Beacon Lesson Plan Library

Flowers Growing Through Music, Rhymes & Movement

Beth Delmar


Begin with a traditional singing rhyme, which leads us to "plant" seeds in the ground. From there, we experience the growing process of a seed becoming a flower as it is exposed to the sun, rain, wind, day and night, and "tickling" bees.


The student knows how to respond to selected characteristics of music (e.g., the melodic phrase is the same or different, the tempo is fast or slow, and the volume is loud or soft) through appropriate movement.

The student understands how music can communicate ideas suggesting events, feelings, moods, or images.

The student knows ways living things change and grow over time (for example, seed to flowering plant, tadpole to frog).


-Any pitched instrument for playing a chromatic C-Scale
-Flower seeds
-Seeds starting to sprout
-Flower seedlings


1. Familiarize yourself with the versions of songs in this lesson.
2. Have some flower seeds, some sprouted seeds, and some seedlings of the same flower type


1. As students enter the room, direct them to hold hands and form a circle standing up.

2. Sing the following verse variations to "Ring Around the Rosy" performing motions as indicated in parentheses.
a) "Ring around the rosy, a pocketful of posies" (walk around the circle clockwise, holding hands)
b)"Atishoo, atishoo" (let go of hands and hold them in front of you as if you are sprinkling flower seeds on the ground)
c)"We all fall down" (kneel down to ground with hands in front of you for balance)
d)"The cows are in the meadow, lying down to rest" (each person holds his or her hands near their shoulder and rest cheek as if going to sleep)
e)"Around the king" (hold up one thumb)
f)"Around the queen" (hold up the other thumb)
g)"We all jump up" ( everyone jumps back up and hold on to hands again)
h)"Ring around the rosy, a pocketful of posies"(walk around the circle clockwise, holding hands)
i)"Atishoo, atishoo" (let go of hands and hold them in front of you as if you are sprinkling flower seeds on the ground)
j)"We all fall down" (this time have students sit down, remaining in a circle

3. Next, bring the flower seeds, sprouts, and seedlings over to the circle and discuss with the students the process of how the seeds became flowers.

4. Things to discuss are seeds need of water and the sun, they have roots in the ground, the part of the flower that is a stem, the leaves, and then the blossoms.

5. Explain to the students that we are going to be the flower seeds which were planted during "Ring Around the Rosy."

6. (You may need to demonstrate all of the movements the first time through so make sure you have your music instrument close by)

7. All sit on their knees and curl their bodies (head down and held in arms) toward the floor. This is the flower seed in the ground getting ready to grow.

8. You play and say "Wiggle, Wiggle" music on the instrument, playing this pattern 10 times C#,D,D#,D (See associated file)

9. Now it's time to begin growing. Play a C chromatic scale up to represent the sun rising. Seeds are growing "stems" and everyone is upright on their knees.

10. Sing "It's Raining, It's Pouring, the old man is snoring. He went to bed and bumped his head and couldn't get up in the morning." As the rain is "falling." everyone nods their heads as if raindrops are falling on their heads.

11. Sing "Rain, Rain, go away. Come again some other day. All the flowers want to play. Rain, rain, go away." (continue doing the same motions)

12. Play a C chromatic scale down to represent the sun setting. Everyone sits back on their feet and lowers their heads to "sleep."

13. Sing "Twinkle, Twinkle, Little Star, how I wonder what you are. Up above the world so high, like a diamond in the sky, twinkle, twinkle little star, how I wonder what you are."

14. Play a C chromatic scale up to represent the sun rising again. This time everyone stands up straight to show the taller "stems," and then places their hands under their chins, palms up and fingers pointing out, for the "leaves" of the flower.

15. Play glissandos up and down on the instrument to represent the wind blowing the flower stems. Remind everyone that since flowers have their roots in the ground, that their feet (roots) need to stay in place as they sway back and forth.

16. Play a C chromatic scale down again to represent the sun setting and everyone lowers their heads in to their "leaves" to sleep again.

17. Sing "Twinkle, twinkle, little star, how I wonder what you are. Up above the world so high, like a diamond in the sky, twinkle, twinkle little star, how I wonder what you are."

18. Play a C chromatic scale up again for the sunrise. This time everyone raises their hands above their heads, opening their fingers up to represent the flower blossoms.

19. Say "Bees like to visit beautiful and colorful flowers and 'tickle' the flowers, making the flowers dance. But remember your roots are planted in the ground so keep your feet (roots) in place when you are moving."

20. Play any three chromatic notes over several times as you say -BZZZZ, BZZZZ, BZZZZ, BZZZZ, BZZZZ, BZZZZ, BZZZZ- for the sounds of the bees.

21. Say: Now, all of these flowers are so beautiful that I am most certain that there are some special people who would love to receive one of these very special and beautiful flowers. When I count to 3, please pick that special person a beautiful flower (YOU) by popping out of the ground. Ready…. 1----2----3----POP!

22. Have students show you the beginning stage of the seed in the ground. Then ask them to show you the flower stem as it grows. Have the students wiggle their roots (feet) and wiggle their leaves before they show you the blossoms of their flower above their heads (this is for assessment of the parts of a plant).

23. If time allows, do this activity again. This time watch the students to see their interpretations of the growth of their seed to flower instead of showing them the movements. If time has run out, this is a great way to start future class periods.


Students will be able to retell a story through movement to music and interpret how a seed becomes a flower. From this they will demonstrate the understanding of directional movement in music (upward and downward) as well as the Science knowledge of a seed growing into a plant. If you choose to use this as a second grade lesson, the emphasis would be the parts of a flowering plant (roots, stem, leaves, flower blossom).


You may want to use this to begin future class periods. Also, this can be used with second grade.
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