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Box Bouquet

Tissue paper flowers burst out of a chalk-designed two-dimensional vase to create a flowering plant display fit for giving to a favorite person.

  • Grade 2
    Grade 3
    Grade 4
  • Multiple Lesson Periods
  • Directions

    1. After researching the parts of a flower, ask students to study the flower section of a seed catalog. Discuss with students the differences between annual flowers and perennials.
    2. Students research the difference between annual flowers and perennials, completing a chart that documents each. Students discuss the advantages of planting each in a garden.
    3. Students research the distinct process of plant growth, beginning with the seed or bulb, the production of roots, stems, and /or leaves, and some sort of flower or seed-bearing structure (such as fruit, vegetable, nut). Students compare and contrast these structures in a variety of plants.
    4. To celebrate a holiday, students create an original art piece to give to a favorite person. Students use the seed catalog to select a favorite flower, or design an imaginary flower.
    5. Students cover a table top with newspaper. Using colored construction paper, students use Crayola Colored Art Chalk to design a colorful background.
    6. On separate paper, students draw a flower pot using the chalk. Students cut it out with Crayola Scissors. Attach the flower pot to the background with a Crayola Glue Stick.
    7. To create flowers, students cut small and large squares or circles of colored tissue paper. Students hold one or two pieces loosely in their hands. Using the forefingers of their hands, students gently push in the center of the tissue paper pieces. Grasping the center, students create a paper carnation effect.
    8. Students glue flowers above the rim of the flower pot with Crayola School Glue. Tissue-paper leaves may be added, as well as additional details to fit the selected flower design.
    9. To complete the effect, students can glue Spanish moss or raffia to the edges between the flowers and the flower pot to create a natural effect.
  • Standards

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

    LA: Construct short research projects that build knowledge through investigation of different aspects of a topic.

    LA: Report on a topic in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

    SCI: Ask questions about the natural and human-built worlds.

    SCI: Construct drawings or diagrams as representations of events or systems.

    VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

    VA: Select and use subject matter, symbols, and ideas to communicate meaning.

    SS: Describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.

  • Adaptations

    Students research the parts of a flower. Using a teacher-provided diagram, students identify the parts of a flower.

    Invite a local botanist to visit with the class to discuss his profession.

    Locate an area on the school grounds where the class can plan a perennial garden. Ask students to study when this area gets the most sun or if it is shaded for the majority of the day. Encourage students to choose plantings that will thrive with the area's provided sunlight. Have students create a visual plan of their perennial garden and schedule a meeting with the principal to present the plan for approval.


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