TOYS THEN AND NOW Lesson Plan
1. GOAL STATEMENT:
All through history, children have played in ways that give them practice in the skills they will need as adults. Play is the child's work. Toys are the tools for play, and they reflect the technology and the values of the culture. Through play, children learn about the culture and their place in it. From play, they learn the skills of cooperation and teamwork, and through exploration with toys, they learn to manipulate and extend the technologies that are available to them. Together, these things help children develop confidence and competence, and ensure the continuity and advancement of the culture.
2. CONTENT
Children have always played with toys.
Play is the child's work.
Toys are the tools of play.
Toys reflect the culture.
Some toys reflect gender or class bias, while some toys are the same for both boys and girls because the skills they strengthen are equally valued for all.
For example:
Bicycles, playground toys, skates, etc. provide practice in physical coordination and strength.
Puzzles, board games, and team games emphasize problem solving, competition and/or teamwork.
Some toys reflect gender or class bias.
SC English Language Arts Standards will be addressed throughout this lesson series.
OBJECTIVES:
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Students will view a PowerPoint presentation and use class discussion to consider toys of the past and compare them to the toys of today. |
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Students will write a description of a favorite toy, explain how it is like toys of the past, and how it provides practice for skills they will need as adults. |
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Students will research toys by completing a WebQuest. |
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Students will explain how toys of today are similar to toys of the past, and how technology and cultural changes (gender or class bias) have brought about some changes in toys, who plays with them, and how games are played. |
EVALUATION:
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Students will complete a WebQuest in which they must view 5 pictures of toys from the 19th and early 20th century and explain how each one compares to toys of the present day, what adult skill it mimics. They will also decide if the toy is gender biased, and if so, explain how this bias continues, or does not continue in the present. |
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Students will correctly match at 80% or higher, kinds of toys to the adult skills they practice. |
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Students will write a descriptive essay about a favorite toy, including an explanation of how their toy compares to toys in history, and how their toy gives them practice for adult skills. |
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Students will give a five-minute oral presentation to the class about their toy. |
INSTRUCTIONAL CYCLE
Before introducing the lesson, the students will be asked to bring in one favorite toy to share and put on display. The assignment will NOT specify what kind of toy is to be brought (except for a prohibition of toys that could be considered weapons).
Introduction: Teacher will display student examples of toys, and ask students to list ten other familiar toys.
Teacher will also bring in examples of toys to share with the class. These will include a stuffed animal, a baby doll, action figures-GI Joe, Barbie, Star Wars, Superman cape and fire hat, baseball bat, ball, and glove, model cars, GameBoy, and a tricycle. We will discuss each one, how it is used, and by whom. Through these toys, the ideas of how toys reflect culture and available technology, how they provide practice in adult skills, and whether or not they reflect a gender bias will be introduced.
Development – modeling by the teacher Use PowerPoint presentation, with discussion.
Practice 1: In small groups, students will demonstrate/share the toys they brought in, and will discuss:
1. How their toy reflects cultural values and/or toys of the past.
2. How it gives them practice in an adult skill.
3. Whether or not their toy exhibits a gender bias, and why or why not.
Practice 2: Students will complete the WebQuest independently, using a ThinkSheet to record responses.
Evaluation: 1.Students will complete an interactive activity (quiz) online.
2. Students will turn in their completed WebQuest ThinkSheets.
3. Students will prepare a short report on a favorite toy. (See Rubric 1)
4. Students will present their toy reports (and toys) to the class. (See Rubric 2)
Closure: Students will write a short "WWW" paragraph that includes a "Wow:" something they really liked learning, a "Wish:" something they would have liked for us to do, and a "Wonder:" a question for further inquiry.
Assessment: Reflections for the Teacher
