Cindy Guillas
Grade 2/3
Lesson #1: Pipe Cleaner Basket Weaving
Time: 2 X 45 minutes
Topic: Basket Weaving
Rationale: By creating baskets similar to those mentioned in a story, the story
can be brought to life. By making woven baskets the students can gain an
understanding of one of the basket making techniques used by the Shuswap
people.
Materials and Resources:
- Donna Meets Coyote, by Don Sawyer
- variety of basket types: pine needle, cedar root, birch bark, in a variety of
shapes and sizes
- reference material that explains how and why First Nations people made and
used baskets
- pipe cleaners, 5 per student
- raffia, wool or jute
- scissors
- an assortment of grasses, moss, twigs, flowers to weave into basket
- chart paper and marker for `Uses of Baskets' chart
Vocabulary:
Basket Weaving
Main Concept:
Students will gain an understanding of basket making techniques and respect for
this fine art praticed for centuries by the Shuswap people. used by the Shuswap
people.
Materials and Resources:
- Donna Meets Coyote, by Don Sawyer
- variety of basket types: pine needle, cedar root, birch bark, in a variety of
shapes and sizes
- reference material that explains how and why First Nations people made and
used baskets
- pipe cleaners, 5 per student
- raffia, wool or jute
- scissors
- an assortment of grasses, moss, twigs, flowers to weave into basket
- chart paper and marker for `Uses of Baskets' chart
Vocabulary:
Basket Weaving
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Intended Learning Outcomes:
(Language Arts)
- offer direct responses to their reading, listening, or viewing experiences
supported
by reasons, examples, and details
(Visual Arts)
- make 3D images exploring a variety of media; using a variety of design
strategies
- create images in response to images from a variety of cultural contexts
- demonstrate an awareness that materials and processes can be used to create
particular effects
- use appropriate vocabulary to identify the materials, tools, equipment and
processes used to create particular images
Planned Learning Activities:
PART 1: Introduction to Baskets
1. Children should have prior experience with paper weaving and
opportunities to practice weaving.
2. Read Chapter 1 of Donna Meets Coyote, where Donna's grandmother
makes baskets. Discussion: Why did Donna's grandmother make
baskets? How do you think she made the baskets?
3. Pass around traditional baskets for children to see, feel. (Types: pine
needle baskets, birch bark baskets with handles, cedar root baskets,
include baskets of various shapes and sizes).
4. Talk about how traditionally, people didn't have metal pots and pans for
cooking, and they didn’t have glass o plastic containers to carry water.
Taking this into account, children will brainstorm possible uses for each
type of basket presented. Allow time for discussion in small groups, then
make a class `Uses of Baskets' chart, noting possible uses that were
discussed during the small group session.
5. Read excerpts from information books or website material on traditional
Shuswap uses of baskets and traditional basket making techniques.
Revisit class `Uses of Baskets' chart, making additions or changing
information as required.
PART 2: Basket Weaving Lesson
6. Introduce paper weaving activity and allow opportunities
for practice amongst students.
7. Explain that we will be making our own baskets (show sample). Ask for
ideas of why we will be making baskets out of pipe cleaners and raffia
instead of cedar roots or birch bark. (Lead discussion about lack of
traditional materials and the necessity of leaving the natural fibres in
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nature, and describe the complexity and knowledge required to gather
such items from the wild.)
8. Demonstrate method for weaving pipe cleaner baskets:
a) Each student gets 5 pipe cleaners. Twist these together in the middle to
make a star shape. This is the basket form.
b) Using raffia, wool or jute, attach one end to middle of star, then begin
weaving this material over and under alternate pipe cleaners. If you get to
the end of the raffia, carefully knot on another section, trim ends of knot.
c) After a woven circle is formed (size to be determined by desired depth
of basket), turn the pipe claners up to form a basket shape. Encourage
students to experiment with colour and texture by weaving in a variety of
grasses, moss or other natural found material.
d) Continue weaving until .5cm pipe cleaner remains at top. To secure end
of raffia or wool, knot it to one of the pipe cleaners. Bend pipe cleaners at
edge of raffia towards inside of basket. Bend basket to desired shape.
9. Allow time following the completion of the baskets for students to share
their creations with classmates. Following this, students will make a
journal entry in order to reflect on their basket making experience, using
the guiding questions, provided.
Asessment and Evaluation:
Art: Note the extent to which students:
- include detail and embellishment with natural found material
- use ideas gained from examination of traditional baskets
- use new vocabulary appropriately in their journal entry
Language Arts: Note the extent to which students:
- accurately describe the art process and support this with examples and details
- are able to reflect on the experience
Extensions:
- experiment with a variety of weaving techniques, making blankets or tule mats as
those used
for summer shelter by traditional Shuswap people.
- make `cedar bark' baskets using cedar bark from a sawmill or firewood supplier if
possible
Integrated Opportunities:
Social Studies: Have students research other ways of making baskets, and other uses
of baskets in other cultures.
Science: Test a variety of baskets for waterproofness, attempt a variety of techniques
to make baskets waterproof.
Language Arts: Write a letter to a friend explaining how and why baskets were made
and used.
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Resources Used and Supplementary Materials Available:
Sawyer, Don (1988). Donna Meets Coyote, Kamloops, British Columbia: Secwepemc
Cultural Education Society.
Adams, Dawn and Markowsky, Jeannie (1988). The Queen Charlotte Islands Reading
Series: A Teacher's Guide, Vancouver, British Columbia: Pacific Educational Press.
Basket Making,
http://www/sd69.bc.ca/~firstn/Secwepemc/sec_village/sec_basket.html
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Journal Entry Questions:
- Tell about a problem or challenge you have had to solve
while weaving. What did you do to solve it?
- Did you weave in natural objects such as grass or sticks?
What worked best? Why?
- What did you discover that might help you when you work
on other weaving projects?
- Describe the process we used for weaving baskets.
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Cindy Guillas
Lesson #1: Basket Making
Grade 2/3
Summative Criteria:
Criteria
Ratings
Comments
Useful, accurate, and
relevant information
4
3
2
1
is included in the
journal entry
________________________________________________________________
Student demonstrates
an understanding of
the important ideas
about the topic
4
3
2
1
(through interaction
and activities)
________________________________________________________________
Student demonstrates
an appreciation and
respect of the Shuswap
4
3
2
1
culture
________________________________________________________________
Student used his/her
knowledge of colour,
texture, and culture
4
3
2
1
to create an interesting
final product
Key:
4-Powerful
3-Good
2-Basic
1-Beginning
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