Lesson Plan: Weaving Along

Written By: Margaret Johnson
Grade Level: 4th Grade (may be adapted to other elementary grade levels)

Time Allotment

4 class periods at 50 minutes each. Further exploration of these concepts can go into additional class times.


Incorporating art with math and social studies inspires students to observe the world around them. Students will demonstrate their knowledge of weaving, as well as produce interesting works of art that can be displayed to show their understanding. Once items are created students will role play the “olden” days of bartering their wares.

Downloadable Content
Lesson Plan

Subject Matter

Visual Art with connections to Math and Social Studies

Learning Objectives

Students will be able to kinesthetic/hands on create a simple weaving. Students will be able to barter their wares.

Media Components - Video/Web

Links found in Downloadable Lesson Plan, which can be found under the Over View Section.


  • Different colors of construction paper, 10x16
  • Black construction paper, 12x18
  • Pencil and eraser
  • Scissors
  • Tempera Paint (opt.)(paper plates, brushes, water containers-opt.)
  • Glue
  • Ruler (18 inch ruler works best)
  • Tape
  • Videos

Teacher Preparation

  1. Preview and set up media components.
    • Computer
    • Avervision (document camera)
    • Lesson on hard drive or flash drive
    • Projector that will allow computer hook-up
    • Screen or wall on which to project images
  2. Prepare materials – Prior to starting unit Gather materials so each student has the following:
    • White drawing paper (80 lb.) or water color paper, 10x16 (2/student)
    • Black construction paper, 12x18 (1/student)
    • Pencil and eraser (1/student)
    • Scissors (1/student)
    • Tempera Paints (variety of colors) Opt. cool (blue, green, purple) and warm (red, orange, yellow), OR complementary colors (red/green, orange/blue, or yellow/purple), add white to add a tint of a color.
    • Brushes (one per student)
    • Water containers (1 per table of 4)
    • Paper plates to put paint on
    • Elmer’s Glue (1/student or share)
    • Ruler (18 inch ruler works best) (1/student)
    • Tape (1/table of 4 students)

Introductory Activities

Day 1

  1. Overview of unit: • Students will learn about the word, barter. • Students will create a weaving. • Students will learn about the history of bartering • Students will learn about the history of weaving • In doing so, Math, Social Studies, Language Arts and Visual Arts will be integrated into this unit of study
  2. Activities View the video (entire video or continue viewing throughout lesson times or a video clip), “SaturdaySancocho (the meaning of barter) http://www.learn360.com/ShowVideo.aspx?SearchText=barter&lid=7411464&ID=355984&player=13 • View and research art prints about weaving • Explore books on weavings • Explore books and other sources on bartering. • Show examples of handmade weavings if possible • Create their own weaving • Barter their wares when weavings are completed.
Day 2

Demonstration to begin our learning activities.

  1. Pass out materials: (4 students per table) • White drawing (80lb) paper or watercolor paper, 10x16 (1/student) • Paint • Water containers to clean brushes • Brushes • Paper plates for paint
  2. Demonstrate as students follow along: • Discuss and show examples of weavings • Show examples of color choices (cool/warm, complementary, tints) • Demonstrate painting of 2 papers - pattern painting/color mixing/adding white to create tints. • Students will paint 2 papers - opt. color schemes (1 cool, 1 warm), complementary (red/green, blue/orange or yellow/purple) with white as a tint for mixing colors on each page. • Clean area/put papers in drying rack.

Learning Activities

Day 3
  1. Pass out materials: • Tape (1 roll/table of 4 students) • Pencil and eraser (1/student) • Ruler (18 inch ruler works best-1/student) • Scissors (1/student) • Elmers Glue (2/table) • 12x18 black or your color choice construction paper for border of weaving. • Pass out painted papers to students.
  2. Demonstrate
    a. On back side of paper 1 (your choice), draw a 1 inch ruler wide line across top with pencil. To create the warp (up and down parts of a weaving), draw 5 or 6 wavy or straight lines from the ruler line to the bottom edge of paper, spacing as uniformly apart as possible
    b. With scissors, cut on pencil line (warp) up to ruler line.
    c. On back side of paper 2, create the weft lines by drawing 6 wavy lines across and numbering the right side of the paper 1 through 7 strips. This will help in weaving the artwork together in the proper order.
    d. Cut 1 weft at a time/weave through the warp. Cut #2 out/weave through the warp etc. until all 7 strips have been woven together. There will be a little extra left on strip #7– cut and trim it or leave as is. Glue this last trip in place and mount onto the 12x18 construction for your finished product.
  3. Explore
    a. Consider adding embellishments on top of your weaving
    b. Laminate and actually use it as a placemat.
Day 4 and Day 5 (if needed):

In looking at the finished weavings: (opt. questions to ask)
• Color choices and why?
• Which one would you like to have and why?
• Which one would sell the most if for sale?
• How come?
View: History of bartering: http://bizkids.com/clip/profile-bartering Discussion on how to barter (trade)
• Time to Barter your wares!

Discussion Topics

A. Weaving – basket weaving, clothes
B. World craft/art form
C. Early weavings can be found back in history.
D. Bartering today and past

Culminating Activity

After creating the hands-on artwork assignment(s), students will:

Visual Art
• Display finished artwork within their school.
• Share and reflect with peers.
• Each student can verbalize about their artwork using academic terms (terms to be taught in a given course) (e.g. parts of a weaving: warp (up and down) and weft (left to right)

Social Studies

• Identify the location/region of cultures studied or represented.
• Explain how background and history influence people’s actions (e.g., farming methods, hunting methods, economic decisions)
• Explain the contributions of various ethnic groups (e.g., Native Americans, immigrants) to the history of North Dakota (e.g., food, traditions, languages, celebrations)
• Use a variety of strategies to solve problems; drawing pictures to plan out finished artwork.
• Describe the attributes of two- and three-dimensional shapes. Identify, describe, and model (e.g., using straws or other materials) parallel, perpendicular, and intersecting lines and line segments

Cross-Curricular Activity

• Visual Art – Create a simple weaving using paper
• Social Studies – A characteristic of significant features of different cultures/how bartering was and is used today.
• Math – Draw pictures to solve problems, describe 2D and 3D shapes.
• Language Arts – Write to understand and improve comprehension.

Community Connections

• English Language Learners professionals in your school ( many cultures barter)
• Hjemkomst Center: http://www.hjemkomstcenter.com/‎ The Heritage Hjemkomst Interpretive Center, commonly known as the Hjemkomst Center, is an interpretation center museum in Moorhead, Minnesota
• Clay County Historical Society http://www.hcscconline.org/‎ The Clay County Historical Society was established in Moorhead, Minnesota, in 1932 to collect, preserve and disseminate the history of Clay County. Collections
• The Rourke Art Museum: http://www.therourke.org/
• Plains Art Museum: http://plainsart.org’exhibits/ Students in ND and northern MN can relate to many of the artworks found at these museums in Fargo, ND and Moorhead, MN. The exhibits change throughout the year, so I am providing these links that could be used to preview and select an art work that will complement the lessons. (Art works always need to be previewed for appropriateness before displaying them for students.)