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 1 – Desired Results
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
Transfer Goals
Students will be able to independently use their learning to…
- Describe and illustrate important features of the Canadian environment.
- Construct a simple woven tree.
- Experiment with creating colour patterns.
Meaning
Students will understand that…
- Textiles have been made and used by many cultures for thousands of years.
- The Canadian environment and land are important to communities.
- Textiles can be made by hand.
Students will keep considering…
- How are the land and environment important to Canadian and Indigenous communities past and present?
- How are woven textiles made?
Acquisition
Students will be skilled at…
- Make a product using known procedures or through modeling of others.
- Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment. (Applied Design & Tech 2/3)
- Explain why people, events, or places are significant to various individuals and groups (significance). (Social Studies 2/3)
- Explore connections to identity, place, culture, and belonging through arts experiences. (Art 2/3)
- Model mathematics in contextualized experiences. (Math 2/3)
CONTENT
Students will know…
- Diverse characteristics of communities and cultures in Canada and around the world, including at least one Canadian First Peoples community and culture. (Gr. 2 Social Studies)
- Relationship between humans and their environment. (Gr. 3 Social Studies)
- Visual arts: elements of design: line, shape, texture, colour, form; principles of design: pattern, repetition, rhythm, contrast (Art 2/3)
- Traditional and contemporary Aboriginal arts and arts-making processes (Art 2/3)
- A variety of local works of art and artistic traditions from diverse cultures, communities, times, and places (Art 2/3)
- Reapeating and increasing patterns. (Math2)
- Increasing and decreasing patterns. (Math 3)
Which Core Competencies will be integrated into the unit?
Critical and Creative Thinking
- Novelty and value
Personal and Social
- Personal strengths and abilities
First People's Principles of Learning
The unit will make connections with:
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.
