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Food Chains through Northwest Coast Art
Artist
Anastasia J. Hendry
Grade
4
Subject
Science
Topic
Aboriginal Culture, The Salmon or Killer Whale Food Chain through North West Coast stylized art.
Descriptive Sentence
Students will explore the food chain through Northwest Coast Art forms.
Curricular Outcome or Expectations
Please see the lesson plan preview for the expectations/outcomes for your province.
Materials
• Paper
• Pencils
• Erasers
• Photocopies of outlines of animals that are part of the food chain/web you are studying
(eg. Salmon, whale, frog)
Space Requirements
The classroom
Background Information
The Northwest Coast style of art is very distinctive and has been in existence for hundreds of generations. The
Northwest Coast styles are similar but each First Nation has its own distinctive designs and characteristics. These
styles are discernable to those familiar with Northwest Coast art and it is possible to differentiate between Haida,
Salish, Kwakw’ala etc. The art has been preserved in books, museums but more importantly through many
contemporary First Nations Artists. Northwest Coast art can be found on totem poles, button blankets, regalia,
canoes, house fronts, food containers and utensils, baskets and other weavings, leather and paper or canvas. Our art
is used to communicate history, social structure (clans, crests), feelings, history and stories.
All living things have some effect on all other living things in a community. Knowledge of ecosystems and food webs
are important to develop a better understanding of our environment. Students will explore interactions in nature
through the salmon.
Getting Ready
Northwest Coast stylized art is an expression and symbol of the culture, traditions and history of the Northwest Coast
First Nations people. Discuss who the Northwest Coast First Nations are and the importance of art to their lives.
Please take a moment to review the
“Northwest Coast Art” video.
• Look at a map of Canada to discover the area where the Northwest Coast First Nations people live.
• Identify the Salmon and what other creatures and elements of nature are involved in its food chain and food web.
Think Pair Share. (Eagle, Air, Water, Spider, Rain, Grass, Sun, Bear, Rock, Pond, Salmon, Tree, Butterfly, Insect,
Frog, Human, Mosquito, Killer Whale)
• Show samples or pictures of art of the Haida, Tlingit, Nisga’s, Tsimshian or other Northwest coast First Nation that
you have researched. Try to find some that depict animals and other things from nature. Show students pictures
in books or slides of totem poles, canoes, paddles, button blankets, house fronts etc.
• Notice the various styles and colours. What is similar? What is different?
• The environment is very important to the Aboriginal people of the Northwest Coast peoples, although we do not
worship nature, we respect, honour and value it as a gift from our Creator.
• BC Northwest Coast First Nations people learned lessons from nature that helped them survive. (e.g. the eagle
lets us know where the salmon swim, animals let us know when certain plants are ready to eat)
Qwatsinas [Hereditary Chief Edward Moody], Nuxalk Nation
"We must protect the forests for our children, grandchildren and children yet to be born. We must protect the forests
for those who can't speak for themselves such as the birds, animals, fish and trees."
Traditionally the Northwest coast peoples live simply off the land. We appreciate and respect the land and are very
concerned about its conservation. The earth, land, water, animals and plants should be treated properly at all times.
• Discuss designing and drawing the animal/crest. (Typically you select the crest, design the crest and use ovoids,
s-shapes, u-shapes that represent the inner body parts). This is based on the principle that an animals’
shape/form and its main parts drawn in one continuous outline-the primary formline. Inner parts play a secondary
role to the primary formline. Templates of ovoids, u-shapes, s-shapes can be used to practice. (See
downloadable templates at the end of this lesson)
• Look again at some of the sample artwork. Identify ovoids, u-shapes, s shapes. What do you notice about the use
of space in the creature?
• Ask the students to think about what the symbols might represent (e.g. Eagle could represent- Visionary,
Courage, Wisdom, Strength, Grace).
Development
• Colour the Northwest Coast design (see downloadable suggestions at end of lesson). Where is the whale in the
food chain, what does it eat, is it eaten by any other creature?
• Discuss the animals/nature themes that the Northwest Coast First Nations used.
• Animals, mammals, plants are symbols that are used on various everyday items (bowls, boxes, paddles). Why?
Application
Please take a moment to review the
“Animal Drawing” video.
• Teacher or students can find downloadable templates on the internet for one of the parts of the food chain. Make
sure all parts of the food chain/web are represented. (See downloadable salmon template) The salmon food
chain/web might include; Eagle, Air, Water, Spider, Rain, Grass, Sun, Bear, Rock, Pond, Salmon, Tree, Butterfly,
Insect, Frog, Human, Mosquito, Killer Whale.
• Explain to the students the process of preparing the design. The animal/creature needed to be selected and
designed for wood, weaving, pole or button blanket. Discuss the different species of salmon, animals that rely on
salmon for food, salmon habitat requirements, human use of salmon
• Draw the formline on your design.
• Students insert ovoids, s-shapes or u-shapes into the design. (see downloadable templates at end of lesson).
• The ovoid, s-shape, u-shape are basic shapes used in most Northwest Coast art
• Traditionally red, black and white were the colours used, but today yellow, blue and green are also used. Be as
creative and contemporary as you please.
Closure
• Arrange the artwork on the wall to visually display the food chain/web.
• Students may wish to share their artwork why they made.
• Gallery walk with the following points in mind. Crest/Symbol identification. Ovoid, U-shape, S-shape.
• Discuss how the use of the Northwest coast symbols as a form of communication, what does Northwest coast
artwork signify to the artist, community, outside observer?
• Put the artwork together on a wall to create a variety of food chains and/or food webs.
• Do the Food Web String Exercise.
Vocabulary:
Interdependance; in your life, in nature. How do we interact with nature, how can we be careful when we interact?
We have basic needs of food, water and shelter just as the rest of living creation.
Ecosystem: this is about the creation such as water, rain, and the physical habitat where they live. If the water is too
warm, too dirty or disappears what will happen to the salmon food web?
Algae, can be single-celled or multicellular; includes diatoms, seaweeds
Autotroph, an organism that makes organic material from inorganic material; a primary producer; e.g. include plants,
phytoplankton, and some bacteria
Carnivorous
describes an organism that eats animal matter (meat)
Carbon dioxide, a colorless, odorless gas used in photosynthesis and produced in respiration; CO2
Carnivorous, describes an organism that eats animal matter (meat)
Consumer, an organism that gets organic matter by consuming primary producers; or a secondary consumer that
consumes organisms that consume animals
Ecosystem, an ecological unit composed of the non-living environment and communities of organisms found living in
a large geographic area
Energy, usable power obtained from various sources; (sun, food)
Food chain, organisms feeds on and derives energy from the preceding organism
Food web, a complex network of many interconnected feeding relationships
Herbivorous, describes an organism that eats plant matter
Nutrient, any number of inorganic or organic compounds used for nutrition
Omnivorous, describes an organism that eats both plant and animal matter
Photosynthesi, the process of using the sun's energy to convert carbon dioxide and water into carbohydrates and
oxygen; carried out by green plants, algae and cyanobacteria
Planktivorous, describes an organism that eats plankton
Plankton, organisms that are suspended or floating, and do not have sufficient swimming abilities to avoid transport by
major water movements
Predation, the act of an animal feeding on another animal
Primary producer, an organism that makes organic material from inorganic material;
Top consumer , the terminal organism of a food web or chain; often does not have a natural predator
Toxin, a chemical compound from one organism that is harmful to another organism
Trophic, relating to food or nutrition
Run-off, fresh water from rain, snow and ice that flows on the ground into streams, lakes, wetlands and oceans
Salinity, a measure of the amount of dissolved salts in seawater
Suggested sites for downloadable templates
http://www.enchantedlearning.com/subjects/mammals/Groups.shtml
http://www.seaworld.org/just-for-teachers/guides/ocean-friends/ws-animal-wrappers.htm
http://www.first-school.ws/theme/animals/cp_birds/cp_eagle.htm
Ovoid templates:
http://www.hancockhouse.com/products/pdfs/NWNatiSC.pdf
S shapes, split u and other Northwest forms can be found at:
http://64.233.167.104/search?q=cache:hI7l_PRR8XoJ:www.nativeonline.com/twodimensionalart.htm+northwest+coas
t+drawing+templates&hl=en&ct=clnk&cd=11