Toy Factory Fun: Playful Creations Unleashed!

Design for Mastery Kit

NEW

All grades Project 10 weeks

Toy Factory Fun: Playful Creations Unleashed!

Deborah C

CCSS.ELA-Literacy.W.1.7

CCSS.ELA-Literacy.W.K.7

W.K.7

Self Directed Learning

Academic Mindset

+ 1 more

1-pager

Purpose

This project engages students in exploring the concept of play and the role of toys in fostering creativity, cooperation, and personal preference. Through hands-on activities, students will investigate the history and evolution of toys, culminating in designing and creating toys that promote inclusivity and shared enjoyment. By participating in exhibitions and a marketplace event, students will develop critical thinking, self-directed learning, and an academic mindset, while connecting with their community and reflecting on their learning journey. The project aligns with first-grade standards by incorporating shared research and writing projects, allowing students to express opinions and engage in collaborative exploration.

Learning goals

Students will engage in shared research and writing projects, developing skills in comparing, contrasting, and expressing opinions about toys from different eras. They will enhance their self-directed learning by utilizing feedback and self-reflection to guide their toy design process. Through critical thinking and problem-solving, students will explore innovative approaches to toy creation, considering the preferences and enjoyment of their classmates. The project aims to foster a sense of belonging and identity as students collaborate to design toys that promote inclusive play. By participating in exhibitions and a toy marketplace, students will practice communication skills and gain insights into historical and contemporary toy dynamics. Additionally, first-grade students will meet standards by participating in shared research and writing projects, using books and other resources to express their opinions and craft instructions for toy creation.

Standards

[Common Core] CCSS.ELA-Literacy.W.1.7 - Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).
[Common Core] CCSS.ELA-Literacy.W.K.7 - Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
[California] W.K.7 - Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Competencies

Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.

Products

Students will collaboratively create a toy marketplace, featuring both newly designed toys and repurposed old toys. Each student will contribute to the design and construction of a classroom toy that promotes inclusive play, aligning with first-grade standards such as CCSS.ELA-Literacy.W.1.7. Additionally, students will develop written reflections and presentations on their toy creations, highlighting the design process and the elements that make their toys enjoyable for all. These products will be showcased during the winter marketplace event, allowing students to share their learning and creativity with the broader community.

Launch

To kick off the learning experience, students will participate in a "Toy Exploration Day" where they bring in their favorite toys for a show and tell session. This will be followed by a collaborative play session where students rotate through stations featuring different types of toys, encouraging them to observe and discuss what makes each toy enjoyable. This hands-on activity sets the stage for the project, fostering curiosity and sparking ideas about toy design and play. Additionally, align this activity with first-grade standards by incorporating opportunities for students to express their opinions about toys verbally and in writing, meeting CCSS.ELA-Literacy.W.1.1 standards.

Exhibition

At the end of the 8-week learning phase, students will host an exhibition where they present their research on the evolution of toys and the importance of cooperative play, aligning with first grade standards such as CCSS.ELA-Literacy.W.1.7. They will showcase their writing projects, including comparisons of historical and modern toys, and share personal reflections on their favorite toys. In the final 2 weeks, students will display their newly designed and repurposed toys at a winter marketplace event, inviting families and community members to explore and purchase these creations. This exhibition will celebrate students' creativity and understanding of toy design and play, fostering a sense of community and shared learning.

Plan

Week 1	Day 1	Day 2	Day 3	Day 4
Activities	Toy Show and Tell - Students bring their favorite toys and present them in a show-and-tell format, discussing why they enjoy these toys (20 min) Collaborative Play Stations - Students rotate through different play stations with various toys, observing and discussing what makes each toy enjoyable (25 min)	Introduction to Toy History - Read and discuss a short story about the history of toys, highlighting differences between historical and modern toys (20 min) Compare and Contrast Activity - Students work in pairs to compare and contrast toys from the past and present, noting similarities and differences (25 min)	Favorite Toy Reflection - Students write or draw a reflection on their favorite toy, explaining what makes it special to them (20 min) Peer Sharing and Feedback - Students share their reflections with a partner and provide feedback, focusing on clear communication and understanding (25 min)	Exploring Toy Preferences - Students interview classmates about their favorite toys and preferences, using a provided question guide (20 min) Class Discussion on Toy Preferences - As a class, discuss the different toy preferences observed during the interviews, highlighting diversity and commonalities (25 min)
Deliverables	1. Each student writes a short paragraph comparing and contrasting a historical toy with a modern toy, incorporating peer feedback.
Preparation	1. Gather a variety of toys for the collaborative play session, ensuring a mix of historical and modern options. 2. Collect books and online resources about the history of toys for student research. 3. Prepare feedback guidelines to help students provide constructive peer feedback.

Week 2	Day 5	Day 6	Day 7	Day 8
Activities	Toy Design Inspiration - Students explore images and videos of various toys, identifying features that make toys fun and engaging (20 min) Group Brainstorming Session - In small groups, students brainstorm ideas for a toy that everyone in the class can enjoy, focusing on inclusivity and shared enjoyment (25 min)	Toy Feature Analysis - Students list key features of their favorite toys that contribute to their enjoyment, considering elements like color, shape, and function (20 min) Design Challenge: Initial Sketches - Students create initial sketches of their toy designs, incorporating features discussed in the analysis and brainstorming sessions (25 min)	Peer Feedback on Toy Sketches - Students exchange sketches with a partner, offering constructive feedback and suggestions for improvement (20 min) Design Revisions - Based on peer feedback, students make revisions to their toy sketches, refining their ideas for functionality and appeal (25 min)	Introduction to Toy Materials - A brief presentation on different materials used in toy-making, highlighting their properties and suitability for various toy types (20 min) Material Selection and Planning - Students choose materials for their toy designs, creating a simple plan for construction and gathering necessary resources (25 min)
Deliverables	1. A completed visual chart comparing toys from the past and present. 2. A written paragraph comparing two selected toys, one historical and one modern.
Preparation	1. Gather a collection of storybooks that highlight toys from different historical periods. 2. Collect images and short video clips of toys from various eras to show in class. 3. Provide access to age-appropriate books and online resources for toy research. 4. Prepare materials such as chart paper, markers, and other art supplies for group work.

Week 3	Day 9	Day 10	Day 11	Day 12
Activities	Toy Material Exploration - Students handle and explore various toy-making materials, categorizing them by properties such as texture, flexibility, and durability (20 min) Toy Material Selection - In small groups, students select materials they believe will be best suited for their toy designs, justifying their choices based on material properties (25 min)	Toy Assembly Basics - Introduce basic assembly techniques through a hands-on demonstration with simple toy model kits (20 min) Mini Toy Assembly Practice - Students practice assembling toy components using the selected materials, focusing on developing fine motor skills and understanding connections (25 min)	Design Reflection and Revision - Students review their toy sketches and material selections, making any necessary revisions based on assembly practice (20 min) Group Design Presentation - In small groups, students present their revised toy designs and material choices to the class, receiving feedback and suggestions (25 min)	Guest Expert Session - A parent volunteer or local toy maker discusses the toy creation process and provides insights into material selection and toy design (20 min) Reflection and Q&A - Students engage in a Q&A session with the guest expert, followed by a written reflection on the insights gained and their impact on their toy project (25 min)
Deliverables	1. A categorized list of toy materials compiled by each group, including a brief explanation of the sustainability of each material. 2. Individual toy redesign sketches with a focus on sustainability improvements, accompanied by a short written explanation of their design choices.
Preparation	1. Gather a variety of toys and toy parts made from different materials for students to explore and analyze. 2. Prepare materials for sketching, such as paper, pencils, and colored pencils or markers. 3. Create a feedback guide to help students provide constructive and focused feedback during peer review sessions.

Week 4	Day 13	Day 14	Day 15	Day 16
Activities	Toy Construction Planning - Students finalize their toy design plans, incorporating detailed steps for assembly and identifying necessary tools and materials (20 min) Group Toy Assembly - Students begin constructing their toys in small groups, practicing teamwork and problem-solving as they follow their plans (25 min)	Toy Construction Continuation - Students continue assembling their toys, focusing on refining their construction techniques and ensuring stability (25 min) Peer Review and Feedback - Students exchange toys with peers for feedback on design and functionality, considering suggestions for improvement (20 min)	Final Construction and Decoration - Students complete the assembly of their toys, adding decorative elements to enhance appeal and personal expression (25 min) Toy Presentation Prep - Students prepare presentations on their toy designs, highlighting the design process, challenges faced, and solutions found (20 min)	Toy Presentation and Reflection - Students present their toys to the class, demonstrating functionality and discussing the design process and learning outcomes (25 min) Class Reflection and Future Planning - As a class, reflect on the toy-making experience, discussing insights gained and ideas for future toy projects (20 min)
Deliverables	1. Students will create a detailed sketch or blueprint of a toy designed to be enjoyed by everyone in the class, incorporating feedback from peers and teachers. 2. A written reflection on how cooperative play influences their toy design, focusing on inclusivity and fun elements.
Preparation	1. Gather a variety of materials for toy design, such as paper, pencils, colored markers, rulers, and templates for toy sketches. 2. Organize a session with the community partner (parent volunteer) to demonstrate toy design basics and introduce woodworking tools for toy-making. 3. Coordinate with the toy store for a field trip visit, ensuring students have questions prepared for the 'toy expert' interview. 4. Prepare examples of historical toy designs and modern toys to use as reference points during discussions and brainstorming activities.

Week 5	Day 17	Day 18	Day 19	Day 20
Activities	Toy Design Refinement - Students use feedback from peers and the guest expert to refine their toy design sketches, focusing on enhancements for functionality and appeal (20 min) Prototype Planning - Students create a step-by-step plan for building a prototype of their toy, considering materials and techniques needed (25 min)	Prototype Construction - Students begin constructing their toy prototypes using selected materials, applying skills from previous assembly practice (45 min)	Prototype Testing - Students test their toy prototypes, observing how they function and documenting any issues or areas for improvement (20 min) Feedback and Iteration - Students share their prototype experiences with peers, receiving constructive feedback and brainstorming solutions for any challenges encountered (25 min)	Prototype Revision - Students make necessary modifications to their prototypes based on peer feedback and testing results, focusing on improving playability and durability (25 min) Reflection and Journaling - Students reflect on their design, construction, and testing process, writing about what they've learned and how it has informed their toy's development (20 min)
Deliverables	1. A group-created visual timeline comparing historical and modern toys. 2. A sketch and description of a toy design that promotes inclusive play, incorporating peer feedback.
Preparation	1. Gather materials for the toy research activity, including books, articles, and online resources about historical and modern toys. 2. Prepare art supplies such as paper, markers, and colored pencils for students to use in creating their visual timelines and toy sketches. 3. Set up a collaborative workspace for students to brainstorm and discuss toy design ideas. 4. Coordinate with the parent volunteer who will guide students in making wooden toys, ensuring they are available for the toy design sessions.

Week 6	Day 21	Day 22	Day 23	Day 24
Activities	Classroom Toy Preference Survey - Students conduct a survey to gather data on classmates' toy preferences, focusing on elements that make toys enjoyable (20 min) Data Analysis and Chart Creation - Students analyze survey data and create charts to visually represent findings about toy preferences (25 min)	Toy Design Reflection - Students review their toy designs in light of survey data, identifying changes to better align with class preferences (20 min) Design Improvement Workshop - Students work in small groups to brainstorm and implement improvements to their toy designs based on reflection outcomes (25 min)	Prototype Development Session - Students begin constructing prototypes of their improved toy designs, focusing on functionality and appeal (30 min) Peer Review and Feedback - Students present their prototypes to peers for feedback, considering suggestions for further refinement (15 min)	Final Design Adjustments - Students make final adjustments to their toy prototypes, ensuring they meet class preferences and design criteria (25 min) Prototype Showcase Preparation - Students prepare brief presentations to showcase their toy prototypes, highlighting design features and the creative process (20 min)
Deliverables	1. A written reflection on the field trip to the toy store, including insights from the 'toy expert' interview. 2. A storyboard or sketch of the toy design that the class can enjoy together, incorporating feedback from peers.
Preparation	1. Coordinate the logistics for the field trip to the toy store, ensuring permission slips are collected and transportation is arranged. 2. Prepare interview questions for the 'toy expert' that focus on the evolution of toys and what makes them enjoyable. 3. Gather materials such as paper, pencils, and coloring supplies for the students to use in their toy design sketches. 4. Set up a feedback session where students can share their toy design ideas and receive constructive input from classmates.

Week 7	Day 25	Day 26	Day 27	Day 28
Activities	Toy Design Reimagining - Students revisit their toy designs, considering how they can incorporate recycled materials to promote sustainability (20 min) Collaborative Design Session - In groups, students brainstorm ways to creatively repurpose materials for their toy designs, focusing on innovation and functionality (25 min)	Material Collection and Preparation - Students gather and prepare recycled materials for use in their toy designs, ensuring all materials are safe and suitable (20 min) Prototype Modification - Students modify their toy prototypes to include recycled materials, enhancing the environmental aspect of their designs (25 min)	Testing Reimagined Prototypes - Students test their updated prototypes to assess functionality and durability after incorporating recycled materials (20 min) Peer Feedback and Reflection - Students present their reimagined prototypes to peers, receiving feedback on creativity and environmental impact (25 min)	Final Adjustments and Enhancements - Students make final adjustments to their toy designs based on peer feedback, focusing on playability and aesthetics (25 min) Exhibition Preparation and Reflection - Students prepare to showcase their toys, reflecting on their design journey and the role of sustainability in toy creation (20 min)
Deliverables	1. Completed comparison and contrast essay on historical and modern toys, emphasizing features that make them enjoyable.
Preparation	1. Coordinate with a local toy museum or historical society to arrange a virtual field trip and curator interaction. 2. Identify and contact a local 'toy expert' for the interview session. Prepare questions with student input for the interview. 3. Gather materials for brainstorming and sketching toy designs, including large sheets of paper, markers, and reference images of various toys. 4. Provide guidance and resources for writing essays, such as graphic organizers and examples of compare-and-contrast writing.

Week 8	Day 29	Day 30	Day 31	Day 32
Activities	Exhibition Setup and Practice - Students organize their work for the exhibition, setting up display areas and practicing their presentations (20 min) Peer Review and Final Adjustments - Students present to peers for last-minute feedback, making any necessary adjustments to their displays or presentations (25 min)	Exhibition Day - Students present their research and toy designs to families and community members, showcasing their learning journey and insights (45 min)	Exhibition Reflection - Students reflect on the exhibition experience, discussing what they enjoyed, learned, and could improve for future presentations (20 min) Feedback Collection - Students gather feedback from attendees on their presentations and toy designs, noting any themes or common suggestions (25 min)	Learning Celebration - As a class, celebrate the completion of the exhibition with a shared activity or game using the toys created, fostering a sense of accomplishment and community (20 min) Reflection and Goal Setting - Students write about their learning journey, setting goals for future projects and reflecting on personal growth throughout the process (25 min)
Deliverables	1. A completed toy prototype by the end of the week. 2. A written reflection on the design process and feedback received.
Preparation	1. Collect a variety of materials for toy construction, including recycled items, fabric, wood, and safe building tools. 2. Prepare a feedback form template for students to use during the Feedback Carousel. 3. Ensure the classroom is set up with sufficient space for group work and prototype building. 4. Coordinate with the parent volunteer to assist students with any specialized skills needed for toy construction.

Week 9	Day 33	Day 34	Day 35	Day 36
Activities	Toy Design Showcase - Students finalize their toy designs, focusing on details that enhance usability and appeal (20 min) Exhibition Setup - Students collaboratively set up display stations for showcasing their toys, planning layout and presentation elements (25 min)	Community Partner Collaboration - Students work with a parent volunteer to create a wooden toy, learning about woodworking and teamwork (25 min) Toy Construction and Decoration - Students apply finishing touches to their toys, adding decorative and functional elements (20 min)	Toy Store Role Play - Students engage in a role-play activity simulating a toy store, practicing communication and sales skills (20 min) Market Research Discussion - Students discuss findings from their toy store role play, focusing on improving their toy presentation and marketing strategies (25 min)	Exhibition Rehearsal - Students rehearse their presentations for the toy exhibition, practicing public speaking and storytelling skills (20 min) Final Reflection and Journaling - Students write reflections on their toy-making journey, considering their learning and future improvements (25 min)
Deliverables	1. A prototype of a toy designed for inclusive play 2. A reflective writing piece detailing the design process
Preparation	1. Gather materials for prototype development, such as cardboard, fabric, recycled items, scissors, glue, and markers 2. Set up workstations for group brainstorming and prototype creation 3. Prepare a feedback form or rubric for peer review of prototypes 4. Ensure access to writing materials for the reflective writing activity

Week 10	Day 37	Day 38	Day 39	Day 40
Activities	Final Toy Construction - Students finalize the construction of their toy designs, ensuring all components are securely assembled and functional (25 min) Toy Functionality Testing - Students conduct a final round of tests on their completed toys, observing playability and making last-minute adjustments as needed (20 min)	Marketplace Display Preparation - Students design and set up their toy displays for the winter marketplace, incorporating labels and informational cards about their toy designs (20 min) Presentation Practice - Students practice presenting their toy designs, focusing on clear communication of the design process and the features that make their toys enjoyable (25 min)	Marketplace Event Setup - Students collaborate to arrange the marketplace space, organizing tables and creating an inviting atmosphere for attendees (20 min) Toy Marketplace Event - Students showcase and sell their toys at the school-wide winter marketplace, engaging with visitors and sharing their learning journey (25 min)	Marketplace Reflection - Students reflect on their experience at the marketplace, discussing what they learned from interacting with the community (20 min) Celebration and Goal Setting - Celebrate the project's completion with a class activity and set personal goals for future projects, fostering a sense of achievement (25 min)
Deliverables	1. Completed and functional toys ready for display and sale at the marketplace event. 2. Written reflections and presentations on the toy design process and inclusivity. 3. A well-organized and visually appealing booth for the toy marketplace event.
Preparation	1. Gather all materials and tools needed for the final construction and finishing of the toys. 2. Prepare presentation materials, such as posters or digital slides, to accompany students' verbal explanations. 3. Coordinate with parent volunteers and community partners to set up the marketplace space, including tables, signage, and any necessary equipment. 4. Plan a schedule for the marketplace event, including times for student presentations and interactions with visitors. 5. Ensure that all safety measures are in place for the event, including first aid kits and any necessary supervision.