Day 2 Instructional Procedures

1. Show slide 5 of the Edutainment Slides. Ask the students, “What could go wrong with each of these toys?”
   • Lawn Darts: sharp points could hit unintended targets including people
   • Sky Dancers: toy flies in unexpected directions and could hit unintended targets including people
   • Gilbert Glass Blowing Set: soften glass almost to the point of liquid making different shapes by stretching and blowing the heated glass
   • Atomic Energy Set: includes small amounts of radioactive materials
2. Discuss the importance of safety design. Point out that beyond the safety of customers, toy safety affects cost associated with recalls, redesign, and new marketing and affects a company’s reputation.
3. Show slide 6 of the Edutainment Slides. As the students generate ideas for their toy or game, have them consider the following:
   • Cost
   • Size
   • Weight
   • Materials
   • Colors
   • Age of the users
   • What it teaches users
   • What makes the toy or game fun
   • Safety
4. Allow time for the students to brainstorm ideas for their toy or game. Encourage the students to make a list or sketch of their ideas. Use slide 7 of the Edutainment Slides to review the rules for brainstorming:
   • No criticism
   • Idea hitchhike
   • Get wild
   • Go for quantity

Day 3 Instructional Procedures

1. Organize the class into groups of 2–4 students. Provide the groups with a link to a Google Image Search: Educational Toys and a Pinterest Search: Educational Toys.
2. In groups, discuss what makes a toy popular, why certain ages like particular things, what toys have been most popular, etc. Slides 8–10 of the Edutainment Slides provide examples and guiding questions.
3. Have the groups identify 2–3 possible toys or game ideas and develop working drawings or layouts of their designs. The drawing/layouts should be clear and understandable. They will be shared with another group for feedback. All group members should be prepared to answer questions about their designs.
4. Pair each group with another to take turns completing the following Tuning Protocol:
   • Presentation: Presenters explain their ideas. Audience listens. (5 minutes)
   • Clarification: Audience asks short clarifying questions. Presenters respond. (2 minutes)
   • Assessment: Audience quietly assesses the ideas. Presenters wait. (1 minute)
   • I like: Audience shares what they liked. Presenters listen. (3 minutes)
   • I wonder: Audience shares concerns. Presenters listen. (3 minutes)
   • Reflection: Presenters reflect on useful feedback. Audience listens. (3 minutes)
   • I have: Audience shares ideas and resources. Presenters may respond. (3 minutes)
5. After receiving feedback from their peers, the students will select a design (or parts of multiple designs) for their product.

Instructional Procedures

1. Provide time and the materials necessary to build a model or prototype for the students to make a full-size or to-scale model or prototype of their design. It is important for students to understand that while they follow their plans, they will identify various problems that will need solutions. They will be repeating steps of the Engineering Design Process as they refine their product.
2. Instruct the students to keep track of design problems and solutions. This will help students recognize that the design process actually flows together without contrived breaks between each step.
3. When prototypes are completed, invite a group of preschool students into the classroom or visit a preschool class.
4. Have the groups test their toys or games with the students and assess the engagement of the children in their product. Does the product effectively reinforce the Early Childhood Core Standard it was designed to address?
5. Based on the product test, groups should make necessary adjustments to their toy or game.

Day 7 Instructional Procedures

1. Provide time for students to determine how they will present their toy or game to an authentic audience. This group may consist of local parents of young children, early childhood educators, or childcare providers.
2. Prepare what is needed for the final product presentation.

Day 8 Instructional Procedures

1. Invite a group of local parents of young children, early childhood educators, or childcare providers into the classroom to observe and evaluate the final product presentations.
2. Provide each observer with a copy of the Rubric and Checklist for PBL Presentation to evaluate the presentations.
3. Have students fill in the Fillable Career Grid with careers from the clusters explored in this plan. If students need ideas, provide examples from Connections → Related Career Opportunities. Students can use the career information websites for details like education and salary. You can also show them the Example Career Grid (Agriculture & Tourism).