December 3, 2020

Organizational Information

Teacher Ana Ferzacca Grade Level Grade 1

Subject Art Unit/Topic/Strand Component 3 and 4

Times 12:45-1:40 (45 Overarching What is the meaning behind the designs
mins) Question(s) on Blackfoot Tipis?
Description and Rationale
This lesson will teach students about Blackfoot tipi design and encourage them to think about
what different designs mean and represent.
Component 3 – students interpret artworks literally.

GLOs Component 4 – MAIN FORMS AND PROPORTIONS: Students will learn the shapes of
things as well as develop decorative styles.
3c. An artwork tells something about its subject matter and the artist who made it.

SLOs 4e. A horizontal line can be used to divide a picture plane into interesting and
varied proportions of sky and ground.
Learning SWBAT explain how the land and sky are represented in tipi design
Objective(s
) SWBAT design a tipi using the knowledge that they have been given about tipi
design
Learning Objective(s) Driving Question(s) Intended Response(s)

SWBAT explain how the land What part of the tipi The bottom/top
and sky are represented in tipi represents the land/sky
design

SWBAT design a tipi using the What elements should you Spirit animals, land, heavens
knowledge that they have been include in your design
given about tipi design

Pre-Lesson Preparations
Materials + Equipment Teacher Tasks
tipi design info Print templates
http://drroywilson.mhpsd.ca/common/pages/UserFile.aspx?fileId=2761889 Read book
https://glenbow.ca/exhibitions/online/blackfoot/design_eng.htm make notes on tipi design
https://open.alberta.ca/dataset/871293be-6b9c-4151-8450-afd6e2e2df8d/
resource/d34742c3-ea55-443a-95de-01e8fed4b933/download/fishcreekpp-
meanings
fishcreekfamilies.pdf - info and early finisher
 December 3, 2020

tipi design templates

The Storm Maker’s Tipi – Paul Goble
Body – Introduction, Activities, Closure
Introduction Time
Attention Ask if anyone knows what a tipi is, explain that they are shelters
Grabber + that some first nations groups, including the Blackfoot who live in
Description southern Alberta, lived in. 5

Explain that the designs that are on tipis are important to the
indigenous people and the designs all represent different things.
Activities
Learning Read the Storm Maker’s Tipi by Paul Goble 10
Activity 1 Have students gather on the floor for this.
Transition Students back to desks
Learning Go through the resources on tipi design
Activity 2 Bottom represents earth – hills or mountains
Middle represents the spirit animal 10
Top represents sky spirits – lines represent rainbows
Show pictures of tipi design
Transition Hand out tipi templates – leave pictures of designs on board
Learning Have students design their own tipi 20
Activity 3 Lock step – show bottom design, hills or mountains. Have students
do this first.
Then do stripes for the top design – have students complete this
Then explain that the last step is to add animals in the middle.
Show an example then have students add whichever animals they
want.
Last have students add colour to the tipis.

If done early they can add labels for what the parts represent
Once done have them cut it out and glue it to a piece of
construction paper .
Closure
Assessment Formative – looking at the designs and seeing if the correct
elements are present on their tipi designs
 December 3, 2020

Reflection

What Worked

What Didn’t Work

What would I
change