Minnesota School Forest Program Lesson Title: 'Bud to Blossom' Forcing Winter Branches into Bloom Name: Heather G Benson, Nature-Based Therapeutics Program Specialist School E-mail: hgbenson@umn.edu School Forest: Bellaire Education Center and Karner Blue Education Center Grade(s): 3-12 Standard(s): NA Materials: Cut branches from forsythia shrubs, or purchased branches from any flowering shrub (forsythia, quince), other supplies listed below Objectives include: identify your sense of personal power /strength. list names of two shrubs. describe what's happening in Nature now- winter dormancy Integrated Curriculum Enrichment- SOCIAL/EMOTIONAL Benefits include: reflection on sense of personal power /strength share with group one positive personal quality Integrated Curriculum Social/Emotional Goal: By end of activity, participant will be able to identify one positive personal quality, verbally and/or in written form. Procedure: WarmUp Discuss leaves falling from deciduous trees in Autumn, why/how. Note that once the leaf falls from the tree, there is already a 2nd bud there, ready & waiting. Part I What does it mean to be dormant? 1. Have participants recall trees in autumn. They lose their leaves as the number of daylight hours change and the weather cools down as summer transitions to autumn.
FEATURED EMOTIONAL ENHANCEMENT: While sitting with eyes closed ask participants to relax and breathe deeply, feeling their whole bodies. Ask participants to imagine that they are a tree in autumn. They feel the air temp cooling, the wind blowing and their leaves falling. They are holding their leaf & flower buds tightly closed, not opening them because if they do, they will freeze in the winter. Ask them to share what it felt like to be a tree. 2. Open eyes. Explain to participants that trees are dormant for a while in winter, then, in time, they change. First, they hold their energy in, reserving it, saving it. Waiting for the right time to awaken. 3. In Springtime, their buds begin to wake up and new leaves and flowers burst out. There is new energy and power in these leafbuds and flower buds. The leaf buds will open into leaves that will feed the tree or shrub. The flower buds will grow into full flower blossoms, and then into fruits with seeds inside. FEATURED EMOTIONAL ENHANCMENT: Ask them to close their eyes again and imagine that they are a tree waking up in the spring. They have rested through the long winter and now the sun is strong and warm, the wind is warmer, and soft rains begin to fall. Ask them to feel the trees leaf & flower buds opening. It is risky for the buds to open up and begin to blossom, as there may be more cold weather still ahead. Ask them lo describe what it felt like to be a tree. Part II Open eyes and introduce the two types of winter shrub branches. Have participants observe the qualities of the branches the buds. Note the similarities and differences between them. Explain that, normally, these shrubs are dormant at this time of year. However, we are going to force the buds to go into flower, early! We are going to bring Spring buds inside and watch what happens. FEATURED PHYSICAL ENHANCEMENT: Touch the branches, note their qualities, smell the wood, and observe the tight, closed quality ofthe flower/leave buds. Is there any sign of awakening? 1. Have each participant name and choose one branch of each kind of shrub. These will be their branches to contribute to the group bouquet. 2. Compare the difference in size and appearance between the two branches. 3. Demonstrate and instruct how to use small pruners to give each branch a fresh cut on the bottom. Explain that the branch will absorb water and this will encourage the buds to open. 4. Demonstrate and instruct how to use small hammer to pound the bottom 1-2 inches of branch stem to absorb the water.
Part III FEATURED EMOTIONAL ENHANCMENT: Ask participants to imagine they are the small flower bud ready to burst open into a flower. What does it feel like? They have power and strength to grow and change just like that small bud. What is one thing that they like about themselves that they would like to encourage to grow stronger? Offer suggestions of positive personality traits for them to identify. Ask students to state positive things about each other. Each participant will contribute their branch to the group bouquet in a vase with water. Ask them to state a positive personal quality, verbally or in written form. 1. Provide each participant with small gift/paper tags/ribbons. 2. Ask them to think of two positive personal qualities about themselves. 3. Ask them to write these qualities on the paper tag/ribbon and attach it to their branches. They can share their qualities out loud if they wish. 4. Have all participants place their branches into a large vase or bucket of water and arrange them, as they like. 5. State that the group will check in on the branches to observe how the buds are changing. Wrap-Up Read aloud this quote and discuss its meaning: 'And the day came when the risk to remain tight in a bud was more painful than the risk it took to blossom.' Anais Nin Add this quote to the branch of the instructor, or wrap around the vase. Thank students for their participation. Discuss the benefits of a shared creative bouquet. Everyone contributes to make the arrangement even more beautiful. Follow-Up Keep the vase of branches in a highly visible place and check on the buds regularly. Change water as needed. Mist branches to encourage buds to open. Optional: Observe changes and record/document. Have students return to reread and share their positive personality traits, or add more. Supplies:
Branches from winter shrubs (forsythia, quince) Large bucket and/or vase Water Mister/Spray bottle Small hand pruners Small hammers Cutting boards to use with hammers Gift tags or paper tags and string Ribbon Pens, pencils, markers Written list of positive qualities/characteristics (attached) Quote of Anais Nin written on a paper/ribbon Risk Mitigation: Part II Step 3 Using pruners Part II Step 4 Using knives Explain expectations of safe use of pruners. Count pruners before distribution. Monitor distribution of pruners and assure all students are safely using pruners at all times. Collect and count pruners at end of this step. Explain expectations of safe use of hammers. Count hammers before distribution. Monitor distribution of hammers and assure all students are safely using hammers at all times. Collect and count hammers at end of this step. Activity Outcome: By end of activity, participant has identified one positive personal quality about themselves and shared this with the group, either verbally or in written form. 'And the day came when the risk to remain tight in a bud was more painful than the risk it took to blossom.' -Ana is Nin adaptable ambitious bright adventurous amiable broad-minded affable amicable calm affectionate amusing careful agreeable brave charming
communicative faithful inventive compassionate fearless kind conscientious forceful loving considerate frank loyal convivial friendly modest courageous funny neat courteous generous nice creative gentle optimistic decisive good passionate determined gregarious patient diligent hard-working persistent diplomatic helpful pioneering discreet honest philosophical dynamic humorous placid easygoing imaginative plucky emotional impartial polite energetic independent powerful enthusiastic intellectual practical exuberant intelligent pro-active fair-minded intuitive quick-witted
quiet sensible tidy rational sensitive tough reliable shy unassuming reserved sincere understanding resourceful sociable versatile romantic straightforward warmhearted self-confident sympathetic willing self-disciplined thoughtful witty