Title Content Area(s)

Toys, Past and Present History and Social Sciences, Health Education, Arts, Information Technology

Sub Content Area(s)

Inquiry; History; Government and Society; Family, Social and Sexual Health; Mental and Emotional Health; Visual Art, Education Technology

Grade Level(s) Overview

PK, K

Strand(s)/Domain(s):
Inquiry; History; Government and Society; Interpersonal Communication; Self Management; Social and Sexual Health; Mental and Emotional Health; Skill Development; Basic Operations and Concepts; Communication

Recommended Length/Duration:
4 Days

Learning Goals:
Essential Questions: How can we find out about the past? Is it good to share our things with others? Students will understand ... - people can be a source of information about the past (we can find out about the past by asking people who know) - it is good to think of others and their interests Students will be able to ... - share ideas about possible answers to questions - draw a picture in a paint program or by hand - identify resources for finding answers to their questions - follow directions to complete an inquiry - collect information about the past - communicate their findings by speaking or drawing pictures - demonstrate positive interaction with group members - demonstrate ways to communicate care, consideration, and respect of self and others - reduce their health risks through the practice of healthy behaviors

Description and Sequence Description/Sequence: Sessions 1-2 a. Show the students a picture of a popular toy (or the actual toy, if available). Ask the students what it is called, and if any of them have one. Ask them what it is a type of (a toy). Ask them what it and other toys are used for (for playing). Ask them if they would like to learn more about toys. b. Show on the interactive whiteboard (or write on the whiteboard) the question What toys do you like to play with? Ask the students to read it together with you a few times. Ask them to choose a talk partner and to ask their partner the question and to wait for their answer. c. Show on the interactive whiteboard (or write on the whiteboard) the question What toys did you used to like to play with? and discuss its meaning. Ask them to read it with you a few times. Ask them to ask their talk partner the question and to receive their answer. d. Inform the students that they will next draw one of their favorite toys. Demonstrate how to open KidPix (or another paint program) and use the line tool to draw a vertical line to divide the page into two halves. Show them how to draw a toy on one half of the page and add their name with the text tool. Ask the children to draw a picture of one of their favorite toys and to add their name and class in the lower right-hand corner of the page. Tell them that they can choose to either use the paint program or draw it by hand (if computers are not available, all of the students can draw it by hand). e. Show on the interactive whiteboard (or write on the whiteboard) the question Did children in the past also play with toys? and discuss its meaning. Allow some children to offer their answers. Ask them if they think people their parents and grandparents (or caregivers) ages used to play with toys when they were 5 or 6 years of age. Ask the students if they think the toys were different than the toys they like to play with. Ask the students to share with their talk partners their predictions (answers to the questions). f. Show on the interactive whiteboard (or write on the whiteboard) the question How can we find out about the past? and discuss its meaning. Ask the students how they can find out whether people their parents and grandparents (or caregivers) ages played with toys when they were 5 or 6 years of age, as well as the types of toys they played with. If asking other people was not suggested by the students, ask them if anyone they know might know the answers. Agree with them that one way we can find answers to our questions about the past is to ask people, and if we want to know what our parents and grandparents did in the past we can ask them. Ask the students to share with their talk partners what they have learned about finding out things from the past. g. Handout a sheet of paper with a t-chart on it. Have them try to read

with you a few times the sentence at the top of the chart, What toys did you like to play with when you were 5 or 6 years old? and discuss its meaning. Explain to the students that they should ask the question to their parents and grandparents and use the T-chart to record their answers (one side for their parents and the other for their grandparents). Tell them that they should ask their parents (or caregivers) to help them record the answers on the sheet, or draw a picture of the toys themselves, if they can. (Be sure to communicate this with the parents/caregivers.) Session 3 h. Collect the completed sheets prior to the session, and prepare pictures of the toys mentioned on the t-charts. Ask the students to share their findings with the class. Show the pictures youve prepared as the students mention the toys, and explain more about the toys, as needed. Discuss whether some of the toys are still played with today by children. Discuss whether any of the students favorite toys were also around when their parents and grandparents were their age. Remind them of the question Did children in the past also play with toys? Remind them that they were able to find the answer to the question about the past by asking people who knew the answer. Ask them to share with a talk partner what they have learned. i. Ask the students to open the drawings they began in the last session and to add one of the toys on their t-charts to the other side of their drawings. Remind them how to open their drawing (if created digitally), if necessary, and remind them of the importance of saving their changes. Ask them to add a title (such as Toys Past and Present) and to label their drawings Past and Present. g. Inform them that they should bring one of their favorite toys to school the next day to play with and show their classmates. (Be sure to communicate this with their parents/caregivers.) Session 4 h. Before the students present their toys to the class, ask them the question Is it good to share our things with others? Discuss the question and ask for their ideas. Ask them how they feel when someone shares their toys with them (they feel happy). i. Show the students some toys from the classroom (not the students toys). Tell them that they will practice sharing the toys with each other. Give one of the toys to a student and model for the class how to ask him or her to share their toy with you by asking Can I play with that for a while, please? Ask the child to hand you the toy. Smile and say Thank you. Point out that sharing a toy is giving another child a turn to use the toy, and that it is still your toy, and that they will give it back to you when

they are finished with it. Return the toy to the child. Ask the students to choose a partner. Give each pair of students a toy. Ask them to follow your example and take turns asking the question to each other. Tell them to share the toys and give them back after playing with them for a minute. j. Ask the students what they can say if another student isnt willing to share their toy with them. Suggest that they can ask, Can I play with that for awhile after youre finished with it, please? Model asking the question and borrowing and returning the toy. Ask the students to ask their partners the question, and share the toys. Remind them to say, Thank you. and Youre welcome. Mention that sometimes the other child may not finish playing with their toy soon, so they will have to be patient and play with something else while they are waiting. k. Show on the interactive whiteboard (or write on the whiteboard) the question Is it good to share our things with others? Discuss it with the students. Ask them why this is true (it makes other people happy, it makes friends, it avoids making others unhappy and getting into fights, it can make you happy). j. Ask the students to get out the toys they brought to school. Remind them of the two questions they learned for borrowing toys and ask them to share their toys with their partners. k. Ask them if they shared their toys with their partners, and how each person felt (the giver and the receiver). Show again the question Is it good to share our things with others? and ask for their answers, including why. Summarize why sharing is good. Point out that it was good for their parents and grandparents (or caregivers), and is still good today. Ask them to share with their partner what they learned.

Formative Assessment:
Observations of students borrowing/sharing the classroom toys

Summative Assessment:
Drawn pictures of past and present toys Observations of the students borrowing/sharing their favorite toys