COVID BUDDY – Shape, Colour, Form

In this 2-part lesson students learn about pairs and caring as they choose a Covid Buddy (someone they care about) and create a stuffy Buddy by drawing on fabric with fabric markers, to give to their Covid Buddy.

80 Minutes

Language Arts
Mathematics
Social Studies
Visual Arts

Vocabulary

colour form pair shape

Materials

Crayola Fabric Markers Crayola Scissors Crayola Washable School Glue Polyester Cotton Fabric - 21.6 cm x 26.6 cm (8 ½" x 10 ½") - 2 pieces per student Polyester Stuffing Pencils Clothes Pegs - 2 per student

Steps

Step One

1. Place a piece of fabric on top of the pattern. (Downloads - CovidBuddyPattern.pdf)
2. Tape it to the paper to hold it in place.

Step Two

1. Colour your Buddy with Crayola fabric markers.

Step Three

1. Remove the fabric from the paper pattern.
2. Place it face down on your desk.
3. Squeeze a thin line of glue around the outer edge of the figure.
4. Do not put glue on the short space between the marks at the side where the pattern said No Glue.

Step Four

1. Place your 2nd piece of fabric on top of the glued surface.
2. Line it up so it fits on top of the whole figure.
3. Gently press the 2 pieces of fabric together so the glue sticks.
4. Allow the glue to dry completely (about 2 hours).

Step Five

1. Once the glue is completely dry cut out your Buddy.
2. Cut along the outside edges of the glued lines.

Step Six

1. Push stuffing into the opening at the side.
2. Make sure you push it into the arms and legs.
- Try using a pencil to get the stuffing into the arms and legs.

Step Seven

1. Glue the opening closed.
2. Hold the fabric in place with clothes pegs until the glue is completely dry.

Step Eight

1. Write a message on the back of your stuffy Buddy.
2. Give your stuffy Buddy to your Covid Buddy so you will always be connected.

Learning Goals

Students will be able to:

• choose a person to be their Covid Buddy;
• draw a figure with lots of details;
• create a stuffed 'Buddy' figure using a pair of fabric shapes;
• make their stuffy Buddy in their own unique and creative way;
• explain why they need a pair of shapes to create a stuffed figure;
• explain how their stuffy Buddy might comfort their Covid Buddy.

Extensions

Have students:

• use the Book of Days lesson plan available on this website to create a COVID-19 Journal;
• record their feelings about and/or experiences with their Covid Buddy each day for a period of time;
• reflect on their entries;
• decide if they want to continue keeping the journal.

Prepare

1. Set up a centre so students can explore and review the concept of pairs, for example, place a variety of pairs of objects in a bin and have students:
- select pairs of objects from the bin;
- place them in order;
- explain why they are pairs;
- draw what they see.
2. Gather and share books about pairs and shapes such as, A Pair of Socks, by Stuart J. Murphy; What's a Pair? What's a Dozen?, by Stephen R. Swinburne; More Than One, by Miriam Schlein, and Donald Crews; Double the Ducks, by Stuart J. Murphy, and Valeria Petrone; and Circus Shapes, by Stuart J. Murphy, and Edward Miller.
3. Gather and share books about COVID-19 such as, If You Can't Bear Hug, Air Hug: A Book Inspired by Social Distancing, by Katie Sedmak; Paula and the Pandemic , by Dorothea Laurence; A Little SPOT Stays Home, by Diane Alber; A Little SPOT Learns Online, by Diane Alber; and Corona Virus, A Book for Children, by Elizabeth Jenner, Kate Wilson & Nia Roberts.
4. Precut polyester cotton fabric - 21.6 cm x 26.6 cm (8 ½" x 10 ½") - 2 pieces per student.
5. Photocopy the Buddy patterns - dress or pants version - 1 per student. (Downloads - CovidBuddyPattern.pdf)

Introduction

1. Conduct a read-aloud with a book such as A Little SPOT Stays Home: A Story About Viruses And Safe Distancing, by Diane Alber focussing on:
- ways to stay connected with family and friends while keeping their distance
- who they miss
- who misses them
2. Discuss ways students comfort themselves when they feel lonely, e.g., having a favourite stuffy to talk to, and what they can do to help someone they care about who might feel lonely because of Covid-19.
3. Share the idea of having a Covid Buddy - someone who:
- you can talk to, and who likes to talk to you;
- you like to listen to, and who listens to you;
- you can trust, and who trusts you;
- might like to have a stuffy Buddy to remind them of you when you can't get together and they are feeling lonely.
4. Introduce the challenge.

Activities

The Challenge

1. Choose a person to be your Covid Buddy.
2. Draw a figure with lots of details.
3. Create a stuffed 'Buddy' figure using a pair of fabric shapes.
4. Make your stuffy Buddy in your own unique and creative way.
5. Explain why you need a pair of shapes to create a stuffed figure.

The Process

1. Make sure everyone understands the challenge.
2. Establish success criteria with your students, for example,
I know I am successful when I have:
- chosen a Covid Buddy
- created a stuffed fabric Buddy figure
- used my own unique ideas
- drawn my design on fabric with fabric markers
- glued 2 pieces of fabric together
- explained how my stuffy Buddy will comfort my Covid Buddy
- written a message on the back of the figure
- kept the stuffy Buddy in good condition
3. Demonstrate how to tape the fabric to the paper pattern.
4. Guide students through the steps outlined in this lesson plan.
5. Observe students as they work.
6. Provide individual assistance and encouragement.

Sharing

1. Place students into small groups.
2. Ask them to discuss the Buddies and encourage them to support their ideas with evidence they find in the works.
- Compare your stuffy Buddies and describe to each other what you did to get certain effects.
- Talk about the things you think make each stuffy Buddy special.
- Share how you think your Covid Buddy might feel about receiving his/her stuffy Buddy and why.
3. Share ideas with the whole class.
4. Ask students to tell how they felt about doing this project.

Assessment

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss their artworks – speaks with a clear voice, looks at audience while speaking, holds Buddy to the side, provides accurate information, answers questions from the audience effectively.
3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.