Format
The program begins with showing the students a few toys that they will recognize from today and some that were invented a long time ago.
Then a discussion of how you can tell which one was from the past.
Other questions include, "what do you notice about them? How do you know which one was invented a long time ago? and …would you play with it now? "
An interactive discussion about the toys is 5-10 minutes. Supplies are then handed out and the students get to play a game with the presenter, "You Are Now Toy Inventors".
For the next 20 minutes, the students get to act like an inventor and create their own toy. A final show and tell is concluded with students showing what the have made including the packaging, prototype and pricing.
Objectives
Students will be able to define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Students will be able to think like an inventor.
Standards Alignment
National Standards
TARGET AUDIENCE: Grades K-8
PRIMARY DISCIPLINES: Literacy, Creative Arts, Math, Science, SEL
FORMAT
1. Teacher will show the Hidden Item game/s and build excitement for the activity based on how it will be used.
2. Students will add new words to the right hand corner and then draw their hidden items into the scene.
3. Students will exchange boards to have their peers try to find their hidden items and outline them.
4. Students will color in the rest of the scene.
OBJECTIVES
1. Students will work collaboratively as they enhance the Hidden Items Game with their own words and pictures.
2. Students will keep in mind the shapes, sizes, and proportions of their pictures as they bring their words to life and hide the items.
3. Students will show attention to detail as they plan how to hide their item.
4. Students will increase visual perception as they find figures in a different context.
5. Students will increase self confidence, teamwork, and collaboration skills at the completion of their challenge as classmates try out their game.
6. Students will be able to author their invention by using public speaking and listening skills to present to their peers.
STANDARDS ALIGNMENT
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-4.3: Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas
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
NA-VA.5-8.3: Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas
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.
College and Career Readiness- Speaking and Listening:
CCSS.ELA-LITERACY.CCRA.SL.1: 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.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Standards for Mathematical Practice
CCSS.MATH.PRACTICE.MP1:Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2:Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3: Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4: Model with mathematics.
CCSS.MATH.PRACTICE.MP5: Use appropriate tools strategically.
CCSS.MATH.PRACTICE.MP6: Attend to precision.
CCSS.MATH.PRACTICE.MP7:Look for and make use of structure.
For additional standards:
http://www.corestandards.org/Math/Practice/
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
3-5th 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
6-8th 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