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Title: Salish Plant Dyes-- Expressive Arts Lesson

Name: Kristen Hannemann

Date: 12/12/14

Grade Level/Subject/Context: This is a fourth grade lesson that is designed to fit into the
yearly theme of how to survive in the unknown. Whilst investigating this theme as a class all
year, one of the main storylines that is being followed is that of Lewis and Clark and their
journey as they search for the Northwest Passage. On their path they come across many different
Tribes; some of which they interacted with in a civil way and others they found themselves at
odds with. One of the tribes they came across was the Salish tribe of the Pacific Northwest. The
Salish tribe, like the other tribes of the Pacific Northwest, used plants for many purposes. The
students have been learning how native plants were edible and others were purely used
medicinally. This lesson is meant to give an entirely new perspective on the use of plants and
give students a way to survive the unknown with capacities for camouflage and for beauty. In
this way, students will be exposed to the craft and legend of Native Americans of the Pacific
Northwest in connection to their already developing themes.

Rationale: The guiding question for the year is How can we survive in the unknown?. This
lesson is meant to give a different perspective-- the perspective of beauty-- of all of the
elements that we have been studying. While we will later be weaving a blanket out of these
dyes materials, we have also been studying native plants and their uses. In doing so, the
students asked how they were used as medicine and in craft. This lesson is meant to involve
their creative minds as well as their sense of wonder in the process of authentically discovering
Native American Culture. Prior to this lesson, students have discussed different traditions of
Native Americans in the Pacific Northwest and by focusing on the Salish tribe, we directly
look at one of the tribes the students have been reading about in The Captains Dog(Roland
Smith), connecting their literature to their expressive arts.

Time: 1.5 hours

Rationale: In this expeditionary school, students get 1.5 hours 3 days a week for expedition.
In this time, students have the chance to work with research materials both physically and on
the web to discover new information about the journey of Lewis and Clark. To do this, it takes
time and often multiple lessons. (See Reflection)

Career Critical Question: How can I evaluate students in a way that shows their ability to
fulfill the assignment and embody the concept in writing and in actions?
How can I support communication skills (written and spoken) of students who are either above
grade level or below grade level through differentiated assessment that focuses on their
wholesome and deeper understanding of the material?

Unit Critical Question: In what ways are students able to connect to specific characters in
history through craft and legend?
Rationale: My critical question for this unit (all lessons within the theme of craft and legend)
looks at the takeaway within each student. It is my goal to look deeply at the way that the
students encounter the information, respond to it, and discuss it in order to give a wholesome
report. Do do this, student work will be evaluated on two levels (see Assessment).
Standards:
National Arts Standards:
Students know that the visual arts have both a history and specific relationships to various
cultures
Students identify specific works of art as belonging to particular cultures, times, and places
Students demonstrate how history, culture, and the visual arts can influence each other in
making and studying works of art
CCSS.MATH.CONTENT.4.OA.A.3

Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations, including problems in which remainders must be
interpreted. Represent these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental computation and
estimation strategies including rounding.
Rationale: These are standards that I believe are embodied in the ideas of studying culture. The
math content standard looks specifically at the process of creating the dye. These are standards
that tie in to both history and visual art and personal connection to the students.
The students have been working on word problems all year and the math standard relates
directly to interpretation of the text in the process and measuring the parts of the solution into
the pot. These are all parts of real life word problems.
Learning Targets:
I can follow a recipe to create a chemical reaction (dye).
Rationale: While there are many earning targets that I could be looking at throughout this
lesson, I am choosing to look at interpreting text in following the recipe for the dye as the main
one. This is important since the kids do not have much chemistry and I can evaluate their
understanding of it through their summary writing. I can statements are presented at the
beginning of the school day.

Content Objectives:
During the lesson students will be able demonstrate their ability to relate to Salish Tribe of the
Pacific Northwest by creating plant dye. Since the lesson takes place within a unit wherein the
students will be looking at many different tribes of the Pacific Northwest, throughout this lesson
students will work to create dyes from plants that later can be used to paint pots, dye woven
blankets as well as dye baskets-- all things that they will be discovering through the process of
unit in its entirety.
(Other important skills: students will be listening working to on chemistry problem, working
together to create dyes with heat and plant matter. Students will also be listening native american
legends of the Pacific Northwest while they take turns dyeing their fabric.)
Rationale: Students will have been studying many different elements of Native American
tribes all year long and this class will give them the chance to explore the concepts for
themselves: specifically in regards to the science behind it. This lesson ties into the lessons in
this unit:
Baskets weaving: baskets can be dyed and often were
Blanket weaving: we will be dyeing the material that later is woven
Paint is a form of dye and we will look at the basics of creation of dye from natural pigments.
Language Objectives:
Students will be able to demonstrate their ability to interpret text by following the recipe for the
dye (with guided instruction).
Students will be able to demonstrate their ability to interpret text auditorily, showing their
understanding through our discussion of legends.
Rationale: Students often embody concepts in a multitude of ways and each student is slightly
different from the others. Due to this observation, it is my goal to look at how they interpret
what they hear and what they read through authentically doing the activity and summarizing it
based on their own perspectives. (See Summaries Handout)
Student Assessment:
Students will be assessed upon their engagement, specifically regarding the 5 HOWLs.
Students will also be assessed with my assessment by group for content understanding through
their writing summary.

Rationale: Assessment of students will be multifold to further explore concepts within Howard
Gardners MI theory. I will be assessing students based on their embodiment of the concepts
within both HOWLs and their writing that looks at how they individually understand the
material and can express their own connections.

Differentiated Instruction:
This lesson will be centered around group activities. Students will be working together and so
those who can read better than others will help those who arent as strong of readers. In addition
to this, students will be writing in groups so stronger writers will be encouraged to collaborate
effectively with others to create pieces that are developed of all of the groups ideas.
Rationale: Since all students are different and some need some extra special attention
throughout nearly every lesson, I am choosing the have the students work in table groups as
much as possible with the idea that if students need more one-on-one attention, they will be
accommodated (see Reflection). By working in groups students will be able to use their own
strengths to contribute to the learning environment.
Materials and Preparation:
This lesson begins in their seats. The students will need accessible paper and pencils for final
group work. There must be enough for each table group.
Handouts must be on students tables with highlighters.
On a desk in the back of the room, pot on burner will be set.
Although Oregon Grape is what the lesson will mainly talk about, other plants will be briefly
looked at using the following sites for printables. Each site pages (below) needs to be printed for
each table group.
Oregon Grape Used for Dyes
Native Plant Uses of the Pacific NW
The instructions for dye, one set printed for each table group. If Oregon Grape is available, we
will use that. If not (time of year/resources) we will use the recipe for beet dye and discuss the
differences between beet dye.
Highlighters
A heating source: portable burner/hotplate
A large pot (an old canning pot works nicely)
The material for the class quilt for later weaving lesson to dye
For every 4 parts water, one part vinegar-- the solution needs to fill the pot half-way.
A unit of measurement (cup/jug)
Drying space for fabric
Tarp or plastic for the floor
Utensil for mixing dye

Facility planned ahead of time to wash material (cold wash) and dry it again
Printed versions of stories from Indian Legends of the Pacific NW (See references for book
information)
Oregon Grape or Beets depending on resources
Rubber gloves for each student
Summary handout for each student

Rationale: Plant dyeing is a process and all of the materials are needed to both understand the
reason behind the process as well as actually create it. I have put two different dye materials on
this list that are to be used within the lesson as resources allow. This is to give the opportunity
for real-life plant dyeing to students that otherwise might not have the natural resources
(Oregon Grape) to do the experiment.
--___________________________________________________
Lesson
(1:00)-Students begin at desks. T at front of room.
T: Today we are going to look at some really cool native plant uses. We have been working on
researching things lately, so I know you are getting pretty good at doing research. At each of
your table groups there is a set of instructions and then a couple of articles that look like this
(holds up example). I would like each group to take a couple of minutes and read through one of
the packets on your table. You wont make it all the way through, but read as much of you can.
As you do this, try to highlight any important information. Id like to give you about 15 minutes
to do this.
(1:15) Anyone have an idea of what we will be doing today in class?
Ss are scaffolded as needed to use the text to discover that we will be looking at plants as sources
of dye. After students grasp idea, have each table say a couple things they thought were
important from the reading. After these have the concept of plants to dye, read the instructions
together as a class. The focus will be brought to Salish Tribe:
T: There are many different tribes that used plants for dyes, but we are specifically going to look
at the Salish or Flathead Tribe here in the Pacific Northwest. They used Oregon Grape to make
a yellow dye and alder to make a brown. Today we are going to look at this process with beets
because we couldnt find enough Oregon Grape to use for the dye.
(1:30) T: Great! Now that we have walked through what the instructions say, what will we begin
with?
What comes next?
After that?

Last?
Once finished:
Lets make a circle around the table in the back of the room.
Explain that this is really hot-- go over idea of safety of touch, proximity, horsing around near it
(1:35)T: Volunteers are called on to count out each measurement. Every 5th one must be
vinegar.
While the class wait for the large pot to come to a boil (it will take a while), Ss will sit facing the
read-aloud chair (they are accustomed to this already). They will listen to Native American
legends and after each one (there are only about 8 minutes long) we will discuss as a class what
the traditions or beliefs were and how they might be different from today.
(1:45) Students make transition back to table groups: Now that we have listened to and discussed
some Native American legends and you have a gotten a chance to begin the dyeing process of the
blanket, please quickly and quietly sit at your chairs.
(1: 50) I will go ahead and pass out summary sheets. Please work as a group to fill it out. One
person can do the writing, but everyone has to contribute to what the words will be about. Does
anyone have any questions? Students begin working on their summaries in their group.
(2:10) Students make transition to back of room, one table group at a time to take pieces out of
the pot and wring. Setting on the drying sheet. While they do this, they will share one thing that
their group found interesting.
Rationale: This lesson is student-centered and the content is largely and exploration of the
concept behind dyeing and learn a bit more about the importance of dye historically in our own
Pacific Northwest. The lesson relies on student research since it is during the expedition time
of their school day and is a process that fluctuates between writing, reading, listening,
discussing, and creating-- all elements to a healthy school environment.
Closure
(2:20) Students ticket to get ready for the end of the day is to share their tables summary of the
work. Since it is my expectation that every group will have finished answering their questions, I
will have one person from each group share at the end of the lesson.
(Dismissed at 2.30, clean-up done by teacher due to amount of dye)
Rationale: To have each student share their finding it would be a very long process. It is my
goal to have each table group share one of their findings/observations as a way of bring the
class back to a focal point of takeaway. I think that it is really important for students to be
able to feel connected to their work in a unique way and I think that by giving them the chance
to share something/listen to others, it will give them the chance to really understand their
connection and leave a lasting impression of the lessons content.
Notes beyond the lesson

This lesson required research in a number of books and online articles. It is based in the rich
ability of children to authentically create that Edwards discusses in The Creative Arts (2010).
At this point in the year, students have been coached on research practices and the foundations of
text as resource. This lesson is designed in such a way that perpetuated the student-centered
nature of the classroom, and allows for them to create something collaboratively. My resources
follow.
References:
Beckham, S., & Romano, C. (1977). The Indians of western Oregon: This land was theirs. Coos Bay, Or.:
Arago Books.
Buan, C. (1991). The first Oregonians: An illustrated collection of essays on traditional lifeways, federalIndian relations, and the state's native people today. Portland, Ore.: Oregon Council for the Humanities.
Clark, E. (1953). Indian legends of the Pacific Northwest. Berkeley: University of California Press.

Edwards, L. (2010). The Creative Arts A process approach for teachers and children (5th ed.).
New Jersey: Pearson.
Keoke, E., & Porterfield, K. (2009). American Indian contributions to the world: 15,000 years of
inventions and innovations. New York: Infobase Publishing.

Rationale: Research was an important element in developing this lesson and after reading
Edwards book I found that many of her ideas of creative play came to the forefront of the
lesson. Of course creative play often refers to younger children and the element of exploring
rather than being taught something is important, I believe that this lesson allows the students
the chance to really play with their own knowledge of plants and their uses while still
discovering interesting elements to add to their encyclopedic minds.

Rubric for Writing:

Exceeding Demonstrates multiple elements of HOWLs and exceeds the expectations of written
work.
Meeting Completes a part of the poem on topic and demonstrated an element of empathy for
others through lens of the HOWLs.
Not Met. Did not show embodiment of minimum expectations or effort of trying to meet them.
Rationale: Creating in the arts is important for students to have the chance to do. I think that it
is especially important for children to feel like they are a part of a larger picture and that it is
not just their ability to write that can or will lead them to success in the world. Having said
that, it is my goal to have students recognize that actions and words are equally important. I
have told them the way that I evaluate them and I feel that that has made a difference in the

quality of work they show during the lessons-- both in actions and in assignments.
Reflection Pre-Lesson:
This lesson relies on students being able to do research on their own/with help from their table
group. Although they have shown they know how to do this, a few students need more one-onone attention to complete this activity. My plan to have them work as a group to write the
answers will hopefully help this process flow more rapidly, but since I have not tried to have
them research texts in groups before, it may be more challenging than I anticipate. Should this be
the case, I will put my three writers who have a harder time keeping up each with one stronger
writer who can help to write down their ideas too. The pairs for this rearrangement would be-(list here of named pairs).