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Jule Peterson

EDET 628: Technology in Instructional Design

Fall 2017

Our Land We Share

Art, Social Studies, and Cultural lesson for 2nd grade
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Table of Contents
Overview.3

Desired Results4

Learning plan5

Resources6

Day 1..7

Day 2..8

Extension and Enrichment....10

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Overview of unit
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Desired Results
The objective for this lesson is for students to demonstrate
Standards met:

CULTURAL STANDARDS FOR STUDENTS

A. Culturally-knowledgeable students demonstrate an awareness and appreciation of the
relationships and processes of interaction of all elements in the world around them.
2. Understand the ecology and geography of the bioregion they inhabit.
ALASKA STATE STANDARDS
ALASKA GEOGRAPHY STANDARD B:
A student should be able to utilize, analyze, and explain information about (the human and)
physical features of places and regions.
3) relate how people create similarities and differences among places;
4) discuss how and why groups and individuals identify with places;

ALASKA ARTS STANDARD

VA:CR2a-2
Experiment with various materials, tools, and approaches (such as using elements and
principles of design, applying artistic ideas from diverse cultures, etc.) to explore
personal interests in a work of art or design.
VA:CR3a-2
With peers, discuss and reflect about choices made in creating artwork.

ISTE Standard:
Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes
using the platforms, tools, styles, formats and digital media appropriate to their goals.
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Learning Plan

UNIT ESSENTIAL QUESTION(S)

What natural resources are in our bioregion?
How do Tlingit people use these resources many years ago and today?
How do I use resources from the land and how does this compare to the Tlingit traditions and
customs?

KNOWLEDGE
Students will know
The natural resources found in our bio-region help people live. They will understand the
traditional lifestyle in the bioregion and how that compares or contrasts to their own

SKILLS
Students will
Be skilled at demonstrating appreciation for where they live, how they interact with the land,
and how the Tlingit community uses the land and resources.

Understandings
Students will understand that
Through this lesson, students will deepen their knowledge of their bioregion and the
resources/tools used to survive. Students will be able to connect their application of natural
art to the indigenous value of respecting our land and using natural resources.

TRANSFER TASK(S) PERFORMANCE ASSESSMENTS

Students should
Become familiar and identify with local place and create a visual art project using natural
materials in their immediate environment.

EVALUATION CRITERIA
Rubric for Nature Art

Kahoot Assessment for Cultural Standard

https://play.kahoot.it/#/k/5693511d-1fab-4285-9825-1910e545c37c

Pictello Shadow

Puppet EDU
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Lesson Plan
Resources needed:

Andy Goldsworthy photos and captions

Self-reflection

Local Elder knowledge

Pictello

Shadow Puppet EDU

Kahoot! Formative Assessment

Performance Assessment Rubric

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DAY 1

Introduction

Step 1:

Lesson begins with pre-assessment/engaging activity:

Put photos of Andy Goldsworthy artwork around the room. Each student will get a

set of the captions and will have to tape the captions next to the art they think it

matches (see resources & materials).

(Optional play Ed Littlefield song while students move around room)

https://www.youtube.com/watch?v=YLduZBix7DY

After activity, bring students together to discuss where each caption belongs.

Brainstorm together why the artist chose this medium. Do you think it is easy?

Hard? How could we replicate Andy Goldsworthys art using our own local

resources?
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Step 2:

Brainstorm how he tied or glued things together using only natural materials? What

resources would we use in our bioregion?

Step 3:

Do a quick check (need computers or tablets, can partner students or solo) using a

Kahoot! https://play.kahoot.it/#/k/5693511d-1fab-4285-9825-1910e545c37c

DAY 2

Invite local elder into the classroom to discuss the various ways they live off the land and

how they use natural resources for everyday life.

Step 4:

Talk about the similarities between Andy Goldsworthys method of art and Tlingits

(or indigenous tribe in region).

Step 5:

Use a large poster paper for the whole class or divide class into four groups to

collaboratively compile a list of ways to construct. Students may write or draw their

ideas. Reconvene with whole class to discuss various methods for building

techniques (reeds to tie, sap to glue, etc.).

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Step 6:

Pair students in similar ability *Ask for other adults to help* Students will go outside

and create their own art using only materials found outside.

Students who need extra support may use an example from Andy Goldsworthy to

use as a template.

If possible, invite Elder or local regional expert to offer guidance during the creation

process.

Use a tablet/phone to record a video of how they created their project and the

materials they used. Students may revise their work after first documentation.

Step 7:

Students can do a gallery walk outside to view other students art pieces. Students

will complete reflection

Teacher should take a photo of each and hang a photo with students title

somewhere in the room or on bulletin board.

Step 8:

Students will compile photos to create a Shadow Puppet EDU or Pictello

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Shadow Puppet EDU or Pictello to create a final presentation of their creation process.

Self-evaluation:

https://docs.google.com/document/d/1hQIfsmsS6_7oYwnXk1KjKSOuFQUizaENcQekyTESkB4

/edit?usp=sharing

ENRICHMENT and EXTENSION ACTIVITIES

Extension:

Students could take natural materials and try to create something useful from it. Example: A

basket weaving, a trap to catch fish, a tool for digging, shelter, etc.

Enrichment:

Students can find the Tlingit name to the materials used in their project.