Format
FORMAT
1. Students will turn and talk about animal traits and superhero traits.
2. Students will brainstorm ideas for their superhero wildlife animal toy on the practice sheet to come up with ideas and feel safe to use trial and error.
3. Students will use the final sheet to create a superhero wildlife animal, or a superhero team using all 4 drawings.
4. Students will share their inventions with their peers.
Objectives
1. Introduction to The Toy Inventors Club.
2. Discussion of old toys. Students can bring in toys from home for a show and tell, and comparison.
3.Discussion: Wouldn’t it be fun to play with a superhero animal? Now is your chance to invent your very own with us! Do you have a superhero you love? What qualities do superheroes have? Put on your creative hat to come up with a name and superpower for each animal to become a superhero inventor!
TARGET AUDIENCE: Grades K-8, PRIMARY DISCIPLINES: Literacy, Creative Arts, Science, SEL
4.Toy Inventors Club presenter shows our Challenge Project: Create Your Own Superhero Wildlife Animals
5.Same downloadable sheet the teacher is sent, can now be distributed to each student.
6. Instructions for how to think like an inventor are discussed. Student begin working on the project
7. Show and tell is available, time permitting
Standards Alignment
National Standards
STANDARDS ALIGNMENT
Next Generation Science Standards
K-2nd Grade
K-2-ET S1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
For additional standards:
https://www.nextgenscience.org/topic-arrangement/k-2engineering-design
https://ngss.nsta.org/k-2-engineering-design.aspx
3rd-5th Grade
3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
For additional standards:
https://www.nextgenscience.org/topic-arrangement/3-5engineering-design
https://ngss.nsta.org/3-5-engineering-design.aspx
6th-8th Grade
MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
For additional standards:
https://www.nextgenscience.org/topic-arrangement/msengineering-design
https://ngss.nsta.org/middle-school-engineering-design.aspx
Speaking and Listening
https://www.readingrockets.org/article/speaking-and-listening-content-area-learning
Literacy Anchor Standards
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1
College and Career Readiness- Speaking and Listening:
CCSS.ELA-LITERACY.CCRA.R.7: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Conventions of Standard English:
CCSS.ELA-LITERACY.CCRA.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2L: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Writing:
CCSS.ELA-LITERACY.CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCSS.ELA-LITERACY.CCRA.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Theater Standards
Theater Arts-National Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
For additional standards:
https://www.nationalartsstandards.org/sites/default/files/Theater_resources/Theatre%20at%20a%20Glance.pdf
Visual Arts
K-4th Grade
NA-VA.K-4.1: Understanding and Applying Media, Techniques, and Processes
NA-VA.K-4.2: Using Knowledge of Structures And Functions
NA-VA.K-4.5: Reflecting Upon and Assessing the Characteristics and Merits of Their Work and the Work of Others
NA-VA.K-4.6: Making Connections Between Visual Arts and Other Disciplines
5th-8th Grade
NA-VA.5-8.1: Understanding and Applying Media, Techniques, and Processes
NA-VA.5-8.2: Using Knowledge of Structures and Functions
NANA-VA.5-8.5 Reflecting Upon and Assessing the Characteristics and Merits of Their Work and the Work of Other
NA-VA.5-8.6: Making Connections Between Visual Arts and Other Discipline
VA.5-8.3: Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas