CANADA TO ME – Shape, Pattern, Balance

Students will be able to:

• use Model Magic to create a mobile that communicates their ideas about Canada;
• use placement of objects to create balance;
• demonstrate their understanding of cultural symbolism;
• demonstrate technical accomplishment and creativity; 
• support their ideas with evidence found in the artworks. 

Have students:

• research a variety of maple trees found in Canada using the Canada's Maple Trees lesson plan available on this website;
• share their work with others.

1. Download images of Canadian symbols from the Internet, for example,
   Maple Leaf
   Leaf Symbol
   Inuksuk
   Inuksuk Symbol
   Beaver
   Beaver Symbol
   Moose
   Moose Symbol
   Hockey
   Hockey Symbol
2. Gather and make available books about Canada and Canadian symbols, for example, A Northern Alphabet, by Ted Harrison The Inuksuk Book, by Mary Wallace; An Inuksuk Means Welcome, by Mary Wallace; Z Is For Zamboni: A Hockey Alphabet, by Matt Napier; ABC of Canada, by Kim Bellefontaine; Oh Canada!, by Per-Henrik Gürth; M Is For Moose: A Charles Pachter Alphabet, by Charles Pachter; Canada Counts: A Charles Pachter Counting Book, by Charles Pachter.
3. Download and display the Shape and Balance Posters available on this website.
4. Gather all the materials required for this lesson. If possible, take students outside to find their own stick for the mobile.

1. Read one of the picture books about Canada and discuss how the illustrator chose images to represent ideas and how they represent Canada.  
2. Explain that these are cultural symbols. Cultural symbols are found in countries all around the world. They represent something that people in that country feel is important about the country, or part of the country.
3. Brainstorm as a class, symbols that people in Canada find meaningful, for example,
   - Inuksuk
   - Beaver
   - Maple Leaf
   - Moose
   - Hockey
   - Polar Bear
   - Canadian Flag
4. Discuss why these symbols are used to represent Canada and what they mean.
5. Show students some images comparing actual objects with the way artists have changed them into symbols, for example, the maple leaf. Discuss how they are different and how they are the same, for example,
   - images of symbols are often flat, simple shapes
   - images of symbols are easy to recognize
   - images of symbols often use symmetry in the design
6. Introduce the challenge.

1. Once all the mobiles are complete ask students to share them in partners or small groups. 
   Ask them to:
   - Look closely at the mobiles and how they are made.
   - Share thoughts about the work.
   - Talk about how simple shapes and contrasting colours contribute to the effectiveness of the designs.
   - Explain why the symbols they chose can be called cultural symbols, and why they chose them.
   - Tell what was satisfying about making the mobile and explain why.
2. Ask some students to share their ideas with the whole class.

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss their mobiles – speaks with a clear voice, looks at audience while speaking, points to areas in the mobile, provides accurate information, answers questions from the audience effectively.
3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
4. Use a checklist to track progress. (Downloads - Mobile_tracking.pdf)
5. Have students use the self-assessment form to reflect on their work. (Downloads - Mobile_self-assessment.pdf)