how toys work - teacher created materials

Lisa Greathouse

How Toys Work

Table of Contents

Inside Your Favorite Toy .................................................. 4

The Science of Toys ......................................................... 6

Simple Machines ............................................................ 12

How Do Toys Work? ...................................................... 20

Could You Invent the Next Big Toy? .............................. 26

Appendices .................................................................... 28

Lab: Make Your Own Pinwheel ......................... 28

Glossary ............................................................. 30

Index .................................................................. 31

Scientists Then and Now .................................... 32

Image Credits ..................................................... 32

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Many toys that have stayed popular over the years work in interesting ways. They may roll, spin, or fl oat. They may have pieces of different sizes and shapes that can be used to build things. They may have screens that allow pictures to be created just by touching them. Many toys make sounds, and some even talk. Sometimes it seems as if toys use magic to work!

Some toys, such as video-game systems, have compound machines inside them. Most toys that make sounds or move on their own run on electricity. But some have simple machines inside them that allow them to run with only the energy that comes from the child playing with them. Think about a toy car that zooms across the room after someone pulls it back and lets it go. This toy has a spring inside it that is wound tight when the car is pulled backward. When it is released, the energy from the spring is released as well. The more the car is pulled back, the farther it goes.

An Accidental ToyAn Accidental ToyHave you ever seen a Slinky “walk” down a fl ight of stairs? The Slinky’s inventor was trying to build a spring that would keep ship instruments from vibrating. One day, his experiment walked off a shelf and down onto the ship’s deck! He knew that the spring would be fun to play with. Today, the Slinky is one of the best-selling toys of all time.

Toys That Whir, Bop, and TalkToys That Whir, Bop, and Talk

What’s Inside?What’s Inside?Your toys may have wires and batteries inside them. The plastic coating on these wires keeps a person from getting shocked by the electric currents.

A spring and

a compound

machine make

this robot walk.

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A pinwheel is an example of a simple machine. It is basically a wheel and an axle. A pinwheel uses wind as an energy source to make it spin.

Lab: Make Your Own Pinwheel

Procedure: 1. Cut a piece of construction paper into a 17.5 cm x 17.5 cm

(7 inch by 7 inch) square.

2. Decorate both sides of the paper with crayons, markers, or colored pencils.

3. Place a ruler diagonally from one corner of the square to the opposite corner. Follow the diagonal line of the ruler and draw a 7.5 cm (3 inch) line toward the middle. Repeat this for each corner, so that you have four lines drawn toward the middle.

➥ a sharpened pencil➥ scissors➥ white construction

paper➥ ruler

➥ a paper fastener➥ a plastic drinking straw

➥ crayons, colored pencils, or markers

MaterialsMaterials

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Image CreditsImage CreditsCover charles taylor/Shutterstock; p.1 charles taylor/Shutterstock; p.4 Gusto/Photo Researchers, Inc.; p.4-5 Gusto/Photo Researchers, Inc.; p.5 KRT/Newscom; p.6-7 Roger L./UPI Photo/Newscom; p.7 PRISMA/Newscom; p.8-9(top) NASA; p.8-9 Cordelia Molloy/Photo Researchers, Inc.; p.8 Morgan Lane Photography/Shutterstock; p.10-11 Charles D. Winters/Photo Researchers, Inc.; p.10 Franck Boston/Shutterstock; p.11(top) Tim Bradley; p.11(bottom) Mauro Fermariello/Photo Researchers, Inc.; p.12 David R. Frazier Photolibrary, Inc./Alamy; p.13 empipe/Shutterstock; p.14-15 Tim Bradley; p.14-15(bottom) TongRo Image Stock/Alamy; p.15 iStockphoto; p.16 Katrina Brown/Shutterstock; p.17(left) Fanfo/Shutterstock; p.17 Don Tran/Shutterstock; p.18 (bottom) Lara Barrett/Shutterstock; p.17-18 Ed Bock/CORBIS; p.19 STILLFX/Shutterstock; p.20(top) Tom O’Connell/Alamy; p.20 Adrov Andriy/Shutterstock; p.20-21 as-foto/Shutterstock; p.22-23(bottom) charles taylor/Shutterstock; p.23 Leonard Lessin/Photo Researchers, Inc.; p.22-23 Sheila Terry/Photo Researchers, Inc.; p.24-25(top) Andraž Cerar/Shutterstock; p.24-25(bottom) Tim Bradley; p.25 David Young-Wolff/Alamy; p.26-27 Philippe Psaila/Photo Researchers, Inc.; p.26-27(bottom) The Granger Collection, New York; p.29 kazberry/Shutterstock; p.32(left) National Physical Gallery, Teddington; p.32(right) Rick Reason

Scientists Then and Now

Countess Lovelace is best known for thinking up the “analytical engine.” It was an early model computer. She wrote a complete set of instructions for the engine. Her instructions are considered to be the world’s fi rst computer program!

Augusta Ada King, Countess of Lovelace

(1815–1852)

Chavon Grande is an engineer. Engineers design and build things. Amusement park rides are just one type of thing that Grande has made! Today, she designs many kinds of structures. One of her main jobs is to be sure that the structures protect and respect the environment.

Chavon Grande(1978– )

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Author

Kathleen Kopp, M.S.Ed.

© Teacher Created Materials #11300 (i3610)—Science Readers: Forces and Motion 3

Introduction and Research Base Why This Kit? . . . . . . . . . . . . . . . . . . . 4 Why a Focus on Science? . . . . . . . . . . . 5 Guided Reading in the

Elementary Classroom . . . . . . . . . . . . 7 Teaching Scientifi c Vocabulary . . . . . . . . 9 The 5 Es. . . . . . . . . . . . . . . . . . . . . . .12 How to Use This Product. . . . . . . . . . . .14 Reader Summaries . . . . . . . . . . . . . . . .17 Resource Video Clips . . . . . . . . . . . . . .19 Correlation to Standards . . . . . . . . . . . .20

Unit 1: How Toys Work and How Amusement Parks Work . . . . . . . . . .21 Timeline for the Unit . . . . . . . . . . . . . .21 Unit Learning Objectives. . . . . . . . . . . .21 Unit Overview . . . . . . . . . . . . . . . . . . .22 Lab Lesson Plan . . . . . . . . . . . . . . . . .25

How Toys Work ReaderLesson Plans. . . . . . . . . . . . . . . . . . . .27

Data Analysis Activity Sheets . . . . . . . .30 Reader Quiz . . . . . . . . . . . . . . . . . . . .33

How Toys Work Answer Key . . . . . . . . . .34

How Amusement Parks Work Reader Lesson Plans. . . . . . . . . . . . . . . . . . . .35


How Amusement Parks Work Answer Key . . . . . . . . . . . . . . . . . . .45

Unit 2: The Quest for Speed: Vehicles and The Quest for Personal Best: Individual Sports . . . . . . . . . . . . . .46 Timeline for the Unit . . . . . . . . . . . . . .46 Unit Learning Objectives. . . . . . . . . . . .46 Unit Overview . . . . . . . . . . . . . . . . . . 47 Lab Lesson Plan . . . . . . . . . . . . . . . . .50

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The Quest for Speed: Vehicles ReaderLesson Plans. . . . . . . . . . . . . . . . . . . .52


The Quest for Speed: Vehicles Answer Key . . . . . . . . . . . . . . . . . . . .60

The Quest for Personal Best: Individual Sports Reader

Lesson Plans. . . . . . . . . . . . . . . . . . . .61 Data Analysis Activity Sheets . . . . . . . .64 Reader Quiz . . . . . . . . . . . . . . . . . . . .67

The Quest for Personal Best: Individual Sports Answer Key. . . . . . . .68

Unit 3: Bikes and Boards and Climbing and Diving . . . . . . . . . . . . . . . . . .69 Timeline for the Unit . . . . . . . . . . . . . .69 Unit Learning Objectives. . . . . . . . . . . .69 Unit Overview . . . . . . . . . . . . . . . . . . .70 Lab Lesson Plan . . . . . . . . . . . . . . . . .73

Bikes and Boards ReaderLesson Plans. . . . . . . . . . . . . . . . . . . .75


Bikes and Boards Answer Key . . . . . . . . .83

Climbing and Diving ReaderLesson Plans. . . . . . . . . . . . . . . . . . . .84


Climbing and Diving Answer Key . . . . . . .91

AppendicesAppendix A: References Cited . . . . . . . .93

Appendix B: Correlation to Standards . . .94 Appendix C: Contents of the

Resource CDs . . . . . . . . . . . . . . . . . .95

Table of Contents


Why a Focus on Science?Over three decades ago, the American Association for the Advancement of Science began a three-phase project to develop and promote science literacy: Project 2061. The project was established with the understanding that more is not effective (1989, p. 4). Shortly thereafter, in 1993, the Association developed benchmarks for science literacy. Since every state has its own science standards, these benchmarks were prepared as a tool to assist in the revision of the states’ science, mathematics, and technology curricula (1993, p. XV).

Values, Attitudes, and SkillsScientists work under a distinctive set of values. Therefore, according to the American Association for the Advancement of Science, science education should do the same (p. 133). Students whose learning includes data, a testable hypothesis, and predictability in science will share in the values of the scientists they study. Additionally, “science education is in a particularly strong position to foster three [human] attitudes and values: curiosity, openness to new ideas, and skepticism” (1989, p. 134). The Science Readers series addresses each of these recommendations by engaging students in thought-provoking, open-ended discussions and projects. Throughout their study, students continuously refl ect on the contributions of important scientists and the advancements they have brought to society.

Within the recommendations of skills needed for scientifi c literacy, the American Association for the Advancement of Science suggests attention to computation, manipulation and observation, communication, and critical response. These skills are best learned through the process of learning, rather than in the knowledge itself (1989, p. 135). This is exactly what happens when students engage in lesson labs and review labs conducted by others in the Science Readers program. Students follow formulas and calculations to compute numbers; they use calculators to apply computation skills quickly and accurately; they manipulate common materials and tools to make scientifi c discoveries; they express fi ndings and opinions both orally and in writing; they read tables, charts, and graphs to interpret data; they are asked to respond critically to data and conclusions; and they use information to organize their own data and draw their own conclusions.

Inquiry-based LearningProject 2061 recommends pedagogical practices where the learning of science is as much about the process as the result or outcome (1989, p.147). Following the nature of scientifi c inquiry, students ask questions and are actively engaged in the learning process. They collect data and are encouraged to work within teams of their peers to investigate the unknown. This method of process learning refocuses the students’ learning from knowledge and comprehension to application and analysis. Students may also formulate opinions (synthesis and evaluation) and determine whether their processes were effective or needed revision (evaluation). The National Academy of Science views inquiry as “central to science learning” (p. 2 of Overview). In this way, students may develop their understanding of science concepts by combining knowledge with reasoning and thinking skills. Kreuger and Sutton (2001) also report an increase in students’ comprehension of text when knowledge learning is coupled with hands-on science activities (p. 52).

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Teaching Scientifi c VocabularyIn learning science by doing science, students often fi nd a stumbling block in scientifi c vocabulary. Scientists communicate with each other through publication of results and peer review; this communication is just as necessary to the scientifi c enterprise as gathering data or formulating hypotheses (Goldman & Bisanz 2002). This vital communication is information dense and often employs specialized scientifi c vocabulary. These unfamiliar and often polysyllabic words can slow science students’ reading rates to a crawl as they struggle to understand each other, their texts, and even themselves.

Vocabulary activities common to language arts and social studies curricula can fi nd decreased utility in the science classroom. Looking up the defi nition of a diffi cult word often yields the student a crop of additional diffi cult words and no better understanding. Paraphrasing passages of scientifi c text can lead to student paralysis as they cannot fi nd a foundation from which to work. Additionally, given the specialized nature of scientifi c terminology, there is little opportunity for students to use the vocabulary in their ordinary lives and to gain familiarity.

Despite the aforementioned obstacles, science teachers can see positive results by making the development of scientifi c vocabulary a cornerstone of their curriculum. Vocabulary is a key variable in reader comprehension (National Institute of Child Health and Human Development 2000). The exploration of scientifi c vocabulary can also provide teachable moments and serve as a thematic hub around which learning may be organized. Perhaps most importantly, reading books rich in scientifi c vocabulary “fosters scientifi c understandings and teach(es) students how to express these ideas in scientifi c language” (Saul 2004).

In order to reap such benefi ts, the science teacher must foster familiarity with scientifi c vocabulary and lead students in relating the concepts behind that vocabulary. A classroom comfortable with “big words” and adept in relating them can then use their continuing exploration of scientifi c language to fuel their inquiry process.

Fostering Familiarity with Scientifi c VocabularyIt is an easy and common mistake to assume that the vocabulary that students bring with them to the classroom is not adequate for the discussion of science. This is an especially tempting assumption when students come from underprivileged backgrounds or homes where English is not the primary language. Teachers may believe that students need to learn an entirely new vocabulary for the science classroom. Students are understandably hostile to such a wholesale replacement of how they defi ne and discuss the world around them.

Students may be uncomfortable with scientifi c vocabulary because they have no way to connect it to what they already know. Instead of guiding students in working from scientifi c knowledge “back” to their everyday language, science teachers can do the reverse, starting with everyday language and working towards scientifi c vocabulary. By treating students’ experiences expressed in their own words as data, the class can use inquiry and exploration to develop hypotheses about the natural world. In such a way, students’ colloquial vocabulary “can be generative and transformative in promoting scientifi c understandings and talk in the dialogically oriented read-alouds” (Kress 1999, Lemke 1990).

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© Teacher Created Materials #11300 (i3610)—Science Readers: How Things Work 21

Unit 1: How Toys Work and How Amusement Parks Work

Timeline for the UnitHow Toys Work How Amusement Parks Work

Day 1

Complete the Introductory Activity (page 22) as a class.

Before Reading (pages 27–28) in reading groups

Use: Simple Machines in the Classroom activity sheet (page 30; page30.pdf)

Before Reading (pages 35–36) in reading groups

Use: Follow the Bouncing Ball activity sheet (pages 38–39; page38.pdf)

Day 2

During Reading (page 28) in reading groups

Use: A Shocking Discovery activity sheet (page 31; page31.pdf)

A Shocking Discovery PDF fi le (shocking.pdf)

During Reading (pages 36–37) in reading groups

Use: Take a Hike activity sheet (pages 40–41; page40.pdf)

Day 3

After Reading (page 29) in reading groups

Use: Hard Work Made Easy activity sheet (page 32; page32.pdf)

Reader Quiz (page 33; page33.pdf)

After Reading (page 37) in reading groups

Use: Ride Like the Wind activity sheet (pages 42–43; page42.pdf)

Ride Like the Wind PDF fi le (ride.pdf)

Reader Quiz (page 44; page44.pdf)

Day 4 Complete the Lab activity (pages 25–26; pinwheel.ppt) as a class.

Day 5 Complete the Concluding Activity (page 23) as a class.

Unit Learning Objectives

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• Students use text features (glossary) to locate information. (Nonfi ction Reading Objective)

• Students use strategies to write for a variety of purposes. (Writing Objective)

• Students know the relationship between the strength of a force and its effect on an object. (Science Objective)

• Students apply understanding of numeration, multiplication, and division. (Mathematics Objective)


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Find full-color, step-by-step illustrations of the lab on the Teacher Resource CD.

Lab Lesson Plan: Make Your Own Pinwheel

Before the Lab

1 Review with students what they learned about simple machines and how they can make work easier.

2 Discuss different forces that move things by pushing or pulling (people, machines, wind, water, etc.). Explain that the students will make a pinwheel (wheel and axle) which is pushed by the wind.

Introduce the Lab

3 Read the introductory paragraph with students.

4 Read the list of materials. Provide each student or lab group with the necessary materials, or have the materials ready if you are going to complete the activity as a demonstration lesson in front of the class.

5 Read through all the procedures with the students at least once before they engage in the lab. Check their understanding of the required steps.

Conduct the Lab

6 Allow time for students or lab groups to conduct the lab. You can also follow the steps as a class if you are conducting a demonstration lab.

After the Lab

7 Have students apply the terms acceleration, deceleration, speed, and velocity along with Newton’s laws to answer these questions.

• For the pinwheel to spin faster, what must happen? (A greater force must push it.) • As the pinwheel spins faster, it is _________________. (accelerating) • As the pinwheel spins slower, it is _________________. (decelerating) • If the students know how many times the pinwheel spins in one minute, they could

calculate the pinwheel’s _________________. (speed) • If the pinwheel starts and stops in the same position, what is its velocity? (Zero spins

per minute)

How Toys Work and How Amusement Parks Work


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How Toys Work Reader

Learning Objectives Students use text features (glossary) to locate information. (Nonfi ction Reading Objective)Students use strategies to write for a variety of purposes. (Writing Objective)Students know the relationship between the strength of a force and its effect on an object. (Science Objective) Students apply understanding of numeration, multiplication, and division. (Mathematics Objective)

Materials • How Toys Work Reader (toys.pdf; toys.ppt) • a heavy object, such as a dictionary • models or examples of simple machines • drawing paper and drawing materials • Simple Machines in the Classroom activity sheet (page 30; page30.pdf) • A Shocking Discovery PDF fi le (shocking.pdf) • A Shocking Discovery activity sheet (page 31; page31.pdf) • Hard Work Made Easy activity sheet (page 32; page32.pdf) • Reader Quiz (page 33; page33.pdf) • materials for the Lab activity (page 26)

Before Reading

1 Complete the Introductory Activity (page 22) with the whole class. Then, divide the students into reading groups. Above-grade-level students should read this reader.

2 Next, introduce vocabulary words students will encounter in the text. Write on the board, the three boldface words below. Take time to discuss each word. Have students share what they think the words mean and have them try to use the words in sentences. Go over the additional vocabulary and use the glossary in the back of the reader as needed.

Lisa Greathouse

How ToysHow ToysWorkWork

simple machine

magnetismatompolerepelelectron

Vocabulary

workforce

leverinclined planewedgescrew

pulleywheel and axlemotionprototype

engineer

#11300 (i3610)—Science Readers: How Things Work © Teacher Created Materials30

How Toys Work

Name _____________________________________________________

Simple Machines in the ClassroomDirections: Simple machines are all around you. They make work easier. Look at the pictures of common classroom items. Use the words below to label each simple machine.

lever pulley inclined plane screw wedge wheel and axle

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Keep looking! Find two more examples of simple machines in your classroom. List them here.

_______________________________________________________________________

_______________________________________________________________________


How Toys Work

Name _____________________________________________________

Reader QuizDirections: Circle the best answer.

1. A toy inventor used magnetism to move the parts of his toy made of iron (a metal). Will it work?a. Yes. Magnets are attracted to iron. c. No. Magnets are not attracted to iron.b. Yes. Magnets are attracted to all metals. d. No. Magnets only work with electricity.

2. A stopper and steel tube are magnetic. Henry cannot push the stopper into the top of the tube. The best explanation for this is:a. The stopper is upside down. c. The stopper expanded and now it won’t fi t.b. The stopper is for another tube. d. There is no explanation for this.

3. Jenna wants to move a box of books from her room to her sister’s room. To make this work easier, Jenna might:a. carry small stacks of books over to her

sister’s room one at a time.c. put the books on a cart and wheel

them over.b. get her older brother to carry the box. d. attach the books to a pulley and pull

them over.

4. To make a toy move, someone musta. apply a force. c. roll it down an inclined plane.b. install batteries. d. use a magnet.

5. Look at the picture. These men want to move the crate to the truck. The best thing for them to do isa. put the crate on wheels.b. take whatever is in the crate out of the

crate and carry it to the truck.c. install a pulley and hoist the crate to the

truck.d. place an inclined plane between the

truck edge and road.

Directions: On the back of this page, write two to three sentences to answer this question. Use information and examples from the reader to explain your answer.

6. Plastic coating usually surrounds electric wires. Is this an important step in making toys?

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#11300 (i3611)—Science Readers: Forces and Motion © Teacher Created Materials

All About AtomsAtoms are the smallest parts of matter. They have protons with positive charges and electrons with negative charges. Although in motion, the protons and electrons follow a certain order. When in order, they have no charge. They are neutral.

Atoms in Matter

All matter is made of atoms. The charge of some matter can be changed by rubbing it. When you drag your foot on a carpet, it picks up extra electrons. That makes a negative charge. When you touch something, the extra electrons move to the object. This makes an electric shock.

When you remove a knit cap, you send negative charges from your hair to the hat. Now each hair has a positive charge. Positive charges repel each other, so each hair stands up and away from the hair around it.

Unit 1: How Toys Work

A Shocking Discovery

how toys work - teacher created materials

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