Weather Quilt

Weather Quilt lesson plan

Use Crayola® Fabric Crayons to make a class quilt!

  • 1.

    A teacher or parent volunteers prepare fabric quilt squares. Use white or light-colored, prewashed 100% synthetic fabric or fabric blends with at least 60% synthetic fibers. Cut fabric into the desired quilt-square size.

  • 2.

    Students measure and cut paper squares the same size as the quilt squares, using Crayola Scissors. This paper is called a dye sheet, and will be used to transfer the design (in reverse) to the quilt fabric.

  • 3.

    Draw designs and/or write words on the dye sheet with Crayola Fabric Crayons. Remember, letters must be written backward. To make this easier to do, draw letters with a black Crayola Washable Marker on the back of the dye sheet. Turn over, and fill in the backward letters. When ironed on, the words will be readable.

  • 4.

    Blend and mix fabric crayon colors. For example, magenta and orange can be blended to make red. For texture, leave crayon crumbs on the dye sheet. For sharper images, brush crumbs off.

  • 5.

    Place a pad of recycled newspaper on a safe ironing surface in a well-ventilated area. Cover the recycled newspaper with white paper. Place a decorated dye sheet face down on the quilt fabric. Cover with a second sheet of white paper.

  • 6.

    Adults should do the ironing. Set the iron to NO steam and COTTON. Slowly press on the entire design with steady pressure. Lift the iron to move to other areas. When the design begins to show through the back of the dye sheet, check the color transfer by carefully lifting one corner of the dye sheet. Repeat to transfer all designs. Sew the quilt pieces together.

  • 7.

    Decorated squares and quilts can be machine washed and ironed. Do not bleach and do not place in a dryer.

Standards

  • LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.
  • LA: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade level topic or subject area.
  • LA: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • SCI: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
  • SCI: Obtain and combine information to describe climates in different regions of the world.
  • SS: Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.
  • VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas. Select and use the qualities of structures and functions of art to improve communication of ideas.
  • VA: Select and use the qualities of structures and functions of art to improve communication of ideas.

Adaptations

  • Possible classroom resources include: Weather by Seymour Simon; DK Eyewitness Books: Weather by Brian Cosgrove; How the Weather Works: A Hands-on Guide to Our Changing Climate (Explore the Earth) by Christiane Dorion
  • Invite a local meteorologist to talk with the class. Prior to the visit, students compose questions for the expert. Afterwards, students post learning to a class blog.
  • Organize a field trip for the class to tour a local weather station. After the trip, students post learning to a class blog.
  • Encourage student groups to investigate specific types of extreme weather in-depth, such as hurricanes, tsunamis, tornadoes, etc. Organize research into an electronic format for presentation to classmates.
  • Use the quilt technique to illustrate student learning in another science or social studies unit of study.