Gratitude Leaves Creation

Grade

Kindergarten (ages 4-6)

Duration

50 minutes

Unit

Gratitude for Nature Exploration (Lesson 2 of 4)

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Curriculum Connections

Ontario Kindergarten Program (2016) – Overall Expectations and Specific Expectations

• Social-Emotional Learning (SEL):
  • Explore feelings and demonstrate empathy for others.
• Language – Oral Communication & Writing:
  • Use pictures, drawings, or symbols to express ideas and feelings.
• Mathematics – Patterning and Algebra & Geometry and Spatial Sense:
  • Explore repeating patterns, shapes, and spatial relationships in natural materials and art.
• Science and Technology – Understanding Life Systems:
  • Explore the characteristics of living things and their environment.
• The Arts – Visual Art:
  • Use basic materials and a variety of media to create art that expresses experiences and feelings.
• Indigenous Perspectives integration:
  • Understand the connection to land and nature through storytelling and land-based learning.

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Learning Goals / I Can Statements

• I can express what I am thankful for in nature using pictures or simple words.
• I can use different materials to create a gratitude leaf.
• I can listen to the story “Bud Finds Her Gift” and talk about what Bud is grateful for.
• I can share my gratitude leaf with friends to show what is important to me.

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Success Criteria

• I created a leaf that shows something I appreciate about nature.
• I used paper, colours, and natural objects to decorate my leaf.
• I can explain or point to my leaf and say what it means.
• I worked with others respectfully during sharing time.

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Materials

• Storybook: "Bud Finds Her Gift" (printable book or picture book) with dyslexia-friendly text (clear font, large size, simple sentences)
• Large paper leaf templates
• Natural materials: leaves, twigs, flower petals, seeds (collected during previous outdoor exploration)
• Crayons, markers, coloured pencils
• Glue sticks, tape
• Scissors (safety scissors for children)
• Visual word cards with simple gratitude words (Thank you, Nature, Tree, Flower, Water, Sun, etc.)
• Mats or cloths for floor work

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Lesson Outline

1. Welcome and Mindful Moment (5 minutes)

• Greet students warmly outdoors if possible, or near a window with nature view.
• Lead a brief mindfulness exercise: have the children close their eyes and take three deep breaths while imagining their favourite place in nature.
• Invite students to share one word or picture in their brain about what makes them feel happy in nature.
• Connect to SEL by highlighting feelings of gratitude and calm.

2. Story Time: "Bud Finds Her Gift" (10 minutes)

• Read the story aloud using an interactive style: point to pictures, pause for students to predict and respond.
• Use dyslexia-friendly reading strategies: clear pacing, repetition of key phrases, visuals support.
• Highlight Bud’s feelings and what she appreciates in nature.
• Ask: “What do you think Bud felt happy about? What do you like in nature?”

3. Instructions and Modelling (5 minutes)

• Show the large paper leaf template and explain that each child will make their own gratitude leaf.
• Demonstrate decorating a leaf using crayons and natural objects collected during Lesson 1.
• Encourage using drawing or words to express what they are thankful for in nature.
• Introduce visual word cards to support ESL and emergent readers in writing simple words on their leaves.

4. Creation Time: Making Gratitude Leaves (20 minutes)

• Students create their gratitude leaves with choice of: drawing, writing, gluing natural objects.
• Encourage exploration of shapes, colours, patterns (link to math: patterns in leaves).
• Teachers circulate to assist, ask prompting questions, and support ESL learners by modelling language.
• Allow students to move around freely to gather materials or choose different spots (movement integration).

5. Sharing Circle and Reflection (8 minutes)

• Gather in a circle; each student shows their gratitude leaf and shares one thing they are thankful for in nature.
• Use sentence starters: “I am thankful for…”, “I like…”, “This leaf shows…”
• Acknowledge all contributions to foster a positive SEL atmosphere.
• Link to Indigenous perspective by briefly mentioning how many First Nations peoples honour the land with gratitude ceremonies and symbols.

6. Closure and Clean-up (2 minutes)

• Invite students to place their leaves in a special class gratitude tree display (can be indoors or outside).
• Reinforce mindfulness by reminding children to notice the good things in nature every day.
• Teacher shares “I am grateful for you all” message to close warmly.

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Differentiation Strategies

Learner Needs	Strategies
ESL Learners	Use picture word cards; model language during creation; peer support; simplified instructions.
Fine motor challenges	Provide pre-cut shapes; offer thicker crayons/markers; allow drawing only if gluing is difficult.
Behavioural / attention issues	Provide seating options; break tasks into small steps with frequent check-ins; use movement breaks.
Dyslexic learners	Dyslexia-friendly story font; oral sharing options; support writing with visuals; simplified word lists.

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Extension Activities

• Advanced learners can create a mini book titled “My Nature Gratitude”, adding multiple leaves for different seasons or natural elements.
• Integrate simple counting and sorting by grouping natural materials used by colour, size, or type.
• Encourage children to teach a gratitude leaf creation to a family member and bring back stories to share.

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Assessment

• Observation of student engagement and ability to express gratitude in nature-themed artwork.
• Anecdotal notes on oral sharing and language use during reflection circle.
• Collection of gratitude leaves to review individual comprehension and SEL development.

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Teacher Reflection Prompts

• How effectively did the story connect with students’ personal experiences of nature?
• Did students demonstrate understanding of gratitude concepts through their artwork and sharing?
• What worked well for ESL and diverse learners during the activity?
• How might I deepen the Indigenous land-based learning connection in future lessons?

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This lesson plan integrates literacy, SEL, Indigenous perspectives, outdoor education, art, and math through a tactile, mindful experience aligned with Ontario Kindergarten curriculum expectations, designed to be engaging and inclusive especially for ESL learners.