A BOX FULL OF LUCK – Geometry, Colour, Storytelling

Students use a net to create a textured box and then personalize it using acrylic paint and glitter glue. In a separate class they use the box as a prop for telling a story they have written.

Required Time

120 Minutes

Grade Level

Grade 3 to Grade 7


Language Arts
Visual Arts


amulet contrast hexahedron talisman texture


Crayola Acrylic Paint Crayola Paint Brushes Crayola School Glue Crayola Glue Stciks Crayola Scissors Crayola Glitter Glue Masking Tape Cardstock Paper 21.25 cm x 27.5 cm (8.5" x 11")

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A BOX FULL OF LUCK – Geometry, Colour, Storytelling - Step One

Step One

  1. Copy the net on cardstock paper.
  2. Follow the instructions to make the net.
    - CUT along all solid lines.
    - FOLD on all dotted lines.
    - TAPE the hexahedron together leaving the top open.
    - FOLD the top corners in and fasten them to make the lid.
A BOX FULL OF LUCK – Geometry, Colour, Storytelling - Step Two

Step Two

  1. Cover the entire box with small pieces of masking tape.
  2. Overlap the pieces and make sure they stick down flat and smooth. 
A BOX FULL OF LUCK – Geometry, Colour, Storytelling - Step Three

Step Three

  1. Choose two colours of paint – one light and the other dark.
    - mix white with your main colour to make it lighter
  2. Paint the entire cube with the light colour.
  3. Allow it to dry completely.
A BOX FULL OF LUCK – Geometry, Colour, Storytelling - Step Four

Step Four

  1. Put very little paint on your brush.
  2. Dry Brush – lightly paint the darker colour into the creases left by the tape.
  3. Allow it to dry completely. 
A BOX FULL OF LUCK – Geometry, Colour, Storytelling - Step Five

Step Five

  1. Apply a coat of Crayola Washable glue straight from the bottle.
  2. Allow it to dry completely.
  3. Decorate the box with glitter glue.
A BOX FULL OF LUCK – Geometry, Colour, Storytelling - Step Six

Step Six

  1. Find or create an amulet to place inside your box.

Learning Goals

Students will be able to:

  • use a net to build a box;
  • create a textured surface on the box;
  • create a personal decoration on the box;
  • use the box as a prop for storytelling; 
  • demonstrate technical accomplishment and creativity.


Have students:

  • organize and participate in a storytelling event;
  • write out their stories in a decorative way and display them along with the boxes and amulets;
  • video each other telling their stories;
  • create flat animations of their stories using iMovie or a similar app and the Flat Animation Puppets, or Cut-Out Paper Animation lessons available on this website.


  1. Prior to this lesson have students explore geometric solids and folk tales that involve luck.
  2. Gather books about luck. For example, Good Luck, Bad Luck, Rick Brown; Judy Moody and the Bad Luck Charm, by Megan McDonald; Fiona's Luck, by Teresa Bateman; Good Luck!: A St. Patrick's Day Story (Ant Hill), by Joan Holub; Chancer The Leprechaun, by Scott A. Coleman; Lucky Tucker, by Leslie McGuirk; What good luck! What bad luck! by Remy Charlip.
  3. Share the vocabulary words 'amulet' and 'talisman', and discuss the differences in their meanings.
    - An amulet is believed to have magic powers to ward off evil and protect.
    - A talisman is believed to have magic powers to bring good luck.
    - A good luck charm is believed to have magic powers to bring good luck.
  4.  Have students explore storytelling. Ask them to imagine that they have a box that holds a magic object.
    - WHEN does this story take place?
    - WHAT is special about the box?
    - WHAT is the object in the box?
    - WHERE did it come from?
    - WHO wants it?
    - WHY is it in the box?  
  5. Have students write and then learn their stories so they can tell (not read) them.
  6. Learn the Good Luck Bad Luck story so you can tell it – not read it to your students.
  7. Photocopy hexahedron net on cardstock paper – one for each student. (Downloads - HexahedronBoxNet.pdf)


  1. Tell (or read) the short story, Good Luck Bad Luck, A Chinese Parable – (Downloads– GoodLuckBadLuck.pdf)
  2. Discuss the idea of luck and 'good luck charms'. For example,
    - Crickets, Lady Bugs, Dragon Flies
    - Horseshoes  
    - Acorns
    - 4 Leaf Clover
    - Lucky Penny
    - Rabbit's Foot
    - Key
  3. Explain that students will be making a small, special box that they will use as a prop when they tell their tale. 
  4. Introduce the challenge.


The Challenge

  1. Use a net to build a box.
  2. Create a textured surface on the box.
  3. Create a personal decoration on the box.
  4. Use the box as a prop for storytelling.
  5. Demonstrate technical accomplishment and creativity.

The Process

  1. Make sure everyone understands the challenge.
  2. Establish success criteria with your students, for example,
    I know I am successful when I have:
    - constructed the net carefully
    - used colour effectively  
    - created effective texture with tape
    - created a design that reflects something about me
    - created a box that is sturdy and in good condition 
  3. Guide students through the steps outlined in this lesson plan.
  4. Observe students as they work. 
  5. Provide individual assistance and encouragement.


  1. Place students in small groups and have them share thoughts about the work.
  2. During the discussion include references to: 
     texture - how colour combinations and shading create the illusion of texture
    - design - How does the design reflect the person who created it?
    - technical accomplishment – How does careful construction contribute to the overall effectiveness of the box?
  3. Ask students what they found satisfying about doing this project and why.
  4. Ask them what was difficult about doing this project and why.
  5. Provide time for students to find or make a special object to support their story, and to use the box and object as props to tell their story.


  1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
  2. Observe students as they discuss their artwork – speaks with a clear voice, looks at audience while speaking, holds box to the side, provides accurate information, answers questions from the audience effectively.
  3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
  4. Use a checklist to track progress. (Downloads - Luck_tracking.pdf)
  5. Have students use the self-assessment form to evaluate their work. (Downloads - Luck_self-assessment.pdf)