Toy Makers: Wings, Wheels, and Wonders

Learning Goals & Products

Learning Goals

Students will be able to ask questions, observe preschool play, and gather information from interviews and museum visits to define a simple toy problem for a younger child.

Students will be able to identify and describe what preschoolers need in a toy by using interview notes, picture charts, and class observations.

Students will be able to sketch and build a simple toy prototype with wings, wheels, or soft materials that matches a preschooler’s needs.

Students will be able to compare how different toy shapes and materials work during play testing and make one improvement based on feedback.

Students will be able to use materials in imaginative play and dramatic play to show how a toy can be used safely and kindly by a preschooler.

Students will be able to explain how their toy design responds to a preschooler’s wants and needs when presenting and gifting the final toy.

Products

individual

Preschool Toy User Research Page and Prototype Sketch

Each student creates one picture-supported research page from interviews, observation charts, and museum notes, plus one labeled toy sketch or simple model idea. This product shows individual understanding of a preschooler’s needs and a first design idea that could be tested.

team

Shared Preschool Toy, Design Storyboard, and Giving Day Presentation

Partners combine their research insights to define one problem, build one improved low-tech toy, and create a simple storyboard or poster showing how feedback changed the design. The team presents the toy to preschoolers and explains how it was made for them.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Stage 1	Stage 2	Stage 3	Stage 4
Deeper Learning Competencies	Collaboration	I can work with my partner or group during toy-making and dramatic play, taking turns with materials and following simple shared rules with teacher prompting.	I can collaborate with my peers by sharing ideas about preschoolers’ toy needs, listening to others’ suggestions during planning and play-testing, and helping revise our toy with support.	I can co-design our toy and dramatic play experience by taking shared responsibility, using feedback from peers (and from preschoolers during visits) to improve features, and resolving disagreements respectfully.	I can lead and collaborate independently by guiding teamwork roles, encouraging kind and safe play for everyone, and using evidence from testing and peer feedback to make thoughtful design choices and communicate our plan clearly in partner talk.
Deeper Learning Competencies	Content Expertise	With prompting and support, I can explore and use materials (fabric, boxes, wheels, wings parts, or stuffed pieces) to make props for dramatic play and to try simple toy ideas that match what I notice preschoolers enjoy I can explain what my toy is for using simple words and point to features I used (like wings or wheels).	I can independently choose and experiment with materials and basic tools to build a simple toy idea (wings, wheels, or soft pieces) that connects to a problem I am trying to solve for a preschooler I can make a simple sketch or model plan and describe how my toy’s parts help it function (like “it can roll” or “it can flap”) with teacher help if needed.	I can gather evidence from observations/interviews and use it to guide my design as I build and revise my toy I can create a simple sketch, physical model, or labeled plan showing how shape and materials help my toy work, and I can test it in play and record (or show) what changed after feedback or results.	I can use evidence and try multiple design ideas to build a toy device that solves a specific problem for a preschooler (for example, something safe, fun to play with, or easy to use) I can clearly represent my design with a simple labeled sketch or model, explain how it functions using toy features, and revise it based on feedback from my partner or testing results, with only minimal support.
Deeper Learning Competencies	Critical Thinking & Problem Solving	I can ask simple questions and make observations about what preschoolers like to play with and how toys can be used safely, with prompting I can name a basic need I noticed and use it to start thinking about a toy I might build.	I can ask and answer questions during interviews/observations and record picture-based notes about what preschoolers enjoy and what helps keep play kind and safe I can use these observations to describe a simple problem (the toy need) and choose materials or a toy feature to try.	I can use evidence from my observations to explain my simple problem and propose a toy design that solves it I can make a simple sketch or model showing how a feature (wings, wheels, or soft parts) helps the toy work, and I can test it by making changes based on what I notice.	I can gather information independently and clearly connect my evidence to a specific design problem I want to solve for a preschooler I can revise my sketch/model and toy through repeated testing, explaining how the shape/materials improve how the toy works and stays safe and appropriate for the intended user.
Deeper Learning Competencies	Effective Communication	I can listen to my preschool buddy and teacher prompts, and I can answer simple questions using words or picture choices (e.g., “I think it’s fun,” “It goes/wiggles,” “Be safe”).	I can ask and answer simple questions about play and toys, using kind turn-taking while I share what I noticed from interviews, the museum, and nature (with help from sentence starters or pictures).	I can explain my toy in a clear, step-by-step way for my partner—using my sketch or simple model—so they understand who it is for and how the shape/materials help it work (with occasional support).	I can present and demonstrate my finished toy confidently and kindly, adjusting my words based on feedback from my preschool buddy and showing safe play during dramatic role-play or a short “try it” moment.
Deeper Learning Competencies	Self Directed Learning	I can follow teacher directions to choose materials and make my toy parts in order, while using a simple checklist or visual step cards to stay on track during making and play-testing.	I can use my own notes, pictures, and class charts to guide what I build and how I test it, and I can say what I will try next when something doesn’t work the way I expected.	I can independently plan my next steps for improving my toy by using evidence from testing (what I saw the toy do) and feedback from my preschool buddy or peers, and I can update my drawing/model to match my changes.	I can lead my own improvement cycle: I can set a goal for what to fix, test my changes safely and kindly, explain how the evidence supports my revision, and reflect on what I learned to use in my next design.
Deeper Learning Competencies	Academic Mindset	I can keep trying with reminders as I explore materials for my toy-making and dramatic play, even when something feels new or hard I can name what I am working on and show with my actions that I want to learn (e.g., I return to the task and use the class tools safely).	I can keep working toward my goal by choosing a next step with support (like trying a different material, adding a feature, or practicing how to use my prop) I can use simple feedback from my teacher or a peer to make one small change to my toy or play idea.	I can independently try again after mistakes by testing and adjusting my toy features (wings, wheels, or soft parts) during building and play-testing I can explain what I noticed from my observations or evidence and decide what to revise next using a simple reason (because it helps my toy work or feel safe).	I can take initiative to guide my own learning by setting a clear personal goal for my design (toy behavior, safety, or what a preschooler would enjoy) and sticking with it through multiple trials I can use feedback and evidence to make several thoughtful revisions and share how my choices improved the toy for someone else.