Doodle-Spud-Heads (Our Five Senses)
In this lesson, students will work in pairs to design a Mama or Papa Spud-Head or their baby, Tater-Tot. Based on the Mister Potato Head game, students will doodle eyes, ears, nose, mouth, and hands in order to demonstrate how we use our senses.
*This lesson can be accomplished in one of two ways:
a) students use stencils to doodle parts, or
b) students doodle directly on the potato.
Knowledge
Students have
explored the 5 senses, and the body part used for each sense.
had experience using the 3Doodler to doodle lines, shapes and fill.
had experience using the 3Doodler to weld objects together.
had experience doodling with stencils.
explored the 5 senses, and the body part used for each sense.
had experience using the 3Doodler to doodle lines, shapes and fill.
had experience using the 3Doodler to weld objects together.
had experience doodling with stencils.
Objectives
Students will
correctly identify the part used for each sense.
use stencils to doodle body parts for a Spud-Head, i.e., eyes, ears, mouth, nose, fingers.
correctly identify the part used for each sense.
use stencils to doodle body parts for a Spud-Head, i.e., eyes, ears, mouth, nose, fingers.
Materials
Students will need
3Doodler (1 per pair)
1 potato (small, medium or large)
1 pair of scissors
3Doodler (1 per pair)
1 potato (small, medium or large)
1 pair of scissors
Lesson Plan
Instructions
Step 1
Call students to the whole group for a discussion.
Share the goal: Students will work in pairs to doodle the following for their Spud Head: eyes, mouth, ears, noses, and hands.
Step 2
Read the Doodle-Spud-Head Family Poem. Review the questions, which highlight the various body parts associated with each of the 5 senses. Ask and answer questions. Have students share things they've tasted, touched, smelled, etc.
Step 3
Model how to create parts for a Mr. or Mrs. Spud, or their son, Tater-Tot.
*Note that there are two ways to do this. Option
1) use stencils from Doodle-Spud-Head Family Stencils or,
2) have students doodle directly on their potato.
Step 4
If using the Doodle-Spud-Head Family Stencils, model how to outline, fill, and then create a thin nob on the back of each doodled piece to push into the potato. For younger students, it might be easier to doodle directly onto the potato.
Step 5
If using the pre-made stencils, slice into the potato wherever you will insert a body part, eyes, ears, mouth, arms.
Step 6
Divide students into pairs. Hand out the 3Doodlers, stencils, and potatoes. Use a large potato for Papa, a medium size potato for Mama, and a small potato for Tater-Tot.
Call students to the whole group for a discussion.
Share the goal: Students will work in pairs to doodle the following for their Spud Head: eyes, mouth, ears, noses, and hands.
Read the Doodle-Spud-Head Family Poem. Review the questions, which highlight the various body parts associated with each of the 5 senses. Ask and answer questions. Have students share things they've tasted, touched, smelled, etc.
Model how to create parts for a Mr. or Mrs. Spud, or their son, Tater-Tot.
*Note that there are two ways to do this. Option
1) use stencils from Doodle-Spud-Head Family Stencils or,
2) have students doodle directly on their potato.
If using the Doodle-Spud-Head Family Stencils, model how to outline, fill, and then create a thin nob on the back of each doodled piece to push into the potato. For younger students, it might be easier to doodle directly onto the potato.
If using the pre-made stencils, slice into the potato wherever you will insert a body part, eyes, ears, mouth, arms.
Divide students into pairs. Hand out the 3Doodlers, stencils, and potatoes. Use a large potato for Papa, a medium size potato for Mama, and a small potato for Tater-Tot.
Wrap Up
Assessment
Possible Extensions
Vocabulary
collaboration - to work jointly with others or together especially in an intellectual endeavor.
creative - relating to or involving the imagination or original ideas, especially in the production of an artistic work.
design - to prepare the preliminary sketch or the plans (for a work to be executed), especially to plan the form and structure of an object, building, bridge, etc...
ears - the organ of hearing and balance in humans and other vertebrates, especially the external part of this.
eyes - each of a pair of globular organs in the head through which people and vertebrate animals see, the visible part typically appearing almond-shaped in animals with eyelids.
fingers - each of the four slender jointed parts attached to either hand (or five, if the thumb is included).
hear - perceive with the ear the sound made by (someone or something).
mouth - the opening in the lower part of the human face, surrounded by the lips, through which food is taken in and from which speech and other sounds are emitted.
nose - the part projecting above the mouth on the face of a person or animal, containing the nostrils and used for breathing and smelling.
science - a branch of knowledge or study dealing with a body of facts or truths systematically arranged and showing the operation of general laws.
senses - a faculty by which the body perceives an external stimulus; one of the faculties of sight, smell, hearing, taste, and touch.
sight - the faculty or power of seeing.
smell - the faculty or power of perceiving odors or scents by means of the organs in the nose.
STEM - science, technology, engineering, and mathematics, considered as a group of academic or career fields.
taste - the sensation of flavor perceived in the mouth and throat on contact with a substance.
touch - come so close to (an object) as to be or come into contact with it.
Educational Standards
Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.
Students will discuss their five senses, design a Doodle-Spud and write a poem about its five senses.
Build on others' talk in conversations by linking their comments to the remarks of others.
Students will build on the talk of others during the whole group and partner work throughout this project.
Decompose (break down) a larger problem into smaller sub-problems with teacher guidance or independently.
Students will break down the process of analyzing the five senses through designing, doodling and writing.
Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Students will use a 3Doodler to design and doodle the body parts used with each of the 5 senses.
Create original works or responsibly repurpose or remix digital resources into new creations.
Students will construct an original design, or remix the stencil, for each relevant body part, and doodle it on their potato, or doodle it and affix it onto their potato.
Use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
Students will work with a partner and peers throughout the doodling, problem solving and creation processes.
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