Legal Size Google Doodle Lesson Plans

Welcome These lesson plans are suggestions for how the Doodle 4 Google project and its “What If...?” theme might be used to meet the U.S. National Standards of Art, Technology Literacy, Language Arts and Social Studies for students in grades 4-6. For each subject, the plans include recommendations on developing students’ Google doodles, and the accompanying short essays, in order to enter the competition. However, if you plan to apply this project across multiple subjects, please adapt the lesson plans as you see fit. On a similar note: we understand that, as teachers, you’re incredibly creative, so feel free to branch out on your own and to vary the “What if...?” theme according to your class topics or units. We want your students to think as big as they want to think – so you absolutely should encourage them to open their minds and let their creativity flow. © Copyright 2008. All rights reserved. Google and the Google logo are trademarks of Google Inc. All other company and product names may be trademarks of the respective companies with which they are associated. 1 Art 4-6 Duration: 2 - 5 class periods, depending on teacher’s time limits Description: What if you lived in the 50s, 60s, or 70s? How would a certain era or historical time frame be reflected in your fashion tastes? In this lesson, students will design clothing from a historical perspective, taking creative license with their Google doodle. For instance, a student could design a doodle reflecting the fashions of an era or the evolution of fashion throughout history, i.e., American women’s fashion throughout the twentieth century, Italian fashion from the Renaissance to modern times, shoes across the ages. The “What If...?” theme can be interpreted as broadly as needed by students. Standards: Source: National Standards for Arts Education http://artsedge.kennedy-center.org/teach/standards.cfm • Choosing and evaluating a range of subject matter, symbols, and ideas (Visual Arts Standard 3) • Understanding the visual arts in relation to history and cultures (Visual Arts Standard 4) Objectives: Students will be able to: • examine fashions throughout time • define their own design tastes • experiment with design • understand that design is an important part of every aspect of our lives Materials: • Sketchbooks • Fashion web sites, books and magazines • Art supplies including colored pencils, crayons, felt tip markers and paint Procedures: 1. sing a historical period currently studied in the classroom context, focus students’ attention on the clothing of U that particular time frame. For instance, guide students to analyze the clothing worn by the ancient Greeks and Romans if you’re studying ancient civilizations. Display pictures from a book, have students browse websites, or create a slide show and project it on a screen for the class. Some questions for provoking discussion could be: • What do you notice about the fashions of this time period? What stands out to you the most? • What does the clothing worn in ancient civilizations tell us about the culture? About gender? About the time period? About the climate? About the materials readily available? • Why do you think ancient people wore what they did? Was it for practical reasons? For status? For beauty? • What elements from these styles of clothing are evident in modern clothes? What’s been omitted? • Are there any elements that you personally like? Is your personal style influenced by anything you see in these pictures? • Do any of the styles of clothing from this particular time in history repeat themselves? Can you think of another time when these motifs reappear? © Copyright 2008. All rights reserved. Google and the Google logo are trademarks of Google Inc. All other company and product names may be trademarks of the respective companies with which they are associated. 2 Art 4-6 2. Following this preliminary discussion, have students conduct research on styles of clothing from a specific time frame such as the 1960s. Students can also use a more longitudinal approach. For example, they could choose to research French fashion throughout the ages. While researching using books or the Internet, students should sketch fashions that intrigue them because of design qualities or historical significance. Research will be completed when pupils have assembled many drawings that could be incorporated into a Google doodle. 3. To warm up for the culminating activity of producing a Google doodle that reflects the history of fashion design, students will make a Doodle that reflects their current fashion tastes. This will serve as a rough draft for the final assignment, and will also serve as a contrasting image if students would like to compare the two images. 4. Students will focus on a particular area of interest within the history of fashion and will construct a Google doodle based on patterns, colors, motifs and items of clothing endemic to their chosen era or genre of fashion. For instance, if students are interested in the fashions of the 1960s, perhaps their Google doodle will take on a psychedelic color palette. 5. Once your students have completed their doodle drawings, be sure to have them give their doodle a title (5 words max) and write a 50-word description of how their doodle expresses the theme “What if...?” 6. After the completion of both the personal fashion doodle and the official contest entry doodle, students could post their work on a bulletin board or to share it with the class via a slide show presentation. A complimentary activity might be having students dress in a similar manner when they present their projects. Evaluation: Teachers can post student work to a bulletin board without revealing any details about the time periods or fashion genres studied. Students could then pair up and try to guess the correct historical time frame for each Google doodle. A rubric is also recommended for grading purposes. Presenting this rubric to students before beginning the final product may guide students towards producing their best work. Criteria for this rubric could include: • Design • Creativity • Color Choices • Technique • Use of Materials • Effort • Historical Accuracy Recommended Resources • The Metropolitan Museum of Art - Works of Art: The Costume Institute http://www.metmuseum.org/works_of_Art/the_costume_institute • Costumes Collection - Drexel Historic Costume Gallery http://digimuse.cis.drexel.edu/home.html • LACMA Collections Online http://collectionsonline.lacma.org/mwebcgi/mweb.exe?request=browpage;dept=cost • Bissonnette on Costume: A Visual Dictionary of Fashion http://dept.kent.edu/museum/costume/index.asp • The Museum of Costume http://www.fashionmuseum.co.uk • The Bata Shoe Museum http://www.batashoemuseum.ca/index.html © Copyright 2008. All rights reserved. Google and the Google logo are trademarks of Google Inc. All other company and product names may be trademarks of the respective companies with which they are associated. 3 Technology Literacy 4-6 Duration: 5 - 10 class periods, depending on teacher’s time limits Description: What if you could design a game of the future? In this activity, students will become game designers and will brainstorm ideas about how different types of games might evolve. These ideas will be aggregated and represented in the form of a Google doodle. Standards: Source: ISTE’s Educational Standards for Students http://www.iste.org/Content/NavigationMenu/NETS/For_Students/NETS_S.htm • Creativity and Innovation; students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology (NETS 1). Students: - apply existing knowledge to generate new ideas, products, or processes. - create original works as a means of personal or group expression. - use models and simulations to explore complex systems and issues. - identify trends and forecast possibilities. Objectives: Students will be able to: • apply existing knowledge to generate new ideas, products, or processes. • create original works as a means of personal or group expression. • use models and simulations to explore complex systems and issues. • identify trends and forecast possibilities. Materials: • Games brought from home • Recycled materials such as aluminum trays, spools, packing peanuts, cardboard and buttons • Art supplies including colored pencils, crayons, felt tip markers and paint • Chart paper Procedures: 1. 2. Host a game day in class. Have students bring their favorite games to class and allow time for game play. Alternatively, students could bring in a link to their favorite online game. Students then will brainstorm effective characteristics of games. Some guiding questions could be: • What makes certain games compelling? • How do you find out about new games? • Should games be competitive? Do games have to be competitive to be compelling? • Do games need to tell a story? • What will games look like in the future? © Copyright 2008. All rights reserved. Google and the Google logo are trademarks of Google Inc. All other company and product names may be trademarks of the respective companies with which they are associated. 4 Technology Literacy 4-6 3. Students will then pair up and create lists of essential quality indicators for game design. These lists will then be shared via discussion and edited to a final set of criteria by the whole class. 4. Based on criteria developed in step 3, students will use everyday or recycled materials to design their own game, possibly as a homework assignment. 5. Using this prototype, students will create a Google doodle design. They can fill this image with several games of the future or creatively incorporate a single game design into the logo. 6. Once your students have completed their doodles, be sure to have them give their doodles a title (5 words max) and write a 50-word description of how their idea expresses the theme “What if...?” Evaluation: The teacher should create a rubric based on criteria established by the class in step 3. Students will take turns playing prototype games and viewing each other’s Google doodles. Then they’ll use the rubric to rate each other’s projects. Recommended Resources • Board Game Design First Steps http://edweb.sdsu.edu/Courses/EDTEC670/boardgame/BoardGameDesign1.html • Discovery Kids: Fun and Games http://kids.discovery.com/games/games.html • MyGLife http://www.myglife.org • Global Kids and Gaming http://www.globalkids.org/?id=21 © Copyright 2008. All rights reserved. Google and the Google logo are trademarks of Google Inc. All other company and product names may be trademarks of the respective companies with which they are associated. 5 Language Arts 4-6 Duration: 2 - 5 class periods, depending on teacher’s time limits Description: What if you were a world leader? What would you change? How would you influence others to make a difference in the world? In this Google doodle lesson, students will study and explore concepts related to leadership and self-efficacy. Standards: Source: ISTE Curriculum and Content Area Standards - English Language Arts Standards http://cnets.iste.org/currstands/cstands-ela.html • Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience. (NETS 7) • Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge. (NETS 8) Objectives: Students will be able to: • identify problems in the world based on current events • identify some current world leaders and their global contributions • research how some problems are being solved • propose solutions for problems • define leadership and elements needed to bring about change Materials: • Art supplies including colored pencils, crayons, felt tip markers and paint • Chart paper Procedures: 1. 2. For homework prior to class, have students conduct research by reviewing current events and individually list their personal top 10 issues facing world leaders. Compile these issues into one master list. 3. Bring the class together for a discussion, and see if it’s possible for the class to edit and prioritize these issues. Questions to ask could include: • What issues are similar? Which ones are different? • Which issues affect most of the world or just a few people? • Can we combine any issues? • Which issues are critical to the survival of the planet? • Which issues are critical to human health and welfare? • Can we arrive at a class list of our top ten issues facing world leaders? 4. Next, students should make a quick list of world leaders. © Copyright 2008. All rights reserved. Google and the Google logo are trademarks of Google Inc. All other company and product names may be trademarks of the respective companies with which they are associated. 6 Language Arts 4-6 5. Review this list as a group and ask students to think about these people. Some questions to ask: • What makes these people leaders? • Why are people listening to them and seeking their counsel? • What responsibility do these leaders have to people? • How do you think they cope with making decisions that affect many people? • What do you think world leaders feel when they aren’t able to rectify problems that involve human suffering? • Do you think you will be a leader or a follower when you grow up? What role are you most comfortable with? Why? 6. Involve students in brainstorming ideas for solving the class’s top ten issue list (or any other issue that a student feels strongly about). Ask students to sketch on paper words and pictures that evoke concepts of leadership, problem solving, and change. 7. Have students add to their brainstorming doodles some pictorial elements related to what they would change if they were a world leader. It could be an issue brought up in the class top ten problem list, or it could be an idea of their own. 8. Using these preliminary sketches, students will then create a Google doodle to represent their ideas on current events, problems and leadership. Guide students in telling their leadership story through the use of imagery embedded around a Google logo. 9. After they create their Google doodle, students should explain their vision by writing a title for the doodle (5 words max) and a 50-word essay about how their idea expresses the theme “What if...?” Evaluation: The teacher should create a rubric detailing the assessment process of the final assignment. Presenting this rubric to students before beginning the final product may guide them towards producing their best work. Criteria for this rubric could include: • Design • Creativity • Color Choices • Technique • Use of Materials • Effort Recommended Resources • Google News http://news.google.com • New York Times Student Connections http://www.nytimes.com/learning/students/index.html • NewsHour Extra | PBS http://www.pbs.org/newshour/extra • Do Something http://www.dosomething.org • PeaceJam http://www.peacejam.org/index.htm • YouTube - The Davos Question http://www.youtube.com/davos • TakingITGlobal http://www.takingitglobal.org © Copyright 2008. All rights reserved. Google and the Google logo are trademarks of Google Inc. All other company and product names may be trademarks of the respective companies with which they are associated. 7 Social Studies 4-6 Duration: 5 - 7 class periods, depending on teacher’s time limits Description: What if I could discover a new place? a new biome? a new island? a new country? a new planet? a new universe? What if I could design my world? The sky’s the limit in this lesson where students will visualize an ideal environment and translate that vision into a Google doodle. Standards: Source: National Council for the Social Studies - Curriculum Standards for Social Studies http://www.socialstudies.org/standards/strands • People, Places, and Environments (Standard 3) - Describe how people create places that reflect cultural values and ideals as they build neighborhoods, parks, shopping centers, and the like. - Propose, compare and evaluate alternative uses of land and resources in communities, regions, nations and the world. • Time, Continuity, and Change (Standard 2) - Use knowledge of facts and concepts drawn from history, along with methods of historical inquiry, to inform decision-making about and action-taking on public issues. • Global Connections (Standard 9) - Demonstrate understanding of concerns, standards, issues, and conflicts related to universal human rights. Objectives: Students will be able to: • demonstrate a basic knowledge of geographic terminology • evaluate qualities of environments • create a vision of their ideal environment Materials: • Large chart paper • Art supplies including colored pencils, crayons, felt tip markers and paint • Drawing paper • Writing paper Procedures: 1. As a precursor to this lesson, consider reading a novel with your class where the characters enter a fantasy world. Examples of novels that evoke imagery in children’s minds might include The Lion, the Witch, and the Wardrobe by C.S Lewis and The Last of the Really Great Whangdoodles by Julia Andrews Edwards. 2. Begin with a class discussion. Ask students if they think life is better for people now or for people who lived a hundred or two hundred years ago. Weigh the pros and cons of living in a simpler age with that of living in a more industrialized age. Jot down some observations on chart paper. 3. Students can do some exploration via the sites listed under Resources in order to elaborate on their ideas. © Copyright 2008. All rights reserved. Google and the Google logo are trademarks of Google Inc. All other company and product names may be trademarks of the respective companies with which they are associated. 8 Social Studies 4-6 4. Lead the discussion towards the “What If...?” theme. Ask students what if we could take some of the good elements of life in a different era and combine those with that of modern times? For instance, perhaps students would want some modern conveniences such as computers, but would opt not to have cars in their ideal environment because of concerns about fossil fuels. Also include ideas that might not be so realistic; the key here is for kids to use their imaginations fully. List all ideas on chart paper for the students to consider. 5. For homework, ask students to build a diorama of their ideal place. A written explanation of their invented place and its details should accompany the model. 6. Based on their prototype, students will transfer some of these details to a Google doodle. 7. Google doodles and dioramas can be displayed together, so classmates can see the influence of the diorama on the final product, a Google doodle. 8. Once your students have finished their drawings, be sure to have them give their doodles a title (5 words max) and write a 50-word description of how their idea expresses the theme “What if...?” Evaluation: The teacher should create rubrics for both the diorama and the Google doodle. Presenting this rubric to students before starting both assignments may guide students towards producing their best work. Criteria for this rubric could include: • Design • Creativity • Color Choices • Technique • Use of Materials • Effort Recommended Resources • Google Earth http://earth.google.com • Google Sketchup http://sketchup.google.com • Google Sketchup 3D Warehouse http://sketchup.google.com/3dwarehouse • Stellarium http://www.stellarium.org © Copyright 2008. All rights reserved. Google and the Google logo are trademarks of Google Inc. All other company and product names may be trademarks of the respective companies with which they are associated. 9