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A Magical Garden

Using Crayola® Dry Erase Crayons and Construction Paper Crayons, create 3-dimensional flower and paper leaf designs for a magical garden.

  • Grade 1
  • Multiple Lesson Periods
  • Directions

    1. Provide students with real, silk, and/or photographs of flowers. Discuss shapes, colors, repeated patterns, radial pattern designs and parts of a flower. Observe and analyze the variety of flowers and parts of plants (patterns, colors, shapes). How are they alike? How are they different?
    2. Ask students to discuss where and how flowers grow. Take children for a walk to observe flowers and plants in a variety of settings, from potted plants, wild flowers and landscaped yards. Explore a variety of books about gardens and flowers.
    3. For connections, discuss the similarities and differences in flowers and plants and how insects and other animals need plants to continue their life cycle.
    4. Using Crayola Dry Erase Crayons, students color both the inside and outside of the foam bowl. A darker color can be used to draw petal shapes on the sides and seeds in the center of the bowl. Use Crayola Blunt Tip Scissors to cut the outside shape, creating a 3-dimensional flower shape.
    5. With Construction Paper Crayons, scissors and colored paper, ask students to create simple leaf shapes to attach to the flowers by pushing chenille stems through the end of the leaf and center of the flowers.
    6. Crayola Ultra-Clean Markers and Construction Paper Crayons can be used to complete flower designs.
    7. Display student artwork prominently in the classroom and allow time in the school day for students to view and comment on each other’s original work.
  • Standards

    LA: Read with sufficient accuracy and fluency to support comprehension.

    LA: Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.

    LA: Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.

    MATH: Reason with shapes and their attributes.

    SS: Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.

    SS: Describe how people create places that reflect ideas, personality, culture, and wants and needs as they design homes, playgrounds, classrooms and the like.

    SCI: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

    SCI: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

    VA: Students will demonstrate the ability to generate and conceptualize artistic ideas and work.

    VA: Organize and develop artistic ideas and work.

    VA: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

  • Adaptations

    Suggested resources include: The Tiny Seed by Eric Carle; From See to Plant by Lois Elhert; Planting a Rainbow by Lois Elhert; The Vegetables We Eat by Lois Elhert; The Surprise Garden by Zoe Hall and Shari Halpern; My Garden by Kevin Henkes; Jack’s Garden by Henry Cole.

    Use varying sizes of paper plates and stack them to create a more 3-dimensional flower.

    Use bowl and small plate and create water lilies, connecting the artwork to Claude Monet’s garden.

    Using a variety of materials and techniques to make a 3-dimensional garden by combining different flowers for display. Create insects and other animals that depend on plants. Use observation skills and discuss how they made their flowers.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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