Sunteți pe pagina 1din 2

1

Lesson

   

Social Studies Grade 2 Art Grade 2

Title/Focus

Class: Inuit Museum Artifacts

Course

PROGRAM OF STUDY OUTCOMES

Art: Express: Component 10: Concept A: Details, patterns or textures can be added to two-dimensional works

Social Studies: 2.1.1 Appreciate how a community’s physical geography shapes identity (I, LPP)

 

LEARNING OBJECTIVES

At the end of the lesson students will be able to:

 

1. Make predictions on what artifacts are used for in Inuit living

2. Draw in detail Inuit artifacts

3. Write, using descriptive words, about different artifacts

 

MATERIALS AND EQUIPMENT

Three (3) Artifacts from Museum Case and two (2) sets of photos

 

Magnifying glass

 

Visual Journals, pencils

White gloves

 

PREPARATION AND LOGISTICAL CONSIDERATIONS

Put desks into pods (They are currently in 5 groups of 5-6 desks)

 

Know what artifacts you will be putting out for students

Put artifacts and photos in middle of pods (not until after instruction)

 

PROCEDURE

 

Introduction

Time

Have students sit on carpet

 

Ask students what they learned about previous artifacts and how it connects to the Inuit lifestyle (from previous classes)

“What was your favorite artifact?” “Why” “Is this something we would use in Calgary?”

“What are most of these artifacts made of?” “Why do you think that?”

Ask more probing questions based on what student’s say

State we will be looking at more Inuit artifacts today

There will be 5 stations. However, this this time 3 stations will have artifacts and 2 will have sets of photos

15 min

State at each artifacts station station you want them to A) Draw a picture of the artifact B) Write down descriptive words how much does it weigh? What color is it? What is it made of? What do you think it does? (write this on the whiteboard) Ask students help to come up with those questions (this should all be review)

Can we also draw what we describe? If it is bumpy can how will we show that? Smooth?

When you go to a station with photos, I want you to A) Draw a photo that sums up/describes ALL of the photos (the theme) B) Write down why the objects in the images are important to the Inuit lifestyle

State that there are words on the back of the photos that can help guide you to answers

 

Body

Time

Handling

 

1)

2)

3)

4)

5)

6)

Go over handling rules of artifacts again (important!!) Ask students “Who can tell me how I should handle an artifact?” “Why?” Wear gloves at all times when touching item (our hands are oily) Do not lift artifact high up (if dropped it is more likely to break) We do not treat them like toys (they are old and fragile) We do this so other students can enjoy them in the future

 

5 min

2

Stations x 5

1)

Get students to go get their visual journals then their stations (regular seating plan) Select a few students at a time Ask student to help hand out gloves (2 per person) Once students are seated place artifacts and photos on desks Have them get started Give them 7-10 minutes (walk around and see how everyone is doing) State 3 minutes left… 1 minute left… etc Once station time is up state “Pick up your pencils, your visual journals, and gloves, and move to the next station” – Point the direction you want everyone to go to

 

2)

3)

4)

5)

45

min

6)

 

7)

Finding Out

1)

Have students put away visual journals and white gloves then sit on carpet Ask for each item “What do you think this is?” “What is it made of” “Was it heavy or light?” etc Take answer from all students (3 items and 2 photos so plenty of questions) You can also ask “Why do you think that?” Read the information provided by the museum about each artifact “Is anyone surprised by what this is?” “Why do you think the Inuit need this?” “Why is it made of this material?” For photos ask “What was the same about all of these?” “What was different?”

 

2)

3)

4)

5)

10

min

6)

 

7)

8)

9)

 

Conclusion

Time

Put artifacts away

 

5 min

 

Assessment

Did students draw detail in their photo that connected with their descriptive words and/or the item itself?

 

Where students able to correctly identify why certain items were used, why certain materials were used to make items

Did students correctly identify the theme of the sets of photos?

 

Did student correctly identify why the objects in the photos were important to the Inuit lifestyle?

Additional Notes:

Learning outcomes can vary depending on artifacts presented

If there is time left, read the book “Artic 1,2,3”