BLOOMING FLOWERS – Colour, Shape, Texture

Students explore flowers and use watercolour paints over oil pastels or crayons to create a resist painting.

Required Time

40 Minutes

Grade Level

Pre-Kindergarten to Grade 1


Language Arts
Visual Arts


colour resist painting shape value


Crayola Oil Pastels - 16 Count Crayola Marker & Watercolour Paper - 22.9 cm x 30.5 cm (9" x 12") Crayola Coloured Pencils - 12 Count Crayola Watercolour Paint - 8 Count Crayola Paint Brushes - 5 Count Variety of Fresh Flowers Vase Mirror Plate Paint Chips Water Containers Clipboard Paper Towels

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BLOOMING FLOWERS – Colour, Shape, Texture - Step One

Step One

  1. Look closely at all the things on the flower centre table.
  2. What colours do you see?
  3. What kinds of flowers do you see?
  4. What materials would you like to work with?
BLOOMING FLOWERS – Colour, Shape, Texture - Step Two

Step Two

  1. Look closely at the flowers.
  2. Be a flower detective!
    - What do you notice about the colours?
    - What shapes do you see?
    - What colours will you use to draw the flowers?
    - How can you show 2 different shades of green in the stems of your flowers?
    - How can you show the different textures?
  3. Remember to keep looking at the flowers as you draw.
BLOOMING FLOWERS – Colour, Shape, Texture - Step Three

Step Three

  1. Use watercolours to paint over your drawing. Think about:
    What will happen if you paint over your drawing?
    ​- What colours of paint will you use? Why?
    - What will happen if you paint over the oil pastel?
    - What will happen if you paint one colour over another colour of paint?
  2. Set your picture aside so it can dry.
BLOOMING FLOWERS – Colour, Shape, Texture - Step Four

Step Four

  1. Look at your picture with fresh eyes.
    - What happened when paint colours overlapped each other? Why?
    - What happened when the paint went over the oil pastel? Why?
    - Which flowers do you like the best? Why?
    - Who would love this picture? Why?


Learning Goals

Students will be able to:

  • create a resist painting;
  • work independently and self-regulate;
  • create personal responses to the centre materials;
  • share their ideas with peers;
  • demonstrate a sense of accomplishment.


Science Exploration Centre – Set up a centre in your room where students can grow flowers and observe them on a daily basis.

Have students:

  • take responsibility for watering and caring for the flowers as they grow;
  • document the growth and changes they observe on large chart paper;
  • use magnifying glasses and children’s science books to explore ideas about flowers;
  • make connections with posters that show a variety of flowers and their life cycles;
  • use Model Magic and Modeling Clay to make flowers;
  • ​share their learnings with peers.


  1. Create an inquiry-based, flower centre in your classroom. Put out a variety of:
    - fresh flowers
    - books about flowers
    - magnifying glasses
    - paint chips
    - crayons
    - coloured pencils
    - oil pastels
    - watercolour paints
    - marker and watercolour paper
  2. Place the vases of flowers on a mirror surface so students can observe the flowers from different angles.
  3. Include paint chips so students can easily see the different shades of colours.
  4. Gather, and make available, books about flowers, for example, Grow Flower, Grow!, by Lisa Bruce; Flower Garden, by Eve Bunting; and It Could Still Be a Flower, Rookie Read-About Science, by Allan Fowler; and Planting a Rainbow, by Lois Ehlert.
  5. Take your class on a walk in your community, stopping to look at the gardens and flowers you see along the way. Ask students:
    - What do you see in the gardens?
    - What colours do you see?
    - How many different flowers can you find?
  6. Tally the types of flowers you see in each garden on your walk. 
  7. Make a graph of the flower types when you return to the classroom.


  1. Conduct a read-aloud with a book such as Flower Garden, by Eve Bunting.
  2. Discuss and review the variety of flowers found on your walk.
  3. Introduce the flower art centre.
  4. Introduce the challenge.


The Challenge

  1. Make a resist painting of flowers.
  2. Use your own ideas to make your flowers.
  3. Look closely at real flowers and tell what you see.
  4. Explain how you made your picture.

The Process

  1. Ensure that students understand the challenge.
  2. Establish success criteria with your students, for example,
    I know I am successful when I:
    - use my own ideas to make my flowers
    - use lots of different art materials to make my picture
    - use oil pastels or crayons to draw my flowers
    - paint over the drawing with watercolours
    - look closely at real flowers
    - explain how I made my picture
  3. Guide students through the steps outlined in the lesson plan.
  4. Observe students as they work.
  5. Provide individual assistance and encouragement.


  1. Gather students to share and discuss their art. Ask students to share:
    What they learned about looking closely at flowers.
    How they used the different materials to make their pictures.
    - What they learned about flowers.
    - What they learned about painting over oil pastels or crayon.
    - What they like best about their pictures.
  2. Display all the paintings in the classroom.
  3. Encourage students to view the paintings and notice how they are the same, and how they are different.


  1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
  2. Observe students as they discuss their pictures – speaks with a clear voice, looks at audience while speaking, holds picture 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. (Download - Flowers_tracking.pdf)
  5. Have grade 1 students use the self-assessment form to evaluate their work. (Download - Flowers_self-assessment.pdf)