About this resource
Librarian should set up toy display in advance and have at least one Slinky toy per table. Rubik's Cubes would also be a great toy to showcase, as well as books about toy inventions and matching toys.
Essential questions should be posted:
"What is your favorite toy and why"?
"Have you ever designed/created your own toy? If so, explain."
Begin class with the essential questions. Students can journal their answers and/or just discuss the questions as table teams. After the discussion, the librarian will read The marvelous thing that came from a spring: the accidental invention of the toy that swept the nation (Ford, 2016). After the book, the librarian will give the opportunity to discuss the theme of the book and what challenges the Slinky inventor encountered. Students can also discuss if they have ever created something by accident. Students will then be introduced to the "makerspace cart" or a makerspace if the library has one. On the cart should be a variety of maker products: card stock, pipe cleaners, wire, adhesives, recyclables (paper rolls, empty water bottles, bottle lids, etc…), paint/markers/crayons, etc… Students will be given graph paper, and in pairs or tables, teams will have the opportunity to design a toy or some type of invention. Students will "sell" their invention to the group at the end of class. Students can record their sales pitch and play back to the class as a televised advertisement.
Curriculum & Standards
Related General Curriculum / Common Core Area
Science, Social Studies
Related Curriculum / Common Core Standard
Kansas College and Career Readiness Anchor Standards for Literacy Learning Standard 1: Engage in literacy learning through a collaborative and community effort and in an integrated fashion, rather than as discreet skills in isolation.
What students will do
Students will learn about an accidental invention and apply that knowledge to tinkering/inventing a toy or product. Students will consider and potentially experience inventions that do not work as planned; students will have time to tinker and revise products. Students will gain presentation experience. Students may leave the session with an innovation ready for a Maker Faire.
Resources Needed
Maker products: card stock, pipe cleaners, wire, adhesives, recyclables (paper rolls, empty water bottles, bottle lids, etc…), paint/markers/crayons, etc… iPads/presentation screen and/or poster board for student presentations, Slinky toys and other inventive toys to display
Lesson sequence & procedures
Direct Instruction & Guided Practice:
Librarian should set up toy display in advance and have at least one Slinky toy per table. Rubik's Cubes would be a great toy to showcase as well, along with books about toy inventions and matching toys. Essential questions should be posted: "What is your favorite toy and why"? and "Have you ever designed/created your own toy? If so, explain." Begin class with the essential questions. Students can journal their answers and/or just discuss the questions as table teams. After the discussion the librarian will read The marvelous thing that came from a spring: the accidental invention of the toy that swept the nation (Ford, 2016).
Independent Practice:
Students will then be introduced to the "makerspace cart" or a makerspace if the library has one. On the cart should be a variety of maker products: card stock, pipe cleaners, wire, adhesives, recyclables (paper rolls, empty water bottles, bottle lids, etc…), paint/markers/crayons, etc… Students will be given graph paper and in pairs or tables teams will have the opportunity to design a toy or some type of invention. Students will "sell" their invention to the group at the end of class. Students can record their sales pitch and play back to the class as a televised advertisement. If any individual or group has time, they can research the patent process.
Closing/Reflection:
Allow students to process as a table group: what went well, what was difficult, what was their favorite part of the invention process, etc… All students should have time to consider the following: What is the most difficult thing you have found about inventing? How did it interfere with your inventing process? Were you able to overcome it? If so, how? If not, what did you do? The librarian should remind students of the book read at the beginning of the class. Richard and Betty James faced challenges during the invention process. Students should have been allowed time to revise/redo their projects and encouraged to try out a variety of ideas.
How learning is assessed
Students will complete exit slips on sticky notes that can be displayed in the library under the title: Toy Time! Students should comment on what went well, what was difficult, what was their favorite part of the invention process, etc… Students should have been allowed time to revise/redo their projects and encouraged to try out a variety of ideas.