Flowering Philanthropy

• plant flowers for others and attend to the needs of the flowers.
• summarize the experience and reflect on the value of philanthropy through drawing, discussing, and/or writing about three benefits of philanthropy for both the recipient and the giver.

• Musical pieces about flowers, such as “Waltz of the Flowers” from Tchaikovsky’s Nutcracker Suite
• Field trip Supplies:
  • At least one flowering plant for each student (suggest marigolds for rapid growth)
  • One trowel for every four students
  • Potting soil
  • Watering cans for every eight students
• Reflection and Assessment:
  • Drawing paper
  • Pencils, crayons, oil pastels, paint, construction paper, scissors for choices in artwork
  • Graphic Organizer(See Attachment One)
  • Writing paper

• Anticipatory Set: Play flower-related music, such as “Waltz of the Flowers” by Tchaikovsky. Talk about the importance of art and beauty in our lives. Review the basic “needs” of people and the “wants” that make our lives better.
• Review the reasons why the class is going to plant flowers for others at the agreed-upon location. Review the definition of philanthropy. Review the idea that it is our responsibility to act philanthropically.
  • Students go on a field trip to the planting location. Bring the appropriate supplies.
  • Each student uses a trowel to dig a hole in the soil, gently place flower roots down in the soil and water the plants. Talk about how they will be cared for and by whom. Review the needs of plants.
  • If possible, students briefly visit with recipients of flowers.
• Upon return from planting the flowers, play calming music that elicits thoughts of flowers and other plants, and encourage students to spend a few moments reflecting on the experience of planting flowers for others.
  • Students draw a picture, with their choice of materials, based on their feelings about planting flowers for others.
  • Students display their drawings on their tables for all to see, and take a walk around to see others’ artwork. They return to their seats to discuss their drawings in small groups.
  • Ask the following discussion questions about the value of philanthropy: What did you learn? How did you feel when you planted flowers for other people? How would you feel if someone planted flowers for you? Would you do something like this again? Describe how we helped others. How did this help you?
• Use the Graphic Organizer to write about the experience of planting flowers for others. In the main part of the flower, the students write the main idea, such as “planting flowers.” In the leaves, they write the benefits of the experience to both the giver and receiver. For younger students, you may supply the main idea and have students draw pictures or dictate their details. Older students use their completed graphic organizer as a tool to write an organized paragraph about their experience planting flowers for others.
• Have each student share his or her drawings and/or writing with the rest of the class. This may take additional class periods.

The teacher will assess the students’ learning by reading their graphic organizer. The teacher should look for an understanding of the service project and how it benefitted the recipients. The student should be able to answer the question, “Why did we do this project?”