
Specific Curriculum Outcomes:
Propose a course of action on social issues related to science and technology, taking into account human and environmental needs.
Explain various ways in which natural populations are kept in equilibrium, and relate this equilibrium to the resource limits of an ecosystem
Explain how biodiversity of an ecosystem contributes to its sustainability
Analyse the impact of external factors on an ecosystem
Plan changes to, predict the effects of, and analyse the impact of external factors on an ecosystem
Read More
Section One: Project/Lesson Overview
Grade: 10
Subject: Science
Lesson Title: Sustainability of Ecosystems
Lesson Description: Collect and analyse resources in the ecosystem used in the production of traditional barkwork and basketry pieces to enhance understanding of cultural diversity and sustainability of ecosystems.
Time Required: 2 x 60 Minutes
Specific Curriculum Outcomes:
Section Two: Project/Lesson Implementation
Equipment/Materials Required: Access to Art of the Land content
Lesson Procedures/Teaching Strategies:
Students will use the resources from the Art of the Land Learning Object. This would include images of barkwork and basketry examples and to make the connections between the work and its source in the ecosystem.
Extension Activities
The teacher can generate this into several additional projects:
Suggested Assessment Strategies:
Use standard performance-based assessment tools: research and presentation. Recommended criteria:
Section Three: Project/Lesson Resources
Web-Based Resources:
http://website.nbm-mnb.ca/Koluskap/index.php
Disclaimer: The recommended web-resources included here have been scrutinized for their grade and age appropriateness; however, contents on links on the Internet change continuously. It is advisable that teachers preview all links before recommending them to students.
Section One: Project/Lesson Overview
Grade: 10
Subject: Science
Lesson Title: Nature Based Art
Lesson Description: Collect and analyse resources in the ecosystem to enhance understanding of cultural diversity and sustainability of ecosystems. Natural materials subsequently used to produce original works of art.
Time Required: 4 x 60 minute classes
Curriculum Outcomes:
propose a course of action on social issues related to science and technology, taking into account human and environmental needs.
explain various ways in which natural populations are kept in equilibrium, and relate this equilibrium to the resource limits of an ecosystem
explain how biodiversity of an ecosystem contributes to its sustainability
analyse the impact of external factors on an ecosystem
plan changes to, predict the effects of, and analyse the impact of external factors on an ecosystem
Read More
Section One: Project/Lesson Overview
Grade: 10
Subject: Science
Lesson Title: Nature Based Art
Lesson Description: Collect and analyse resources in the ecosystem to enhance understanding of cultural diversity and sustainability of ecosystems. Natural materials subsequently used to produce original works of art.
Time Required: 4 x 60 minute classes
Curriculum Outcomes:
Section Two: Project/Lesson Implementation
Equipment/Materials Required: Access to Art of the Land Learning Object content
Rocks, paints, brushes
Lesson Procedures/ Teaching Strategies:
Suggested Assessment Strategies:
The students will be assessed based on their research, and presentation.
Section Three: Project/Lesson Resources
Supplementary Resources:
http://website.nbm-mnb.ca/Koluskap/index.php
http://www.gnb.ca/0007/Heritage/virtual_exibition/Portraits/Welcome.htm
Disclaimer: The recommended web-resources included here have been scrutinized for their grade and age appropriateness; however, contents on links on the Internet change continuously. It is advisable that teachers preview all links before recommending them to students.
Extensions: The teacher can generate this to several projects:
1. Differentiate various uses of rocks.
• Environmental; ceremonies
• Utilitarian; building around the home
• Economic; selling rocks, birthstones
• Medicinal; therapeutic, rocks slow us down so we can gather our thoughts.
• Aesthetic; gifts
2. Use of field trip to the river
3. Invite an Wolastoqew person to the classroom to demonstrate Wolastoqey designs
4. Invite an Wolastoqew person to explain the importance connection between Aboriginal People to Mother Earth.
Art of the Land Learning Object is designed for students and educators to meet the following objectives: