Functions of a Plan Art Craft

SOLs/Foundation
Objective(s)
Blocks
Visual Art: 1.12
Students will use motor skills such
The student will use
as cutting, guiling, and coloring to
motor skills to create two create their flower work of art
and three-dimensional
works of art
Science: 1.4
The students will understand that
The student will
plants have seeds, roots, a stem,
investigate and
leaves, and sometimes a flower.
understand plants
The students will also have to
(b) basic parts and
match the function of the plant
functions of plants
with the appropriate part of the
plant
Technology: C/T K-2.1
The students will use the
Use a keyboard, mouse,
smartboard to interact with the
touchscreen, touchpad,
computer. The students will have
and other device to
to match and drag the function
interact with the
with the plant.
computer

Assessment of Objective(s)
This assessment would be through informal
observation to see which students are having
any difficulty with motor skills such as cutting
coloring or gluing.
The assessment of this assignment is to see
the students final project. If all the pieces
have been correctly matched to the
appropriate part of the plant the student has
meet this science objective of basic plant
past and their functions
If students are able to successfully use the
smartboard to drag and drop they would meet
this objective. This assessment would be
informal and done through observation during
the beginning of the lesson. If the smartboard
was having any difficulties that day, this
technology malfunction would result in the
students not meeting this objective.

Materials
Students will need variety of color cupcake liners, green straws or green pipe cleaners, sunflower seeds,
green/blue/yellow construction paper. Students will also need coloring materials preferably crayons. Students
need liquid glue and scissors. The teacher needs the smartboard document titled plant art craft. The teacher
would also need to have a smartboard and a pointer since students will be interacting with the board.
Optimal Students/Seating Arrangement for the Lesson
The optimal seating for this activity will take place in front of a smartboard and then students will need to have
an individual space to create their own flowers at their desks. Students might also work better in a group
setting because if possible it would be great if the students could share their construction paper. This would
allow for students to practice sharing and using their citizen skills.
Lesson Sequence
Introduction (7 minutes)
For the introduction of this lesson I would start with a diagram of a flower that I used with them for their pre
assessment. I would randomly call on students to come up and review the different parts of the flower. The
students then would have the opportunity to match the plant part with its appropriate function. If time permitted
we could do the plant need sort in the introduction or at the end of the lesson if students finished the craft early.
What you will do/say
What the student(s) do/say
I bet this picture looks familiar because you saw this a few weeks ago. Today I am assuming a student
we are going to talk more about the different parts of plants and their
might as what a function is?
functions
Students should learn this
word because it will be used
throughout this lesson.
If the student asks, each part of the plant has an important job to do that
helps the plant grow. So when I refer to function that is the job that that part of
the plant has
As a class we would review the parts of the plant. On the next slide we would
be getting more into the function of the plant. I would call up students who
were eagerly listening to come up and match the function with the part of the
plant.

Now that we have reviewed the parts of the plant and their function you get to
make your own flower
Before I turn you lose to make your flower lets go over what I expect you to
do. I would show the slide with the materials that the students will be using.
You will each need one green pipe cleaner, one cupcake liner, a blue piece of
construction paper, a small handful of seeds, and a list of the plant part and
function. To save paper and be kind to our environment I have put a two
yellow and two green pieces of paper that you are going to share with your
group at your desk. Some optional things that you can add to your paper after
you have finished sorting is a watering can which you can color once you
have glued your matches. You also have the option to make your leaves
yourself or use this cutout to trace and cut our leaves. (hold up each item as
you talk about it, so that all students are on the same page)
Depending on your students you can either tell them all the direction before
they begin or create the flower as a group. For this lesson we will work as a
group because there are many steps to make this craft. Have students go get
their materials. Please come over a get your materials and then when you
are sitting quietly at your desk that if our signal that lets me know you are
ready to begin

Students finally get to do

something hands on I am
assuming they will be excited
(at least I hope so)

Students should go up to the

table where the materials are
set up. This allow is a great
way to see students who are
able to follow two to three
step directions with is a
English SOL.

Procedures (15 minutes)

Before the students could begin to start their flower art, it is important to go over the expectations for this fun
art activity. I would go over the materials they will need and the process on how to make the flower. I would
also explain to them that I will be going around and can help with the process of creating the flower, but the
matching portion is something I want them to do on their own. I know some students might not be reading yet
and for those students I would say it is ok to raise your hand and ask a teacher what your sentence says.
However, remember it is your job to match the part plant with the correct function. At this time the teacher
would be evaluating students who are sorting correctly. Students will also be asked to get a teacher to check
before gluing. For the assessment the teacher can take a quick picture of the students sort before making any
changes. The teacher should also have the students talk about their matches that way they might find their
mistakes on their own. Students should not be penalized for not being able to read. Taking a quick picture is a
good way to see if they are meeting the science objective. Once the sorting is correct, the students can begin
the process of gluing down their sorts. Students are also allowed to make their art their own; they can create
their own leaves, draw their own watering cans, and add their own ideas to their drawings. This allows for
individual creativity and differentiated learning.
What you will do/say
For this lesson we are going to create it as a group. Now that you know
your materials lets go over how to make our flowers. First you are going to
put your blue sheet of construction paper in front of you
Now get your green pipe cleaner and place it in the middle to bottom of
your paper. I would demonstrate the placement on my own creating at the
front of the room
Now we are going to cut out two leafs. Remember you can either make your
own leafs or you can use the cardboard cut outs. Once you have your leafs
glue them on

Next you need to draw some soil for your flower remember the example (go
back to that slide) you need to add the dirt with a brown marker. Remember
that flowers have several roots, like you see here

What the student(s) do/say

Students should be following
directions as the teacher
continues to give them new
steps

At this time I would be walking

around assisting any student
who is having difficulties with
the tasks that have been
assigned.
Students should be drawing
their roots with the brown
crayon

Now get you cupcake liner and watch me and I will show you what I want
you to do (at this time I would demonstrate cutting around the liner. Ok
now go ahead and cut your liner, remember when you glue just put glue on
the circle part not on the pieces you cut up
Now take your seeds and put them in the center of your flower. Glue them
down the best you can. I should see absolutely no seeds on the floor or in
anyones mouth. Seeds should only be glued on your paper. If I see you put
the close to your face or do anything other than what we talked about you
will be excused from this activity because you could not be safe. If a seed
falls to the floor just quickly pick it up and there is no harm done.
Ok now get your paper with the parts of the plant. We are going to read
through this list and then I want you to do the best to sort them. I will be
walking around to check you sort. No one should glue their sorts until they
have been looked at by an adult and a picture has been taken. This is
independent work and you should not be asking your neighbors or anyone
else how to match them. If you need something read to you feel free to ask
an adult and they will help you

This is most likely a tricky task.

Adult supervision is greatly
advised. Do the best to help
students not cut all the way
across the liner.

At this time the teacher should

be walking around and
observing students who are
sorting. Make sure to take a
picture of the students final sort
once they have told you about
their matches. Dont penalize
students for mistakes in
reading. It is more important
that they understand the jobs of
each part of the plat this is not a
reading evaluation.

Once an adult has checked and taken a picture of your work then you can
start adding features to make your flower your own. You can draw or glue on
a sun made out of yellow construction paper. There are also watering cans
that you can cut out and color. If you do add a watering can remember what
comes out of the watering can.
Students should be finishing up their work and cleaning up their area. If they
finish early they can pick a book from either their book box and find a place
to read to self or find a plant book to read to self.
Closure (3 minutes)
Once students were finished I would take this time to hold up some of the students creations and point out
some positive things I see. I might comment on how I like that some of you made your own leaves or some of
you added the watering can. Once students felt confident in their work I would review quickly by calling on the
students and asking them to tell me what is important about the stem, or leaf. This is a great quick assessment
to see students who are gasping the science objective. At the end of the lesson it is important to emphasize the
importance of plants and knowing about plants.
What you will do/say
Once everything has been cleaned up and majority of students are finished I
would ask students to come back to their desk. I would go around a hold up
a few examples of their work and complement parts that I like.
With the left over time I could call on students sitting quietly at their desks to
see if they can pick a part of the flower that they can tell its function or job.

What the student(s) do/say

Modifications for children at different learning levels

To help students who might a little below average academically I would read the function and part of the plant
aloud. It is their job to think about which part of the plant they think it belongs to. For most students they should
have no trouble with this fun activity. For students who might need a challenge I am allowing them to make
their crafts their own. For students who might be ELL I would be more willing to give them more verbal and
physical prompting. Students can add the watering can, draw their own leaves, and add in their own ideas.
Students who finish early would be allowed to go to the carpet and find a book about plants that they wanted to
read. Students could also talk quietly on the carpet about their projects as long as they were staying on task.

Reflections
I conducted this lesson on Friday, November 8th during my students science time. My CP and I had
decided that this activity was going to take more time than our science time allowed, so we came in early from
PE. I had all the students sit down on the carpet and we quickly went through the smartboard document I had
prepared. I think this helped them review the different functions of the plant parts. Since they had only been
talking about plants for two days, I knew that this lesson might have been a little challenging to them. After the
smartboard activity I had them all sit down to begin the craft. Each student had all the materials that they would
need and I was very clear on my direction, however one roadblock we came to was that the pipe cleaner did
not stick to the conduction paper with Elmers glue. Ms. Kile thought on her feet and was going to hot glue their
stems, and then we settled for tacky glue. Eventually all students had their stems down. Even with that hiccup I
continued my lesson and the students continued making their flowers. It was very hard to estimate the time it
would take for this lesson because I had never done it before and I really did not know how long to expect each
thing to take. For example they traced out their leaves, and for some student this took some time. I did my best
to allow for students already finished continuing the art project. It was very difficult to differentiate the learning
all at once and with the limited time I had. Overall we were able to get our flowers made and some students
were able to sort, check, and glue on their plant parts and functions. Again time was a huge factor in this
lesson. If I was to do this lesson again I would break it apart. First we would make the flower, and then the next
day I would allow for the students to cut out the labels and functions and match them up. I dont want the
students to feel rushed, and that is unfortunately how it happened. I did talk with Ms. Kile and I asked her if
they could just continue their flowers on Monday before morning meeting. She agreed, so the students will get
a chance to finish sorting and gluing. Also if I were to do this lesson and any lesson in the future, I would test it
out myself before to see what problems might occur prior to having my students complete the lesson. For my
assessment I took pictures of the students work, it was not until the end of my lesson I realized I had left the
darn answers up on the smartboard. For future lessons I know not to leave that slide up or slides up that allow
for my students to copy answers.