Skip to content
Would you like to visit your local site?


We noticed you’re located in New Zealand. There isn't a local site available. Would you like to visit the Australian site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Skip to Content
Back to Become a Creative Champion with Crayola
Sign Up!
Skip to Navigation

Gilded Edges, Golden Leaves

Gild torn-paper edges and make golden leaf imprints on this decorative frame. Display original poetry, photos, or other reminders of nature's beauty.

  • Grade 2
    Grade 3
    Grade 4
  • 60 to 90 Minutes
  • Directions

    1. Take students on a nature walk to collect fallen leaves from plants or trees. Choose only those which are safe to handle. have students wash their hands when you return indoors.
    2. Conduct a class discussion about why it is important to take good care of the Earth's natural environment. Ask students what can be done to help keep the Earth's ecology in balance? With Crayola® Colored Pencils, students write an original poem, haiku, or other piece about nature. Proofread, edit, and rewrite the work in the center of construction paper using Crayola Markers.
    3. To form a frame for the writing, carefully tear out the middle of a piece of watercolor paper. Tear around the outside of the frame too.
    4. Cover the art area with recycled newspaper. Gild the torn-paper edges using Crayola Premierâ„¢ Gold Tempera Paint. Dry.
    5. Brush the underside of a leaf with gold paint. Press the painted side down on the paper frame. Repeat to form a pattern. Dry.
    6. With Crayola Glue Sticks, attach the frame to the writing for display.
  • Standards

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

    LA: Engage effectively in a range of collaborative discussions with diverse partners on grade level topics and texts, building on others' ideas and expressing their own clearly.

    LA: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    LA: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    LA: Report on a topic or text, tell a story, or recount an experience 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: Offer causal explanations appropriate to level of scientific knowledge.

    SS: Examine the interaction of human beings and their physical environment, the use of land, building of cities, and ecosystem changes in selected locales and regions.

    SS: Observe and speculate about social and economic effects of environmental changes and crises resulting from phenomena such as floods, storms, and drought.

    SS: Consider existing uses and propose and evaluate alternative uses of resources and land in home, school, community, the region, and beyond.

    VA: Use visual structures of art to communicate ideas.

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

  • Adaptations

    Possible classroom resources include: The Lorax by Dr. Seuss; Biscuit's Earth Day Celebration by Alyssa Satin Capucilli; The Adventures of a Plastic Bottle: A Story About Recycling by Alison Inches; Where Does the Garbage Go? by Paul Showers; Heroes of the Environment: True Stories of People Who Are Helping to Protect Our Planet by Harriet Rohmer

    Consider this technique for another season such as winter. Students can create a snowflake pattern and write a poem about the season, cold, snow, etc.

    Students prepare to perform their original poems for classmates and parents. Use a display of their projects to create a performing area in the classroom. Students can recite their poetry from memory or on paper.

    Encourage students to find out what their parents think about and do about recycling. As a class, students compose interview questions. Students schedule a time to speak with their parents. The questions/answers are formulated into a summary paragraph. Students use the information they have learned from their parents to create an original sketch. Display students sketches and summary paragraphs in a public place in the school.


Share this Lesson Plan

  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
Back to top