Infusion Lesson Plan

Teacher: Carleigh Twillmann

Grade: 3rd
Date and Time: September 25, 2016
Name of Lesson: Native Americans, Culture and Sandpainting
Fine Arts Area: Visual Arts
Infused Core Area: Social Studies
Standards

(each area)

Objectives

(the students will)

Assessments (authenticteacher made)

Visual Arts
Creating Works of Visual
Art Standard 1: The
student will demonstrate
competence in the use of
ideas, materials,
techniques, and
processes in the creation of
works of visual art.

Students will learn about

the Native Americans and
the techniques they used
in creating sand painting
and create their own
sandpainting.

Rubric, see below

Students will learn about

the Native Americans who
lived in the South Carolina
community and how made
art, what materials they
used, and what it shows
about their culture by
creating their own
sandpainting.

Students will be assessed

on if they included one thing
they learned in their own
piece and describe when
they would use their sand
paintings if they lived with
the Native Americans.

VA3-1.3 Use and combine

a variety of materials,
techniques, and
processes to create works
of visual art.
Standard 3-2: The
student will demonstrate
an understanding of the
exploration & settlement of
South Carolina.
Indicator: 3-2.1 Compare
the culture, governance, &
physical environment of
the major Native American
tribal groups of South
Carolina, including the
Cherokee, Catawba, &
Yemassee.

Vocabulary: Native Americans, Cherokee, Catawba, Yemassee, Sandpainting, Line,

Color, Shape, Design, Symbols and Texture
Preparation/Materials/Resources
White sand
Plastic Spoons
Food coloring for sand

Small 8x8 canvases per student

Craft sticks to stir food coloring and sand
Pencil to sketch
Thin Layer of watered-down Elmers Glue
Paint Brushes to spread layer of glue
Jars or Styrofoam bowls to hold colored sand

Anticipatory Set: (basically the hook, a review or rules)

Talk to class about the Native American settlements in South Carolina.
Discuss the importance, tradition and meaning of Native American sandpainting.
Class will compare and contrast different techniques (color, line, shape, design,
texture).
Class will brainstorm holidays and ceremonies that might warrant a sandpainting.
Explain to students that they will be making their own versions of Native American
sandpainting by copying the techniques the Native Americans used.
Mini-Lesson: (Teacher demonstration)
Sketch design on canvas.
Use the craft stick to spread a thin layer of Elmers glue over canvas.
Have pre-mixed colors of sand and food coloring and place the color of choice in
the individuals preferred spot using the plastic spoon.
Finish sandpainting and show and describe to students the techniques she used
that are similar to the Native American sand painting techniques.
Tell class the reasoning behind choice of colors and symbols
Describe when your sandpainting would be used if you lived with the Native
Americans
Procedures:
Have students cover each of their tables with cut up garbage bags (to lessen
mess).
Volunteers from each table will pick up premixed bowls of food coloring and sand
and place it at each of their tables with spoons for each bowl.
Designate one bowl for watered down Elmers glue (80% glue, 20% water) for each
table (teacher will hand this out).
Each student will grab a paint brush for the bowl of Elmers glue at their table.
Teacher will give each student a canvas to work on.
Students will use techniques of the Native Americans in their own piece and will
brainstorm what they want their piece to look like.
Students will sketch their ideas in pencil onto the canvas.
Students will cover the canvas in a thin layer of watered-down glue (using paint
brush).
Students will use spoons to scoop their preferred color(s) of sand into the place in
which they want them.
Students will decorate their canvases mindfully and will include something about
themselves within their artwork (such as their favorite color, design, etc.)
Clean up/ Close out/ Review
Volunteers from each table will bring all materials from their table to the front of
the room.
Students will clean up their space.

Class will have a gallery walk and look at everyones works of art
Students will discuss what Native American technique they used, why they chose
to do a particular design or colors on their sandpainting, and when their sand
painting would be used if they lived with the Native Americans.
Homework will be to learn more about other types of artwork used by the Native
Americans

Differentiation:
In anticipatory set: have students watch a video of the Native Americans, their
culture and sandpainting
Tempura paint can be subbed for food coloring
Places in room for student collaboration as well as a place for quiet, independent
work
Using reading materials at different readability levels

Native American Sandpainting Rubric

Sand Painting
Design

Elements and
Principles

LEVEL 1 (10
pts)

LEVEL 2 (15
pts)

LEVEL 3 (20
pts)

LEVEL 4 (25
pts)

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

The sand painting

does not show or
illustrate any part of
the Native American
life, or the stages of
life are unclear. The
design does not
clearly represent
people, plants, or
animals.

The sand painting

partially illustrates
the four stages of life
of the Native
American life, and
two of the four
stages of life are
unclear. The design
includes symbols,
representing animals,
people and plants.

The sand painting

somewhat illustrates
the four stages of
life, one of the stages
is unclear. The design
includes symbols
representing animals,
people and plants.

The sand painting

clearly illustrates all
four stages of Native
American life. The
design includes
symbols representing
animals, people and
plants.

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

The student
creatively used one
of the Art Elements:
line, shape, color.
The design included
no symbols.

The student
creatively used one
of the three Art
Elements: line,
shape, color. The
design included 1
symbol.

The student
creatively used two
of the three Art
Elements: line,
shape, and color. The
design included many
symbols.

The student
creatively used three
of the Art Elements:
line, shape, color. The
design included many
symbols.

LEVEL 2

LEVEL 3

LEVEL 4

Student's work shows

no attention to detail
and technique. The
sand painting was
not neat, and could
not be understood.
Lots of white space
can be seen.

Student's work shows

little attention to
detail and technique.
The sand painting
was not neat, but
could be understood.
Some white space
can be seen.

Student's work shows

some attention to
detail and technique.
The sand painting
was mostly neat and
could be understood.
Little white space can
be seen.

Student's work shows

great attention to
detail and technique.
The sand painting
was neat and easy to
understand. No white
space can be seen.

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

The student did not

complete the project.
The student had little
focus and needed
many reminders to
focus.

The student
completed the
project, but didnt
focus. The student
gave little effort.

The student
completed the
project, but needed
reminders to focus.
The student gave
some effort.

The student
completed the
project with great
focus. The student
gave effort far
beyond that required.

Craftsmanship LEVEL 1

Effort

TOTAL: _________/100