Hampshire Prairie Science Unit Fourth Grade Natural Dyes Lessons Concept: Students use plant materials from

the Hampshire School Prairie to dye various fibers and explain how settlers and Native Americans used materials from the prairie for practical and artistic uses. Performance Task: Students will describe and demonstrate how settlers and Native Americans used plants to make dyes for their everyday objects (clothes, fabrics, leather, mats, yarns) State Goal: Science 13B Social Science 15C, 16C, 17C, 18A2 Fine Arts 26A2e, 26B2d, 27A, 27B2 Instruction: Day 1 1. Students will compare/contrast materials dyed with natural materials to materials dyed through other technology. 2. Discuss why settlers and Native Americans may have chosen to dye things from plants, why they could not just buy them, and how trade items from imports and new technology changed that situation. 3. Draw conclusions as to why there is a still-continuing artistic tradition of hand dyeing (legacy of settlers and Native Americans influencing our culture, reaction to high-tech one-size-fits-all culture of today, natural dyes are environmentally friendly.) 4. Predict how long, how many steps, how difficult it will be to dye fibers from plant sources by hand.

and wool fabrics. • Hotplate or microwave oven • Tempered-glass pots or casserole dishes • Wooden spoons • Old blender • Plastic or wooden scoop to remove plant materials from water • Latex gloves • Paper towels and newspaper to catch drips and spills • Pen and paper to make notes Preparing the dye: Settlers used a mordant to help set the color of the dye. Coreopsis. • Plant materials from the school prairie from which to extract pigments: Dandelions. See list attached for suggestions of dye plants used by Native Americans and Settlers. Materials: • Safety with heat and chemicals should be monitored.Day 2 and Day 3 Students will experiment with plants. fibers. and mixes thereof. Goldenrod flowers. handmade paper. The mordant step will not be used in this process. Safflowers. and results. leather pieces.) . silk. • Fiber products to be dyed (wool yarn. • Prepare plant material for dyeing by putting it in the blender with 1/4 cup of water and blending until plant fibers are pureed (about 30 seconds. etc. keeping a written record of their ingredients. linen. • Students collect and prepare the plant material. processes. but could be used if color of a more permanent nature is desired. cotton.

take pot off the boil and set aside to cool. Take out the dyed fabric. rinse. Wool works best. . 1-2 cups of fresh marigold flower heads 2 quart or larger tempered glass pot 2 cups of water Boil 2 cups water and flower heads for 15 minutes. • When desired color is reached or after one hour. • When water is cool. Prepare fabric by washing to remove sizing. remove dyed fibers from the pot. • Check for depth of fiber color on a wooden spoon dipped in it and lifted up. stirring to help even the color. • Rinse loose dye and plant material from fiber with clean water in a bin or under a faucet at room temperature. • Hang dyed fiber to dry. Take the pot off the heat and wait until the water cools. Remove from heat. • Take pot off boil and remove only plant material from the pot. Dyeing the fiber: • Add fiber to be dyed to pot and continue to boil. Use latex gloves and wring dye water from fiber back into pot or into a bin. Add more cold water and a piece of fabric to the pot. and dry. Sample Dye Recipe to get you started: 12" squares of fabric.• Add plant material to water in a glass pot and set to boil for 30-60 minutes covered or until a heavy concentration of pigment has been released to color the water. Bring to boil again for 20 minutes. Remove flower heads with a strainer or keep them in. stirring occasionally to even out the color.

Which feels (three items) Which needs (three items) Which fears (three items) Which gives (three items) . 4. Students will also write a detailed recipe they invented from their notes. or thing in a few lines of poetry. and how they feel about the experience. place. Hampshire Prairie Science Unit Fourth Grade Biopoem Lesson Performance Task: Students will create a biopoem to describe a form of wildlife or plant life found on the Illinois prairie using the Hampshire School Prairie and classroom resources. Line Line Line Line Line Line 1. what they learned. 5C Instruction: Biopoems enable students to synthesize their learning by capturing the essence of a person. 5A. State Goal: Language Arts 3B. Through modeling. 3C. 2.Assessment: Students write three short paragraphs to describe how they got the color into the fiber. 3. Name what is being described List four traits that describe it. 6. familiarize students with the formula for a biopoem. 5.

Line 7. Which would like to see (three items) Line 8. Hampshire Prairie Science Unit Fourth Grade Plant Growth Lesson Performance Task: Students will observe plants. 7C. After three weeks. Students will compare final data to their initial estimates and draw conclusions about the results. Students will estimate the plant's height after three weeks of growth based on their research of the plant and its growth during one season. 10C Science 12A Instruction: Students will each select a plant in the prairie. students will organize the data into a line graph. State Goal: Math 7A. Students will measure and record the plant height daily in a journal. 10A. 10B. Assessment: Student poems should follow biopoem directions and contain information that is factual depending on the lifeform represented. measure plant growth. Synonym for Line 1. . organize and represent the data in graph form to record growth of plants in the Hampshire School Prairie.

Assessment: Student graphs should accurately represent the data collected in the student journals. .

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