Doodle-Sole-Charms (Sense of Touch & Sight)

Time Required: One 45-minute session
Skill Level: Beginner
Recommended Grades: K to 2nd

In this lesson, students will work with a partner to investigate two of their five senses, touch and sight, and then identify various patterns using these senses. Students will doodle "sole-charms" for their sneakers, using the soles of their sneakers to create an interesting texture and design on a doodled charm, which students can attach to the lace of their sneakers.

Note: Any links outside of the3doodler.com are optional resources. We can’t ensure their upkeep or accuracy.

Knowledge

Students have
  • discussed the five senses.

  • explored each of the five senses.

  • had practice using a 3Doodler to draw lines, shapes and fill.

Objectives

Students will
  • create a tactile design using the sole of a sneaker and a 3Doodler.

  • recognize the parts of the body that are used for sight and touch.

  • be able to discuss the different textures they feel.

  • be able to match the texture/feeling and the sight of a "sole-charm" to the sneaker from which it was created.

Materials

Students will need
  • 3Doodler (1 per pair)

  • sneaker (1 per student)

  • Touch Poem (1 per pair)

  • paper towel (2 sheets per pair, one wet and one dry)

  • permanent marker or chalk (1 per pair)

Lesson Plan

Instructions

Step 1 - PREPARATION

Ask that students wear sneakers to school on the day of this lesson.
Print out copies of the Touch Poem for each set of students.

Step 2

Whole group: Project your tablet or computer screen on the board. Share the Touch Poem with the class.

Step 3

Read the poem together. Have students identify the different things the poet touches, sees and feels.

*Optional: Pass out one copy of the Touch Poem to each set of partners. Have them answer the related questions together. Instruct the students to circle words related to "how" things feel, e.g., soft, hard, smooth, rough, etc. Ask the students how sight and touch can work together.

Step 4

Share the goal: Students will make a unique texture on extruded 3Doodler filament using the soles of their sneakers as a stamp. Then, from the stamped doodle, they will create a charm for their sneakers. Students will attempt to match each charm to the sneaker that was used to create it.

Step 5

Model how to use a sneaker to create a doodle-sole-charm with a loop. First, brush off any loose debris from the bottom of the sneaker with a wet and then dry paper towel. Note that the students will be using the textures on the bottom of each of their sneakers to doodle a sole-charm that may be hung from their shoelaces. Discuss different shapes that may be used as an outline, e.g., circle, square, rectangle, etc. Doodle the outline of the shape on the sole of a sneaker. Fill and press the soft plastic into the grooves of the sole.

Step 6

*Note that it's most effective to fill small areas at a time, stop and then press the warm plastic into the sole. If you wait too long the plastic hardens and will not mold to the texture of the sole

Step 7

Have students take off their sneakers and wipe them down. Instruct them to identify an area of the sole that they would like to doodle. It should be a part of the sole with an interesting design. Have students trace the shape of the design they want to doodle with a marker or chalk on the sole. Check their work before handing out 3Doodlers to trace and fill their shapes.

Step 8

Circle to assist and assess.

Wrap Up

Students will write their initials with permanent marker on the back of their doodled charms. Mix up charms and sneakers to see if students can use their sense of touch and sight to match the charm to the sneaker that was used to create it. Ask students how touch and sight worked together in this activity. Share doodled sole-charms on Twitter. #3DoodlerEDU @3Doodler

Assessment

The teacher will assess the students' level of comprehension based on their participation and feedback during this activity.

Possible Extensions

  • Have students explore the textures of other everyday objects with extruded 3Doodler filament, e.g., wire screen, buttons, teeth of a plastic comb, rind of a lemon, tinfoil, old costume jewelry, bumpy rocks, coins, etc.

Vocabulary

  • cold - of or at a low or relatively low temperature, especially when compared with the human body.

  • collaboration - to work jointly with others or together especially in an intellectual endeavor.

  • creative thinking - a way of looking at problems or situations from a fresh and imaginative perspective.

  • 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...

  • feel - be aware of (a person or object) through touching or being touched.

  • hard - solid, firm, and resistant to pressure; not easily broken, bent, or pierced.

  • hot - having a high degree of heat or a high temperature.

  • poem - a piece of writing that partakes of the nature of both speech and song that is nearly always rhythmical, usually metaphorical, and often exhibits such formal elements as meter, rhyme, and stanzaic structure.

  • poetry - literary work in which special intensity is given to the expression of feelings and ideas by the use of distinctive style and rhythm; poems collectively or as a genre of literature.

  • problem-solving - the process or act of finding a solution to a problem.

  • rough - having an uneven or irregular surface; not smooth or level.

  • 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.

  • skin - the thin layer of tissue forming the natural outer covering of the body of a person or animal.

  • smooth - having an even and regular surface or consistency; free from perceptible projections, lumps, or indentations.

  • soft - easy to mold, cut, compress, or fold; not hard or firm to the touch.

  • touch - come so close to (an object) as to be or come into contact with it.

Educational Standards

Common Core
CCSS.ELA-LITERACY.W.2.6

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

In This Lesson

Students will use a 3Doodler to doodle sole-charms for their sneakers.

CS Teachers
1A-A-3-5

Decompose (break down) a larger problem into smaller sub-problems with teacher guidance or independently.

In This Lesson

Students will break down the process of investigating their senses of touch and sight in a 3Doodler-aided design project.

Next Gen Science
4-LS1- 2

Animals receive information from their senses, process the information in their brain and respond to the information in different ways.

In This Lesson

Students will break down the process of investigating their senses of touch and sight in a 3Doodler-aided design project.

ISTE
1C

Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

In This Lesson

Students will use a 3Doodler to create a tactile design to identify through touch and sight.

ISTE
6B

Create original works or responsibly repurpose or remix digital resources into new creations.

In This Lesson

Students will doodle original sole-charms for the laces of their sneakers.

ISTE
7A

Use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

In This Lesson

Students will confer with a partner and the whole group throughout this activity.

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