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Long-Stemmed Lilies

Lilies symbolize hope and the miracle of new life. Celebrate the arrival of spring, or learn about Easter traditions, with these regal botanical beauties.

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

    1. There are many Easter customs and spring festivals. The white lily symbolizes sweetness, purity and majesty. Invite students to discover more about the symbolism of these beautiful flowers in different cultures. Organize a variety of text and electronic resources for students to view during their investigation.
    2. Find out what lilies look like by looking in botanical references. Lilies have six-part flowers (three petals and three sepals colored alike), six stamens, and a pistil. Using Crayola® Erasable Colored Pencils, draw a pattern of a 3-sided petal resembling a propeller. Students cut it out with Crayola Scissors. Use this to trace more petals and sepals. Cut them out.
    3. Ask students to cover their work areas with recycled newspaper. Using Crayola Oil Pastels, lightly color the inner part of the petals/sepals. Punch holes in the center.
    4. For each flower, draw six long thin strips for stamens and another strip for a pistil. Color them on both sides and cut them out. Slide them through the center hole of the flowers. Insert a long chenille stick through each flower center and bend the top to hold it securely.
    5. Students cut a paper cup in half lengthwise to make a flowerpot. Fit paper to cover the top of the cup. Decorate the flowerpot with colorful patterns. Attach the paper to the cup with Crayola School Glue. Air dry flat.
    6. On a large paper, students create a background for the flower scene. Glue the pot of lilies to the background. Air-dry flat.
  • Standards

    LA: Read and comprehend informational texts, including history/social studies, science, and technical texts, in the grade level text complexity band proficiently, with scaffolding as needed at the high end of the range.

    LA: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

    LA: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

    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.

    MATH: Measure and estimate lengths in standard units.

    SCI: Observe and compare the many kinds of living things that are found in different areas.

    VA: Use visual structures of art to communicate ideas.

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

  • Adaptations

    Students research botanical information about lilies, including the number of petals in the flower, as well as the shapes of the petals, sepals, stamens, and pistils.

    Students sketch a lily and label all major parts of the flower. Include a brief statement of the role each part plays in the function of the plant.

    Students research various types of lilies. Why are some varieties used in floral arrangements than others?

    Students expand their investigation into other species of flowering plants. Include a sketch of the plant, labeling all important parts and identifying their functions. Students identify climates where each flowering plant can be found. Students draw a world map and locate where each plant can be found growing.


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