Plants for Food and Fiber/ Art: Grade 7

TRANSFER GOAL

Established Goals

Students will:

Investigate
essential role of
plants in their
environments
Describe human
uses of plants (food
and raw materials)
Describe the
structure and
function of seed
plants

As a result of this unit students move from a simple understanding of human

use of _plants to a deeper and richer appreciation for what plants do for us, and
what we can do _with plants.
MEANING
Enduring
Understandings:
Students will understand
that

Essential Questions:
Students will keep considering
Q 1 How do we use plants in our
own lives?

U1 Plants are used for

food and used in material
good

Q2 How do plants benefit their

environment?

U2 Plants complete
photosynthesis

Q3 Do plants survive better in a

natural or a managed environment?

U3 Managed
environments have
benefits and restrictions,
as do natural
environments

Q4 How is art connected to

plants?

U4 Art mediums are

made from plant fibers
ACQUISITION OF KNOWLEDGE & SKILLS

Students will know

-

How to use plant

materials for art

The role that

scientific research
plays in the
environment.

Investigate trends
in land use, from
natural
environments to
managed
environments

identify similarities
and differences in
expressions of
selected cultural
groups.

How to use the

basic vocabulary of
art criticism in
descriptions of their
work.

Students will be skilled at

-depicting the structure of plants

-stating the needs of plants
-demonstrating how plants are
used in art
-making paper/ puppets

experiment with
and
STAGEtechniques
2 Evidence
Evaluative
Criteria
Performance is judged in
terms of

Assessment Evidence
Students will need to show their learning by: Showcasing
their Accordion books in a final critique and explain the
elements involved.

- Critique

Transfer Task:

-Peer Assessments

Students will use a handmade Accordion Book to document

learning throughout the unit, as well as create a formal
puppetry show explaining the process of photosynthesis.

-Multiple check-ins
-Performance Task

Rubric evaluation

Grade 7: Integrating Art into Plants for Food & Fiber

Introduction
This unit encompasses content from both the Art curriculum for grade 7 as well as
portions of the grade 7 science unit Plants for Food and Fiber. By combining the two courses, we
are giving students the opportunity to experience first hand how plants are used by humans in the
creation of products that we use daily. This is an integrative approach, where students will use
plant fibers in the class as they create art that is use in our further research into the use and
function of plants. The goal if for the students to experience a fluid motion back and forth
between learning and implementing what we have learned.
The unit will begin with students creating accordion books from homemade and other
forms of paper, to which they will add notes throughout the unit. Students will be encouraged to
add fold outs to include more information. The information from both Art lessons and the science
lessons will both be included in the same accordion book, helping students to connect the two
topics. Through the unit students will be introduced to the art of Brian Jungen, where they will
reflect on the use of mass produced objects and discuss the materials used in his artwork. We will
examine the art from the Smithsonian write-up on him, and take notice of structure and design
elements of statues. To emphasis his work, we will also look at traditional examples of
Northwest Costal Art, to visually see how Brians work is a bend on tradition. This will be
connected to the comparison of managed and natural environments of the science work.
Students will also learn about Jim Henson and puppetry, confirming ideas about design
and looking deeper into the use of different materials to create variety in art forms. The students
will be able to demonstrate their learning from this unit by using materials from plant fibers in
the creation of their puppets which they then use to explain photosynthesis and relate other
content from the course in a written script. Included in the unit are many check-in points, and
times for students to give peer and self assessment.

Rational:
This unit is very adaptable but very well suited for the grade 7 classroom. It connects
concepts from both Art 7 and Science 7, and does so by creating hands on learning and skill
development for the students. The activities are easily adaptable to the needs of individual
students. The number of pages in the accordion book may be reduced and the puppet show
requirements may be adapted to working in small groups. Students receive multiple modes of
instruction, are able to collaborate on work, and are able to demonstrate their learning by either a
written or presentation mode. Also, students are constantly reflecting and assessing their own
work and that of their peers.
3

Lesson Summaries
Lesson One: Plants Are All Around Us
Students will be introduced to the unit, discussing in small groups what plants are used
for locally, and around the world. We will look into how plants are a food and also used to make
material goods. Students will make their accordion book, making home made paper for the
covers. Assessment will be made by the students when they reflect of the process, and a
summative assessment will be given at the end of the unit after students have been given time to
add information to their books.
Lesson Two: Art Comes from Whats Around Us
Students will look at the art of Brian Jungen and discuss what materials he uses, discuss
the concepts of innovation and inspiration, and will compare his work to that of traditional Haida
art. We will discuss how cultures have similarities and differences in expression, discuss the
trends in land use, and compare natural to managed environments. Understanding will be
demonstrated through group discussions and exit slips.
Lesson Three: Puppets are Plant Remains
A look at the use of puppets to tell stories. We will discuss Jim Henson and learn about
how he made and used puppets. Students will explore exaggeration in the transformation of form
in their puppet. In groups they will create characters that will be part of a presentation depicting
the process of plant photosynthesis, as well as other learned facts from the unit. Teacher and
student assessment.

Grade:

Time: 60 min

Activity : Plants Are All Around Us 1

Goals/Key questions
Goals: How do plants influence your life?
Students will recognize the importance plants play in
their day to day activities, and begin to understand their role in
the ecosystem.
Objective (connected to PofS):
Science
Investigate essential role of plants in their environments
4

 Describe human uses of plants (food and raw materials)

Art

experiment with techniques and media within complete compositions of

two dimensions, by making paper and accordion books

Pre lesson Considerations

Lesson overview of main ideas to be learned and pre-learning required:
-Plants in food, plant fibers used in good books made from homemade paper
Materials needed/pre-set up required/logistical considerations needed
(seating arrangement):
Homemade paper:
-pulp (shredded paper) blenders deckle mold sink/ tubs

Content:

Introducti
on
Time est.
10 min

Transition
considerat
ions

Activity 1
Time est:
15 min

What is the teacher doing?

What are the

students doing?

Using PowerPoint, teacher will begin with

an overview of the days events, as well as
introduce the unit showing deadlines and
student/ teacher expectations. Teacher will
show the desired Outcomes, so students
have an understanding of what they will
be learning.

Listening to outline, but

also participating in
group discussion of the
information being
presented.

Arrange class into pre determined groups

Get into group

In groups on poster paper, generate ideas

of what plants are used for.

Small group activity,

contributing ideas,
collaborating.

After 5 mins get groups attention, ask

them to see if they can classify their
information into groups (ex, Food, material
goods).

Identifying uses of
plants.

Have them continue to add to their lists

for 3 more minutes.
5

Have groups put posters on the wall, and

do a gallery walk. Take note of what other
groups came up with.

Gallery walk/ reflection

Back in groups discuss the ideas that they

saw. Have students defend the things they
put of there.
Show slides that have examples of food,
cloth, wood goods etc.
Transition
considerat
ions
Begin the process of making paper.
Activity 2

Time Est:
min
25

Give quick example of putting shredded

paper into the blender. Add twice as much
water to paper. Place deckle and mold
over sink. Pour in mixture. Set out to dry.
Full instructions found at
http://www.instructables.com/id/Homemad
e-Paper/

Watching demonstration
and asking questions if
any.

Hands on learning,
making paper.

Have students begin process.

Conclusio
n
Time Est:
10 min.

Clean up.
Group chat, reflecting on what they
learned.
How do you feel having made your paper
as opposed to me buying you paper?
Have them write a response to the
question How do plants influence your
life?
What worked well? What issues did you
face while making paper?

Lesson 2: Continuation of Lesson 1, having students continue working on homemade paper and
introduce the accordion book. Include content on Egyptian Papyrus paper.
6

Look at Washi, Japanese paper https://www.youtube.com/watch?v=_E-atPin7pQ

What were the results when you beat the fibers longer?
Observe the broken down fibers by putting a small amount of pulp in a jar of water. Shake it and
hold it against the light to observe the different sized fibers, depending on how long it was
beaten. Then observe the way they form a piece of paper.

Lesson 3: Finalize accordion book, including pull outs.

Grade:

Time: 60 min

Activity : 4: Art Comes from Whats Around Us

Goals/Key questions
Goals: How do natural environments differ from managed environments?

How does Brian Jungens art depict a blend of managed environment with the
natural environment?
Objective (connected to PofS):
Science
Investigate trends in land use, from natural environments to managed
environments
Art
identify similarities and differences in expressions of selected cultural groups.

Pre lesson Considerations

Lesson overview of main ideas to be learned and pre-learning required:
-Brian Jungen NW costal Art similarities and differences in how cultural groups
express land use
Materials needed/pre-set up required/logistical considerations needed
(seating arrangement):
-Smithsonian website accordion books handouts

Content:

Introducti
on

Time est.

What is the teacher doing?

What are the

students doing?

As a class read the article from

http://www.smithsonianmag.com/artsculture/one-mans-trash-is-brian-jungenstreasure-40608181/?no-ist and discuss the
artwork done by Brian Jungen on that page.

Discussing as a group
Writing in their
accordion books

20 min

In pairs, answer
handout questions,
add sheet to
accordion book.

The Haida people area North West coastal

people who used natural materials in the
objects they created. Island archepeligo
(Queen Charolatte Islands/ Haida Gwaii)
-canoes
-totem poles (red cedar)
-frontlet
-use of Abalone shells
-greese dish/bowl
-masks
-Argillite carvings
What materials do Haida artists use? What
materials did Brian use? How does he create
the masks?
Why did he choose nike shoes? (colours; red,
black, white)
In pairs students will answer these questions
on a handout that will be put into the
10

accordion book.
How does Brians artwork show his native
traditions?
How does is differ from traditional North
West Native art?
What materials does he use? Why would that
be important?
How does he innovative with this art?
What inspires him?
Transition
considerat
ions

Activity 1
Time est:
10 min

Pose the question How do natural

environments differ from managed
environments? meaning, are gardens and
farm lands different from naturally growing
areas?

Group discussions

Bring answers to a large group discussion.

Ask, Do all cultures feel the same about
land management?

Think/pair/share

Have students discuss in think/pair/share.

Transition
considerat
ions
Explain task:
Activity 2

Time Est:
min
20

Students will gather materials from the art

room and from home to create a sculpture
depicting how they feel in regards to land
use. This is a look at their own culture and
how other culture see its importance. (This
activity will take 3 more days, and include a
formal gallery walk with discussion
components).

Begin planning of
what they will use/do
for sculpture:
-Materials
-size
-shape

Transition
11

Conclusio
n

Clean up

Exit slip

In an exit slip, students must answer

Describe the art work of Brian Jungen, what
does it make you think/ feel? How does his
art reflect his feelings and views?

Time Est:
10 min.

Lesson 5-7: Working on sculpture/ teacher brings in more insights into the use of
land and cultural views. Final day will include formal gallery walk, where each
students gets to see each others work and discuss how they implemented their own
cultural views.
Lesson 8: Students will learn the functions and structure of seed plants. Using their
accordion books, students will create a 2D image of a character made of plant
material, and create a story of their character to include the function and structure
of seed plants. This will transition into the next activity where students create a
puppet in reference to the 2D image they put in their book.
Grade:

Time: 60 min

Activity : 9: Puppets are Plant Remains 1

Goals/Key questions
Goals: How can you use plants (or plant products) to express understanding?
Objective (connected to PofS):
Science
Describe the structure and function of seed plants
Investigate essential role of plants in their environments
Art
experiment with techniques and media within complete compositions of two and
three dimensions
explore the transformation of form in composition: exaggeration.

Pre lesson Considerations

Lesson overview of main ideas to be learned and pre-learning required:
-puppets are made of plant material use of exaggeration in compositions the the
structure and function of seed plants
12

Materials needed/pre-set up required/logistical considerations needed

(seating arrangement):

Content:

Introducti
on
Time est.

What is the teacher doing?

What are the

students doing?

Read The Giving Tree

Listening to story

In your accordion book write how plants

are used by people.

Write in accordion book

Alternate story, where plants use humans

= Little Shop of Horrors

Take notes on how to

make puppets/ when
using puppets, how to
keep them looking real
and engaging.

10 min

Transition
considerat
ions

Activity 1
Time est:
20 min

Discussing what they

found important to
include as notes

Watch clip, having students look for

aspects that make puppets work.
Personification; using the phone, tapping
fingers, looks for change etc.
https://www.youtube.com/watch?
v=SfcPnul77T8
Learn about puppets using slide show on
13

my website about puppets

https://www.youtube.com/watch?
v=AC440k6iByA is another link to Jim
Henson
Discuss what they took note of, how to
keep puppets alive
Transition
considerat
ions

Get into pre determined groups

Task:
Activity 2

In groups students will create puppets to

explain the structure and function of seed
plants.

Time Est:

They must have at least one character for

each person but no more than 6
characters in total.

min
25

Working in groups,
creating a story on the
structure and function of
seed plants

Begin by structuring your story: how will it

flow, who are the characters, what
information will be included etc.

Transition
Conclusio
n
Time Est:
5 min.

Clean up

Write in accordion book

In your accordion book answer:

What are ways that we can use plant
materials as a medium to express
ourselves?

Lesson 10-15: Students will continue working on puppets, the function and
structure of seed plants, and the written puppet scripts/ movies.

Annotated Bibliography
14

Fiber 2 Fashion. Plant and Animal Fiber. Retrieved from

http://www.fibre2fashion.com/industry-article/2943/plant-and-animal-fibres?
page=1
Gambino, Magan. One Mans Trash Is Brian Jungens Treasure. Retrieved from
http://www.smithsonianmag.com/arts-culture/one-mans-trash-is-brianjungens-treasure-40608181/?no-ist
Natural Resources Canada. Forest Land Ownership. Retrieved from
http://www.nrcan.gc.ca/forests/canada/ownership/17495
Silverstein, Shel. The Giving Tree. New York: Harper and Row, 1964.

15