AUTUMN LEAVES – Sequencing, Colour, Texture

In this 2-part lesson students create an accordion book with pockets, then illustrate 4 cards showing a sequence of events. Finally they tuck their cards into the pockets of their book and write a statement for each pocket.

Required Time

60 Minutes

Grade Level

Grade 1 to Grade 3


Language Arts
Visual Arts



Crayola Construction Paper - 30 cm x 48 cm (12" x 18") - 1 piece per student Crayola Washable Glue Sticks Crayola Crayons - Regular NOT Washable Crayola Original Markers Cardstock Paper - 9 cm x 14 cm (3 ½" x 5 ½") - 4 pieces per student Small Piece of Sponge - about 1.5 cm x 3 cm (½" x 1") - 1 per student Plastic Container Lid - 11 cm (4 ½") diameter - 1 per student

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AUTUMN LEAVES – Sequencing, Colour, Texture - Step One

Step One

  1. Fold one long end of the paper in 8.5 cm.
  2. Fold the opposite long end of the paper in 5.5 cm.
  3. Press the folds flat and smooth.
AUTUMN LEAVES – Sequencing, Colour, Texture - Step Two

Step Two

  1. Fold the paper in half lengthwise - short end to short end.
  2. Fold one short end to the fold end.
  3. Flip the paper over.
  4. Fold the short end to the fold end.
  5. Make all your folds smooth and flat.
AUTUMN LEAVES – Sequencing, Colour, Texture - Step Three

Step Three

  1. Apply lots of glue to the 5.5 cm fold.
  2. Glue the 5.5 cm fold into place.
  3. Make sure it is flat and smooth.
AUTUMN LEAVES – Sequencing, Colour, Texture - Step Four

Step Four

  1. Glue along each crease on the 8.5 cm section.
  2. Glue along the outer edges of the 8.5 cm section.
  3. Make sure you only put glue on the creases.
AUTUMN LEAVES – Sequencing, Colour, Texture - Step Five

Step Five

  1. Press firmly along the glued spots to make sure they stick.
  2. Remember to do each end at the sides of the book.
  3. Make sure the pockets will open.
AUTUMN LEAVES – Sequencing, Colour, Texture - Step Six

Step Six

  1. Use crayons to draw the same tree trunk on 3 of your cards.
AUTUMN LEAVES – Sequencing, Colour, Texture - Step Seven

Step Seven

  1. Colour marker ink on aplastic lid.
  2. Use a DAMP sponge to pick up the ink.
  3. Dab the ink over the branches of your tree to make leaves.
  4. Use colours to show how the leaves have changed.
AUTUMN LEAVES – Sequencing, Colour, Texture - Step Eight

Step Eight

  1. Make 4 cards to show what happened with the leaves.
AUTUMN LEAVES – Sequencing, Colour, Texture - Step Nine

Step Nine

  1. Place your cards in the pockets in the order the happened.
  2. Write a statement for each pocket.
  3. Glue the statements to the outside of the pockets.
  4. Design a cover for your book.

Learning Goals

Students will be able to:

  • create an accordion book with pockets;
  • create 4 drawings to illustrate a sequence of events;
  • write a statement for each illustration;
  • demonstrate technical accomplishment and creativity;
  • share their work with others.


Have students:

  • explore fall and bookmaking using lessons such as Book in a Box or Can You Spot the Tree available on this website;
  • teach a peer how to make their book;
  • share their books with others.


  1. Download and display the Colour and Texture posters  available on this website.
  2. Teach about daily and seasonal changes in the fall.
  3. Gather and make available books about fall and Canadian trees, for example, Trees in Fall, by Jenna Lee Gleisner; Autumn is here!, by Heidi Pross Gray; Goodbye Summer, Hello Autumn, by Kenard Pak; We're Going on a Leaf Hunt, by Steve Metzger, and Miki Sakamoto; Look What I Did with a Leaf!, by Morteza E. Sohi; Leaf Man, by Lois Ehlert; Fletcher and the Falling Leaves, by Julia Rawlinson, and Tiphanie Beeke; The First Red Maple Leaf, by Ludmila Zeman; and Maple Trees, by Rebecca Stromstad Glaser.
  4. Introduce or review the meaning of warm colours. 
  5. If possible take students on several walks over the month to observe and sketch deciduous trees in the neighbourhood and how they change in fall.
  6. Cut sponges into small pieces - 1 cm x 2 cm (½" x 1") - 1 per student.
  7. Gather plastic lids - 1 per student. 
  8. Pre-cut the cardstock paper into 9 cm x 14 cm (3½" x 51/2") pieces - 4 per student.
  9. Make a sample book.


  1. Conduct a read-aloud with a book such as Goodbye Summer, Hello Autumn, by Kenard Pak focusing on what happens to trees in fall and how the artist shows the changes that are taking place.
  2. Discuss the observations students have made as a sequence of events, e.g.,
    - leaves begin to change colour
    - all the leaves have changed colour
    - leaves start to fall to the ground
    - all the leaves are on the ground and the branches of the trees are bare
  3. Discuss the kinds of things people do with the leaves.
    - play in the leaves
    - rake the leaves
    - shuffle through the leaves 
  4. Show students your sample book and ask them how they think it was made.
  5. Explain that there are several steps to completing the book.
    - make the folded book
    - make 4 illustrations using markers and crayons
    - write the statements for each card
    - put it all together
  6. Introduce the challenge.


The Challenge

  1. Create an accordion book with pockets.
  2. Create 4 drawings to illustrate a sequence of events.
  3. Write a statement for each illustration.
  4. Demonstrate technical accomplishment and creativity.
  5. Share your work with others.

The Process

  1. Ensure that everyone understands the challenge.
  2. Establish success criteria with your students, for example,
    I know I am successful when I have:
    - created an accordion book with pockets
    - created 4 drawings that show a sequence of events
    - used marker ink with a damp sponge to make leaf texture
    - written 4 different statements
    - matched the statements to the picture cards
    - kept everything in good condition
  3. Demonstrate the technique as you 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 into socially distanced partners.
  2. Take turns playing a sequence game with their books.
    AUTHOR - shuffle the cards and place them on the desk in a random order
    PARTNER - use positional language to tell the author how to rearrange the cards so they are in the proper sequence
    - read the statements to confirm the cards are in the correct order 
  3. Discuss what they liked best about the books with the whole class. 
  4. Ask students to tell how they felt about doing this project.


  1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
  2. Observe students as they discuss their books – speaks with a clear voice, looks at audience while speaking, points to areas in the book, 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 - AutumnLeaves_tracking.pdf)
  5. Have students use the self-assessment form to evaluate their work. (Downloads - AutumnLeaves_self-assessment.pdf)