Date submitted: 7/16/2008 

Learning Targets: What you want students to know and be able to do as a result of learning process	Assessment Criteria: The observable traits and dimensions of meeting the learning target—what it looks, sounds, or feels like when the student demonstrates this newly acquired knowledge or skill.
Understand the etiology of the words: petroglyph, pictograph, petroform, geoglyph	In their Writing Journals, students will have written down the derivations of the four key vocabulary words for this lesson.
Imagine an experience in their lives in the form of symbols to peck or carve in stone.	Students will have observed, before they create, examples of ancient rock art petroglyphs to see examples of symbols early humans used.
Using primitive carving tools to express their personal petroglyph.	Experiment with bone, stick, and/or rock to peck their "stone" slabs, using line, form, shape in making their symbols.
Students consider the meaning of peer petroglyphs.	In a whole-class viewing of all the student petroglyphs, students will discuss each other's work: common themes or subjects they see, what worked and didn't work with the tools, what shapes and lines the artist used to make the symbol or object.
Write and present response to own work.	Each student will write in Writing Journals a quick artist statement of her/his own petroglyph, including: what event she/he tried to show, what tools were more successful, what lines, symbols, and shapes worked best. Each student reads her/his artist statement to class.

Responding/Reflecting: Guiding Questions before, during and after the lesson activity that help students build critical thinking skills, link big ideas with historical/cultural resources, and reflect on and assess their own and other’s art.
1. Describe	2. Analyze
Rock art: petroglyph, pictograph, petroform, geoglyph	Why are these things considered art?
What were the ancient peoples trying to tell us in this kind of art? What symbols did they use?	What symbols are recognizable? How are lines, shapes, forms used to show symbols?
Student think of an event from yesterday after school to create for their petroglyph.	What symbols or objects can I carve to show my event?
3. Interpret	4. Evaluate
How can I use lines, shapes, positive and negative space to create my petroglyph?	What tool works best for carving? What lines and shapes work best for carving my symbols?
In observing my peers' petroglyphs, what do I see?	Are there any common symbols used?
What lines, shapes, positive and negative space worked in the petroglyphs?	What would I do differently, in tools and techniques, to improve my petroglyph, after looking and hearing about classmates' rock art?

Learning Sequence: Indicate steps needed to achieve learning targets Note Idaho Humanities Content Standard/student artistic process element addressed in each step
1.                                                                                                      CreatePerform/ExhibitRespond/Reflect Teacher will provide vocabulary on the board, explaining about the etiology of words: petros (Greek) = stone or rock, glyphein = to carve; picto=picture,graph=something written or recorded; geo=earth. Students will write these words, etiology and meaning in their Writing Journals. Students will also write down the other vocabulary words the teacher has written on the board: archaeologist, ancient, eddy,peck, carve, etch, line, shape,form, positive space, negative space, artist statement. Teacher show the written definitions for each word from which students will copy. Teacher will show examples of each one after students have written the definitions. Teacher will pose question of why did very early humans create petroglyphs? We can still view these today all around the world. Teacher will show photos of petroglyphs from Europe, United States, then Idaho. Check for understanding by: Students are asked to self-check if they have all vocabulary words and definitions written down in journals. If so, they can close their journals.   Check for understanding by: In-process assessment of student learning through questions, self reflection, teacher scan, peer sharing, checklist, or other assessment tools
2.                                                                                                     CreatePerform/ExhibitRespond/Reflect Teacher asks students to clear desk surfaces. This will be a silent art time. "Close your eyes and think about what you did yesterday after school. What would you like to record in your own petroglyph? How would you show that using your "rock" (hardened clay or plaster) and primitive tools? What lines, shapes, or forms would you use? What symbols? Once you have thought of these answers for your petroglyph, open your eyes to show me you're ready to create."  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Teacher directs students to pick up their vinyl desk mats, clay slab, tools (bone, stick, rock), chamois square to take back to their desks. She models practice carving on the practice "stone" each student gets. She asks that they spend 25 minutes carving their final rock art with no talking. Students work to peck their stone to create their petroglyph. Teacher has Native American music playing. Teacher walks around room observing and nonverbally encouraging students work as much as possible. Check for understanding by allowing 10 minutes after students are done for students to write in their journals about: What was I trying to show in my petroglyph? What lines and shapes worked best for my symbols? What tools worked best?  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students will then place their petroglyphs on the chalk tray at front of classroom. Students will clean their desk tops, properly put away their materials. Teacher asks for good ideas when looking at and talking about other artists' work. Respect is shown by not touching others' work, commenting on the strength of the art, kindly offering what worked well for oneself in a technique, describing what you see and/or feel from the someone else's rock art. Whole-class discussion follows with students commenting about what is viewed in peer rock art, what kinds of lines are used, shapes, symbols, what is the event telliing? Then, depending on time, teacher has student stand by her/his petroglyph and read to class her/his artist statement of own work. If not enough time, this can be completed during another part of the day, for instance, language arts or social studies time.  Check for understanding by:
5.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
6.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
Responding: Closing Reflection with Students Did you achieve the learning targets? How effectively did you meet each assessment criteria for the lesson? What worked well for me in my petroglyph? I liked it when...(I used the bone as my carving tool, I used broad, deeper lines in carving my symbols). Teacher will display the artists' statements with their petroglyphs in the hall. An extension of this lesson: during Idaho History, have students map on World and Idaho maps locations of the rock art seen in this lesson presentation.