Unit Plan: Weaving
Social Studies / Grade 2-3
Big Ideas
Canada is made up of many diverse regions and communities. (Grade 2)
Indigenous societies throughout the world value the well-being of the self, the land, spirits, and ancestors. (Grade 3)
Concepts:
- Perspective
- Function
Essential Questions
Students will keep considering…
- How are the land and environment important to Canadian and Indigenous communities past and present?
- How are woven textiles made?
Evaluative Criteria
Rubric
- Student will be able to expertly describe the importance of the land and environment.
- Student can expertly create a woven piece that includes even tension throughout.
- Student is able to clearly describe how woven textiles are made.
Monitoring Progress
Teacher will monitor progress:
Teachers can monitor progress through ongoing formative assessment including but not limited to:
- Students could write, draw or share reflections on their learning throughout this process that teachers could assess
- Teachers could assess the student’s woven product
Resources
WEBSITES
- In the Art Room: Tree Weaving with Third Grade
- Hiding in Plain Sight: Discovering the Métis Nation in the Collection of Library and Archives Canada
TEXTS
- “The Red Sash” by Jean E. Pendziwol
Reflection
How will teachers and their students reflect on and evaluate the completed project?
Teacher Reflection
- What aspects of the unit went well?
- What did students struggle with
- What did you struggle with?
- What would you add/revise the next time you taught this unit?
- Were there any unintended outcomes?
- Were students engaged?
Downloads
Stage 3 – Learning Plan
EXECUTE THE LEARNING PLAN
LEARNING EVENTS:
- These learning events/activities are suggested activities only.
- In some cases the plans are not fully completed lesson plans.
- The teacher may choose some lessons/activities to span over several lessons.
- Teachers may add, revise and adapt these lessons based on the needs of their students, their personal preferences for resources, and the use of a variety of instructional techniques.
Learning events are enriched for students when teachers consider the “WHERE TO” acronym and guiding organizer by Wiggins and McTighe.
The Learning Events should always be prefaced by focusing on the essential questions:
- How are the land and environment important to Canadian and Indigenous communities past and present?
- How are woven textiles made?
Acquisition-Meaning-Transfer
Lesson 1 - How Are the Land and Environment Important to Canadian and Indigenous Communities Past and Present?
The Learning Events should always be prefaced by focusing on the essential questions:
- How are the land and environment important to Canadian and Indigenous communities past and present?
- How are woven textiles made?
How Are the Land and Environment Important to Canadian and Indigenous Communities Past and Present? (Lesson 1)
1) Read aloud “The Red Sash” by Jean E. Pendziwol.
2) Discuss the importance of the environment and the land to Metis people.
3) Have students reflect on their opinions about what parts of the land and environment are important to them in a way that the teacher can assess their learning.
Lesson 2 - How Are Woven Textiles Made?
The Learning Events should always be prefaced by focusing on the essential questions:
- How are the land and environment important to Canadian and Indigenous communities past and present?
- How are woven textiles made?
How Are Woven Textiles Made? (Lessons 2)
1) Using In the Art Room – Tree Weaving with Third Grade, teach students the basic weaving techniques.
2) Have students reflect on their finished product and describe their choices of environmental features illustrated.
The following resources are made available through the British Columbia Ministry of Education. For more information, please visit BC’s New Curriculum.
Big Ideas
The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. The Big Ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.
Core Competencies
Communications Competency
The set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media
Thinking Competency
The knowledge, skills and processes we associate with intellectual development
Social Competency
The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society
Curricular Competencies & Content
Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the thinking, communicating, and personal and social competencies relevant to disciplines that make up an area of learning.
Additional Resources
First People's Principles of Learning
To read more about First People’s Principles of Learning, please click here.
For classroom resources, please visit the First Nations Education Steering Committee.
