First, a quick “Google Doodle I Q” quiz:
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In what way did Google Doodle
distinguish itself in January 2010 when it honored Isaac Newton?
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When the game Pac-Man was celebrated,
how was its doodle different from the other doodles that had gone before it?
-
Who was Susan La Flesche Picotte and why
is her 152nd birthday being commemorated as a Google Doodle?
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What did Google Doodle give artists Andy
Warhol and Leonardo da Vinci?
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What’s a doodler do for Google?
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On John Lennon’s 70th
birthday, how might someone who wanted to hear “Imagine” have celebrated thanks
to Google Doodle?
-
If you wanted to virtually play with a
Rubrik’s cube on its 40th anniversary, how could you get in on the
fun?
…………………………………………………………………………
Teachers: Do
you know the answers to the above mini Google Doodle IQ test? Even more to the point, do you know how to
access quickly, and for free identify the correct answers to the questions
above?
Yes, you would research the Google Doodle archive. And for many of the doodles there, note hyperlinks for research plus also watch animations or play with interactive games virtually
Fine, that’s fun and maybe, if on a given day you check out the Google Homepage and there is a relevant event or person or cultural artifact or other digital process being celebrated, you can use it as a motivating beginning student research “do now” or as a culminating scavenger hunt activity, or have students focus on the question “how did the Google doodle anticipate what we are studying?” creating a strong connection to your content.
Yes, you would research the Google Doodle archive. And for many of the doodles there, note hyperlinks for research plus also watch animations or play with interactive games virtually
Fine, that’s fun and maybe, if on a given day you check out the Google Homepage and there is a relevant event or person or cultural artifact or other digital process being celebrated, you can use it as a motivating beginning student research “do now” or as a culminating scavenger hunt activity, or have students focus on the question “how did the Google doodle anticipate what we are studying?” creating a strong connection to your content.
These doodles can be tapped to serve as the focus of
student as well as for a variety of activities that engage students in relevant
thinking exercises.
For grades 3-5, students can research the links that
are included with some Google Doodles, celebrating these and detailing the ways
in which the letters of the Google Logo may have been altered to reflect the
themes of the holiday that the doodles often celebrate.
In cases where the current logo does not include a
link to an interactive or attached video or game to play students, based on
their research, can suggest how following year Google Doodles might include
an appropriate music or video component or interactive game or puzzle. They can actually email these to the Google
Doodlers- those engineers, illustrators, artists who design Google Doodles who
include Jenny Hom and Dennis Hwang.
These research suggestions can be sent to the Google Doodlers as persuasive
arguments which authenticates a required form of writing.
Many Google holiday Anniversary date doodles recur
each year, so after students go through the archives to view samples for say,
International Woman’s Day or Martin Luther King Day or Earth Day or US
Independence Day, they can be challenged to combine their holiday research and
their arts or public domain use of graphic images to develop a Google
Doodle inspired image for the coming year’s anniversary or celebration that
reflects their take on a new design. In
addition to being submitted to a Google 4 Doodle student competition, students
can acknowledge the Google Doodles and use their adaptation of
this format on their own school website.
Students in grades 3-5 and those in grades 6 and
beyond who are infusing STEM Engineering Design Principles into their studies,
can be challenged by an assortment of teacher selected Google subject-related
archive samples (say, for Science and invention Google doodles celebrating
Isaac Newton, Alan Turing, Albert Einstein, Jules Verne, or H.G. Wells) to
develop a digital game or animated flipbook for these historical figures or in
case of the science fiction authors, they can include key characters or even the
titles of these works.
The final products of such a research and design
STEM activity can not only be included in the makerfaire expos at the end of STEM units in either upper elementary or middle school, but also be submitted to
the student contest Google4Doodle.
What is most
rewarding and real to the commercial world of marketing and audience acceptance
of a digital or commercial product is that winning submissions for this contest
go onto the Doodle 4 Google website where the public vote for the winner. The
winning Google Doodle is hosted on the Google website for 24 hours. How
pertinent to PARCC standards is having actual student work mirror real
world digital and print products for actual audiences.
Given
increasing diversity of global holidays, anniversaries, cultural events and
overarching global concerns (such as peace, pollution, and terrorism), many
adult and young users of Google may question the relevance or appropriateness
of a particular day’s subject. Of course,
as with any recurring daily posting,
these questions or controversies have no unanimous correct answer, but grades 6
and beyond students can weigh in on them and provide arguments with supporting
details for why or why they are not relevant and whether Google should remove
the Doodle. Interestingly, on September
13, 2007, Google removed the doodle for Roald Dahl because the anniversary of
his birth was also Rosh Hashanah and he had been criticized for being
Anti-Israel. Google was critiqued for
not having a Google Doodle on Memorial Day as well. Students can debated and argue for or
against whether these public criticisms were or are valid. As students study a particular subject or
consider figures, events and pop culture artifacts recognized in their native
cultures or terms from diverse cultures that have not been featured in Google
Doodles, they can develop designs, arguments and bodies of supportive research
which can go on their own school sites
and be shared with Google 4Doodle.
Parents and students can share talk and play and
research Google Doodle hyperlinks. Many
doodles resonate in terms of adult family experiences in ways that can enhance
their role as partners in their childrens’
education. Parents can offer, and
with their children, suggest other doodles for recurring holidays or additional
regional or global subjects for Google Doodles.
Parents can draw on these experiences to collaborate with students in
arguments and designs for even more culturally integrative doodles. The artistic design and interactive qualities
of Google doodles make them accessible to ESL families and a broad spectrum of
learners.
Google Doodles are aptly identified as fun but are also
actually rigorous learning opportunities that, like their print counterparts, may
seem initially superficial, but actually provide infinite learning, inquiry, and
design and engagement opportunities.
……………………………………………………………………………………………
Relevant Links
-
Doodle 4 Google 2017
Nine
years in, the U.S. Doodle 4 Google Contest draws thousands of creative
submissions from talented young artists across the
https://youtu.be/7ZSVZuTdmdA
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Doodle 4 Google Winner (and finalists 2016-17 Doodle 4 Google Contest)
https://doodles.google.com/d4g/
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140th Anniversary of
Wimbledon Doodle
https://www.google.com/doodles/140th-anniversary-of-wimbledon?doodle=33672823&domain_name=google.com&hl=en
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How to create a digital flipbook (A to Z)
https://www.flipsnack.com/blog/how-to-create-a-digital-flipbook-a-to-z/
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Make a Game - Make your own Games Online
for Free - Sploder
http://www.sploder.com/free-game-creator.php
http://www.sploder.com/free-game-creator.php
NOTE: There are many other flipbook and game maker resources available online waiting for you to Google them.
Dr. Rose Reissman is the founder of the Writing Institute,
now replicated in 145 schools including the Manchester Charter Middle School in
Pittsburgh. She is a featured author in New York State Union Teachers Educators
Voice 2016 and was filmed discussing ESL student leadership literary strategies
developed at Ditmas IS 62, a Brooklyn public intermediate school. roshchaya@gmail.com
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