"Twining painting" originated from an American botanical illustration artist. He was inspired by the regularity of plant textures and composed a pattern one by one with a certain regularity, allowing the painter to gain peace of mind in a relaxed and focused state. Children in fifth grade are approaching adolescence, and they have more and more ideas of their own, and their interaction with their peers is also deepening. On the one hand, we hope that the children can temporarily meditate through the winding paintings, and on the other hand, we also hope to continue the children’s observations from the last semester. In the course on campus trees, observing herbaceous plants, in addition to sensory and intuitive observation, coupled with uHandy and mobile vehicles, children can observe the texture of plants in detail and lay the foundation for winding painting. After completing the creation and naming of the winding paintings, what was your experience in guiding the children in the Mandarin course from observing plant textures to creating the winding paintings? How do you feel? How do you state your feelings in an organized way? What words and sentences can be used to describe... After completing a composition, summarize the key points by yourself and publish it on stage. Observation of plants in campus life situations triggered aesthetic creation; after creation, the children found that the paintings wrapped around paper bricks looked like coasters, so we made the children's works into absorbent coasters to let the children create works with their aesthetic sense. You can return to daily life applications. "Life" and "Aesthetics" are the starting points for each other. It is our goal to develop cross-domain integrated thematic courses.