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Skill
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Students will be able to ask and answer simple questions about a preschool buddy’s toy likes and needs using interview evidence. - ask and answer
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- I can ask a preschool buddy one or two simple interview questions (like “What toy do you like?” or “What do you want to play with?”) and I can point to the buddy’s answer in my notes or drawing.
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- I can ask follow-up questions using “Why?” or “How do you play?” and I can answer my buddy’s questions by sharing what their toy likes show me, using my interview notes.
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- I can ask clear, friendly questions to learn both likes and needs (like “Is it easy to hold?” or “What feels safe?”) and I can answer using specific evidence from the interview and play observations.
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- I can ask several thoughtful questions, listen carefully, and use interview evidence to explain what my preschool buddy needs and wants
- I can also answer back confidently (using my notes and examples) and connect the buddy’s answers to what kind of toy would fit them best.
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Content knowledge
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Students will be able to identify safe and unsafe toy features from toy exploration and store examples. - identify
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- I can name and point to one safe toy feature I notice during play (like soft stuffed parts or wheels that roll) and one unsafe feature I notice (like sharp edges)
- I can match each example to “safe” or “unsafe” with help.
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- I can sort toy pictures or real toy parts into “safe” and “unsafe” groups by explaining simple reasons (for example, “soft means safer for little kids” or “small loose parts mean it might be unsafe”)
- I can use vocabulary from our toy exploration to support my choice.
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- I can identify several safe and unsafe features in a toy and explain how they affect safety and durability for preschoolers (like “strong parts won’t break easily” or “covered openings help keep fingers safer”)
- I can give a clear example from the toy store or classroom station when I justify my sorting.
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- I can evaluate a toy idea or prototype description and predict if it has mostly safe or unsafe features
- I can explain my reasoning using multiple criteria from our experiences (fit for little kids, strength, and how parts could break or hurt) and suggest one specific change to make it safer.
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Skill
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Students will be able to sketch a simple toy idea that fits a preschool buddy’s interests. - sketch
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- I can draw a simple picture of one toy idea for my preschool buddy using basic shapes and recognizable parts
- I can add a few labels or marks (like a name, arrow, or dots) to show what the toy is for.
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- I can sketch a clear toy idea that matches something my preschool buddy likes from my interview notes
- I can include more details (like wheels/wings/stuffing pieces) and show how the toy would be used with a simple drawing plan.
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- I can make a sketch that shows how my toy idea could work and fit my buddy’s needs, based on what I heard and observed during play
- I can add key features, labels, and a sequence of steps (first/next) so someone else can understand my design.
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- I can create a detailed sketch that thoughtfully connects my buddy’s interests to specific design choices for safety and durability (like smooth edges, secure parts, and sturdy pieces)
- I can explain my sketch in a complete “I think this will be good because…” statement and revise my drawing after feedback.
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Skill
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Students will be able to build a toy prototype using classroom materials and teacher-supported tools. - build
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- I can help build a toy prototype by choosing from classroom materials and using teacher-supported tools in a safe way, with me following simple step-by-step directions.
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- I can build a toy prototype by using classroom materials and teacher-supported tools to make parts and assemble them, showing that I can try again when a piece doesn’t fit.
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- I can build a toy prototype by independently measuring/positioning parts as directed, assembling them neatly, and checking my work to make sure it is strong enough to play with.
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- I can build and improve a toy prototype by using classroom materials and teacher-supported tools with good control, adjusting my design after testing or feedback, and explaining how my build changed to work better.
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Skill
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Students will be able to test a toy for play value, safety, and durability during guided play testing. - test
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- I can take turns during guided play testing and notice if the toy seems fun, stays together, and is safe in the way we use it in class
- I can point to or name one thing I observe (for example, “it still works” or “it feels safe”).
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- I can test my toy during guided play testing by trying it the right way and using a simple checklist (fun, safe, durable)
- I can record one or two results from the test in a drawing or short notes and tell a partner what happened.
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- I can conduct a play test with my team by trying the toy several times and checking the safety and durability in planned ways
- I can explain what worked and what should change using my test notes, and I can identify the test evidence (for example, “it broke at this part” or “it stayed strong”).
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- I can independently run a play test and compare results across tries to judge play value, safety, and durability
- I can use my records to make a specific improvement suggestion and describe exactly how I will test again to see if the change helped.
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Skill
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Students will be able to revise a toy based on feedback from classmates, the preschool buddy, and Poor Richard’s Toy Store. - revise
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- I can use feedback from my classmates, my preschool buddy, and Poor Richard’s Toy Store to make one small change to my toy, like adding, moving, or fixing a simple part
- I can show my toy before and after the change during a share or test.
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- I can listen to feedback and choose a change that helps my toy be safer, stronger, or more fun for my buddy
- I can explain in simple words what I changed and point to the part of my toy that shows the revision.
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- I can revise my toy more than once based on different kinds of feedback (play test, buddy interview, and Toy Store ideas)
- I can record what I tried, what happened during testing, and how my changes helped my toy work better or feel safer.
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- I can revise my toy independently by combining feedback from my classmates, my preschool buddy, and Poor Richard’s Toy Store into clear improvements
- I can test again, compare results, and confidently explain the design changes using my drawings/cards and what I observed.
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Disposition
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Students will be able to explain how their final toy meets a preschool buddy’s needs and what changed after feedback. - explain
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- I can tell what my preschool buddy liked from my interview (for example, “They like ___”)
- I can point to my final toy and say one way it matches that interest.
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- I can explain how my final toy meets my preschool buddy’s needs by sharing two details from my interview and linking them to parts of my toy
- I can describe one change I made after feedback using a simple reason (for example, “I changed it because it needed to be safer/stronger”).
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- I can clearly explain how my final toy fits my preschool buddy by using my notes and showing how different parts help the toy work or feel fun
- I can describe two changes I made after feedback and tell how each change improved safety, durability, or play value.
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- I can give a thoughtful explanation of how my final toy meets my preschool buddy’s needs by connecting interview information, toy features, and testing/play results
- I can confidently describe multiple revisions from feedback and explain the cause-and-effect impact (“Because of ___, I changed ___, so now ___.”).
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