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The Leaf Café

Who’s eating these flowers? Why do the leaves have holes? Find out which insects are feasting at The Leaf Café!

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

    1. Insects often dine on the leaves of trees and plants. How do we know? The leaves and flowers are filled with holes. Students research leaf eaters where they live and then create their own Leaf Café.
    2. Once students have identified insects that consume leaves, ask them to create a leaf. With Crayola Scissors®, students cut a paper plate and fit the pieces together to form a leaf. Trim off any extra paper. Use a Crayola Glue Stick to hold plates together. With the extra pieces or another plate, cut a stem. Attach it to the leaf. Color the leaf and stem with Crayola Slick Stix. Such intense colors! They just slide on the plate! Try blending colors, too.
    3. Students design their insects using Crayola Erasable Colored Pencils to draw the body outlines of dragonflies, beetles, caterpillars, red ants, or other insects on another paper plate. Color them with Slick Stix and cut them out.
    4. Draw wings on wax paper. Gently color wings on both sides and cut them out. Glue wings to bodies. Glue bugs to the leaf. Punch holes to show where bugs ate the leaf.
    5. Display insects in a classroom Insect Café. Students write a brief description of their insects and what types of nourishment these insects find in the Café.
  • Standards

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

    LA: Read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grade level text complexity band independently and proficiently.

    LA: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

    LA: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

    SCI: Construct explanations of how structures in animals serve functions of growth, survival, reproduction, and behavior.

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

    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: Insect (DK Eyewitness Books) by Laurence Mound; Big Book of Bugs by DK Publishing; The Best Book of Bugs by Claire Llewellyn; National Geographic: Insects by Robin Bernard

    IN preparing for this activity, ask students to investigate the parts of each insect that they plan to incorporate into their artwork. In doing so, have students create a diagram of each insect which includes labeled parts and a brief description (1-2 sentences) focused on the function of that part.

    Organize a school yard field trip to provide students with an opportunity to observe insects in action. Student bring to the experience a clip board and drawing paper, accompanied by Crayola Colored Pencils. Students sketch insects native to their community.

    While many insects eat plants, some eat other insects. Ask students to investigate insects that consume other insects. Create a chart illustrating the two categories of insects. Which type is most plentiful in your community?

    Students work in small groups to investigate arachnids. Compare and contrast these organisms to insects. Organize research into an electronic format for presentation to classmates. Consider creating a 3-D example of an arachnid and a selected insect using Crayola Model Magic.


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