Just Like Me


Activity Description

Children will create a monster that likes the same things they do.


30-40 min.

Key Outcome(s)

Use fine motor skills along with critical thinking and problem solving skills.

Materials and Preparation

Prep Time

10-15 min. 


  • You find: ‘Roll & Create’ monsters (or alternate creations); Scissors; Glue; Colouring tools (crayons, pencil crayons, markers); Construction paper; White paper (optional); Various craft materials to create likes for each sense (e.g., yarn, cotton balls, shiny paper, fabric, pipe cleaners, coloured craft sticks, gems)


  1. Gather your creation and your children’s creations from the ‘Roll & Create’ activity.
    NOTE: If you and your children did not complete the ‘Roll & Create’ monsters (or alternate creations), provide white paper to draw a monster/creation. (Following the drawing instructions from ‘Roll & Create’ is not necessary for this activity.) Draw your own monster (or alternate creation) beforehand.
  2. Gather scissors, glue, colouring tools, construction paper, and craft materials to create the monsters’ likes.

The Activity

What do we wonder?

“I wonder how you could make a monster that was a lot like you? I wonder how we could show what our monster likes? I wonder how others would know what our monster likes just by looking at him or her?”

What do we know?

  1. “Sometimes we like the same things as our friends and sometimes we like different things. What are some clues to help us know what a friend likes? How would we know if he or she likes the colour green?” (She wears green a lot. He colours with a green marker.)
  2. “What is something you like to _____ (see, hear, taste, touch, smell)?”

Ideate and plan

  1. “Can you create a monster that likes the same things as you? Let’s brainstorm how we could show what we like to see, hear, taste, touch, and smell so others will know when they see our monsters!”
  2. “‘Brainstorming’ is when we think of ideas we could use to solve the problem or challenge we are working on. It helps to think with friends because ideas from friends can help us think of more and new ideas.”
  3. “Now that we have some ideas, we need to create a plan in our heads or drawn out on paper.”
  4. Show children your monster. “Help me make a plan. I want my monster to like the same things I do. Can you help me think of something I like to see?” (e.g., “What do I talk about a lot?”, “What colour do I wear a lot?”)
  5. Choose one thing you like to see and decide together how to add it to your monster drawing (e.g., use shiny paper to add a butterfly if they determined you like butterflies because your home is decorated with them)
  6. “Now it’s your turn to think of a plan to create what your monster likes to see, hear, taste, touch, and smell.” 


“Now that you have a plan, you’ll add materials to your monster to show others what your monster likes! Remember to create five things; something your monster likes to: see, hear, taste, touch, and smell.”
NOTE: If your children do not have completed monsters (or alternate creations) from the ‘Roll & Create’ activity, ask the children to draw one first before adding what it likes.

How can we test and modify?

  1. “How can we test our creations?” (We can share our monster with someone to see if he or she can figure out what our monster likes.)
  2. “What can we do if someone can’t tell what our monster likes? (We can change our monster.)
  3. “Can we modify, or change, our monster even if others can tell what our monster likes?” (Yes, because we can always make it better.)
  4. Model effective feedback: “Sometimes when we are stuck, we ask friends for feedback or ideas to help us. Do you need some feedback?” Ask what specific feedback they want. For example, “How can I show that my monster likes to have his hair brushed?”.
  5. Ask some or all of the following questions as the children test and modify their monsters: “Are you stuck? Do you need feedback? Which idea would you like to use? How do I know your monster likes to _____ (e.g., smell flowers, see the sun)?”

What did we learn?

  • “How can we tell what your monster likes?” (By looking at what is on and around my monster.)
  • “How can we tell that your monster is just like you?”
  • “Why is it important to know what others like?” (We learn more about others and can start conversations.)
  • “Let’s see if we can guess what you like by looking closely at what you added to your monster.”


To make this activity MORE challenging:

  • Increase the amount of liked items to add to the monsters (e.g., two items for each sense).
  • Ask the children to also add what their monster dislikes (e.g., one item per sense). Encourage them to be creative in showing how the monster dislikes something (e.g., add liked items close to monster and add disliked items far away; add a circle or heart around liked items and an ‘X’ or line through disliked items).

To make this activity LESS challenging:

  • Reduce the number of liked items to add to the monsters (i.e., do not add an item for every sense).
  • Give children a provided ‘senses checklist’ to keep track of their created item for each sense.
  • Some children may need help to get started. Support by suggesting things you know they like and then brainstorm how they can create these. When needed, offer a choice (e.g., “I know you like the colour green and trains. Which one do you choose? What could your monster have to let everyone know he likes that?”).
  • Children with cognitive difficulties may need concrete choices at first (e.g., “Do you want him to hold a teddy bear or have a picture of a teddy bear on his shirt? You could make his shirt or pants green.”).