Activity Three

Making Toys!
Year Level: Two

Time: 40 minutes

Curriculum Links:
Historical Knowledge and
Understanding:
The impact of changing
technology on peoples lives
(at home and in the ways
they worked, travelled,
communicated, and played in
the past) (ACHHK046)
Historical Skills:
Identify and compare
features of objects from the
past and present (ACHHS051)
Learning Objectives:
By the end of this lesson,
students will have an
opportunity to demonstrate
their ability to:

Construct models of toys that

children, in previous eras,
would have played with.
Identify and compare their
modelled to toys that are
recognisable to students.
Understand the impact that
technology has had on the
way children interact and

Curriculum Area:
History

Teacher Background
Knowledge:
From looking at an outside
perspective, this activity and its
corresponding lesson would take
place towards the end of a unit of
work. Before this lesson, students
would have explored a number of
toys that children, who lived in an
era where electricity wasnt
available, would have played with.
Students would have been exposed
to a number of YouTube clips about
toys from different centuries, and
these clips would have
demonstrated how these toys would
have been played with.
Students would have also
participated within an interview
activity, where one person would
pretend that they had used, and
had the knowledge about, the toy.
The class then would have asked
the expert a number of questions
surrounding how the toy would have
been played with. The class is then
to create a book on the different
toys explored. The book should
contain information about when the
toy was used, modern toys similar

Student Intentions:

We will build models of toys that children in previous generations would

have played with.
As a class, we will gain an understanding on how technology has
changed the way we play.

Activity:
For this activity, the class is required to construct a model of a toy that children
would have played with before electricity was created. Students are to collect
their plans, which were drawn and labelled in the previous lesson. Once students
have collected their plans, they are then to collect any resources needed to
create the model. Once students are back at their desks, they are then to begin
building their toy models. Students are able to sticky tape, glue and scissors to
assist them with constructing the model. Once students have finished making
their toys, the teacher is to bring the students to carpeted area of the room.
When there, students are to tell the class the name of the toy, relate it to a toy
that they would play with in the present, and make comparisons between the
Adaptations for Individual
Differences:

Assessment of, for, and as

Learning:

Due to the simplistic nature of this

activity, all students should be able
to competently participate within
the constructing the toy phase of
the activity. However, if the teacher
is aware of a student who may
struggle with presenting in front of
the class, the teacher can then
provide the student with an IPad to
record a voice over of the
information necessary information.

Assessment as learning:
Assessment of learning assists
teachers in using evidence of student
learning to assess achievement
against outcomes and standards (The
Board of Studies NSW, 2015). For this
lesson, students will be assessed on
their ability to understand the impact
of changing technology on the way
the children interact and play with
toys. This will be assessed through

Also, this activity caters for the

students individual learning styles.
In particular, the ideologies
surrounding Gardners theory of
Multiple Intelligences could be
applied. Intelligences that this
lesson caters for includes: verbal

Connections to the General

Capabilities:
Literacy: This activity connects to the
general capability of literacy through:

Cross Curriculum Priorities:

Critical and Creative Thinking:
This activity connects the cross
curriculum priority of critical and
creative thinking through:

Imagine possibilities and

connect ideas.

Using mostly familiar

vocabulary, with a steady
introduction of new vocabulary
in a learning area context.
Using language that identifies
opinions, and compare and
evaluates objects.

Numeracy: This activity connects to

the general capability of numeracy

Student Orientated Instructions:

1.
2.
3.
4.
5.

To collect my plan from the teacher.

Read over resources needed to construct my model.
Gather materials needed.
Build model of toy.
When finished, student is to grab a copy of the class book, and read about
their toy.
6. Students present their model, identifying and comparing toys related to