Toy Take Apart and Repurposing: A Creative Problem-Solving Lesson

Toy Take Apart and Repurposing is always a great favorite both with my gifted students and with my campers during my summer Toy Hacking and Making camp. I purchase battery-operated toys from ebay and thrift stores. Because I am always seeking ways to improve my lessons, I was excited to add the repair mindset reflection, the micro:bit driven Plushpal, and circuit jewelry to this activity this past spring. These additions seemed to really enhance the lesson.

This lesson was driven by the following references and resources:

• Instructables’ Take Apart and Rebuild Toys – https://www.instructables.com/Take-Apart-and-Rebuild-Toys/
• Agency by Design’s Cultivating A Repair Mindset https://makezine.com/2022/04/20/cultivating-a-repair-mindset/
• micro:bit PlushPal – https://www.plushpal.app/ and https://www.notion.so/scientiffic/PlushPal-Guide-06def1796fd4420389ea33a5eb9ac897
• Instructables’ Circuit Jewelry – https://www.instructables.com/Circuit-Board-Earrings/

Toy Take Apart

Learners began by taking their battery operated toys apart. They were instructed to take it apart so all of the components were separated and to sketch the parts as they did so.

Repair Mindset Reflection

The Repair Exploration tool is designed to cultivate a sensitivity to and curiosity about how objects and systems work by looking closely at them (https://resources.makered.org/resource/cultivating-repair-mindset-toolkit).

After learners completed taking their toys apart, they were asked to used this tool to reflect on their learning. They put their answers directly on the paper where they made their sketches.

micro:bit PlushPal

PlushPal is a tool for creating interactive toys using the micro:bit. Using PlushPal, you can program your stuffed animal to respond with sounds based on custom gestures you create.

Link to the PlushPal Guide – https://www.notion.so/scientiffic/PlushPal-Guide-06def1796fd4420389ea33a5eb9ac897. The following video shows some learners trying out PlushPal:

Circuit Jewelry

In order to reinforce the concept of repurposing, learners got to use a circuit board from their toy (comes in all battery-operated toys) to make some jewelry.

Invention Literacy: Repurposing Toys Parts

Invention Literacy, as coined by Jay Silver of Makey Makey, “is the ability to read and write human made stuff.” To be invention literate, it means you’re able to look at the world around you and think about how something works. When students put on the hat of an inventor, they can see how the world works, and have the confidence to invent new parts of the world (https://sphero.com/blogs/news/invention-literacy).

The following video shows Theo repurposing-inventing his toy parts into something functional:

The following images show students repurposing-inventing their toy parts into a prototype for a new game:

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All Lessons Should Be Interdisciplinary

I am not a fan of worksheets. In fact, I hate most of them. They don’t teach real world skills. How often does someone do worksheets outside of school? How often when they become adults? They also tend to focus on a single content area concept like specific math problems or questions about a particular text.

I used to teach face-to-face elementary education classes to pre-service teachers. There is evidence that teachers teach the way they were taught. I know that almost everyone has been subjected to worksheets as part of their K-12 (even college) education. It follows, then, that theses new teachers will use worksheets as part of their teaching strategies. I can’t blame them especially if they are not intentionally taught and do not practice other instructional strategies as part of their education.

My instruction with them included a focus on interdisciplinary/cross-curricular, thematic, experiential, and project-based learning. I did very little sage on the stage with them during our classes as I wanted them to directly experience these strategies. They did lots of group discussion, case study analysis, and hands-on activities. I often said to them, “You really don’t have enough time in a day to adequately address all of the individual content areas. It is in both your and your students interest to layer your curriculum with a variety of content area concepts, ideas, and skills that can only occur with more project-based and interdisciplinary lessons. Worksheets won’t do this.”

Multidisciplinary or interdisciplinary learning is a “whole” or “comprehensive” method that covers an idea, topic, or text by integrating multiple knowledge domains. It is a very powerful method of teaching that crosses the boundaries of a discipline or curriculum in order to enhance the scope and depth of learning. Each discipline sheds light on the topic like the facets of a gem.

Imagine being able to teach character development, basic math, and basic science concepts via a classic text. How about basic geography, writing skills, and point of view from that same text? Is it possible to also teach about comprehension, sequence, literal vs. non-literal, imagination, plot, theme, compare and contrast, opinion pieces, vocabulary, friendship, bullying, and critical thinking? The answer is yes, and the genre is legends, myths, and fables (https://www.edutopia.org/blog/a-cornucopia-of-multidisciplinary-teaching-vincent-mastro).

Benefits of Interdisciplinary Learning:

• Obviously, it addresses multiple content areas resulting in increased cognitive development as deeper learning occurs.
• It mimics real life learning rather than isolated educational experiences. It is authentic. When we learn something in the real world, it is interdisciplinary. For example, when learning how to bake or cook something new, one often does research for the best recipes and cooking strategies, reading of recipes and directions, and using math in the actual cooking or baking.
• It helps students increase their critical thinking and problem solving skills. Due to the nature of interdisciplinary learning which often includes the characteristics of deep and project-based learning, students are asked to make their own connections and conclusions about their learning.
• It is student-centric. The focus is on the student rather than on the teacher and on lower levels of Bloom’s taxonomy that often occurs when students are given drill and grill learning activities.
• It tends to be highly engaging for students. They engage because interdisciplinary activities often have at least one content area that is of great interest to the student. It highlights their strengths.
• It opens doors for students to develop interest in content areas in which they have not been typically interested as they see connections between their desirable content areas and other ones.

Some of my blog posts about my interdisciplinary lessons:

• Gingerbread House Making: A Fun and Engaging Cross-Curricular Lesson https://usergeneratededucation.wordpress.com/2018/12/08/gingerbread-house-a-fun-and-engaging-cross-curricular-lesson/
• Day of the Dead (Dia de los Muertos) Displays: A Maker Education Project https://usergeneratededucation.wordpress.com/2018/11/06/day-of-the-dead-dia-de-los-muertos-displays-a-maker-education-project/
• Robot-Enhanced Creative Writing and Storytelling (featuring Ozobot and Wonder’s Dot) https://usergeneratededucation.wordpress.com/2018/05/15/robot-enhanced-creative-writing-and-storytelling-featuring-ozobot-and-wonders-dot/
• Elementary Social Entrepreneurship: A Perfect STEAM Lesson https://usergeneratededucation.wordpress.com/2018/05/13/elementary-social-entrepreneurship-a-perfect-steam-lesson/

Video Game Design with Elementary Learners

In order to support interest and passion driven learning (all – I mean all – of my students play video games) as well as address cross-curricular content area integration of language arts, science, and technology standards, I had my gifted elementary learners, grades 2 through 6, do a semester long project on video game design.

Standards Addressed

English Language Arts Common Core State Standards

• Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
• Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
• Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
• Reference – http://www.corestandards.org/ELA-Literacy/

Next Generation Science Standards

• Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.
• Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem.
• Reference – https://www.nextgenscience.org/

ISTE NETS for Students

• 4a – Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
• 4b – Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
• 4c – Students develop, test and refine prototypes as part of a cyclical design process
• 4d – Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
• Reference – https://www.iste.org/standards/standards/for-students

Unit Overview

The overview for this unit:

• Introduction to Storytelling
• Storyboarding with Storyboad That
• Storyboard Presentations, Feedback, and Revisions
• Create a Video
• Design a Logo

Introduction to Storytelling

The following video and articles were reviewed with the learners:

• How To Write A Good Game Story – http://www.paladinstudios.com/2012/08/06/how-to-write-a-good-game-story-and-get-filthy-rich/

• How To Write A Compelling Game Story In Three Steps https://www.nyfa.edu/student-resources/how-to-write-a-compelling-game-story-in-three-steps/

Storyboarding with Storyboard That

Learners used Storyboard That to create the storyboards for their video games.

Storyboard That is a graphic organizer and storyboard creator . The program provides pre-made scenes, characters, text boxes, shapes, and other images to choose from,  Students are able to drag and drop these items into their chosen layout. Scenes are organized into locational and thematic categories (e.g. school). Characters are organized similarly and can be customized with hair color, eye color, and other edits. Text boxes allow the student to give voice to their characters. Shapes and additional images add props to the story. (https://www.edsurge.com/product-reviews/storyboard-that-product)

It was continually reinforced that their storyboards needed to include strong characters, settings, and plot.

Feedback

Learners presented their storyboards to their classmates. Their classmates asked questions and gave feedback using the questions from How To Write A Good Game Story http://www.paladinstudios.com/2012/08/06/how-to-write-a-good-game-story-and-get-filthy-rich/

They made revisions and additions based on the feedback they received.

Create a Video Game

Learners were then given the choice to create their video games using one of the following platforms:

• Sploder
• Bloxels
• CoSpaces

Create a Logo for the Game

Finally, learners were asked to design a logo for their games. To add another element of fun, learners decorated sugar cookies with their game logo.

Examples

The Adventures of Jack by a 6th Grade Boy

His video game was created using Sploder:

His Game Logo:

Save Mother by a 4th Grade Girl

Her video game was created by Bloxels:

Her Game Logo:

Sam and the Dark Lord by a 2nd Grade Boy

His video game was created using Sploder:

His Game Logo:

Teach Every Class As If It Were the Last

The best advice I was ever given in my counselor education was to approach each counseling session with every client as if it were the last one.  The rationale is that you never know if the client might decide not to show up again.

I have taken this advice into my teaching.  My teaching experiences include elementary gifted and PE, and teacher education courses.  Some classes last an hour, some a full day (gifted kids and weekend intensives for pre- and in-service teachers).  I bring this philosophy into the classroom in all my teaching – no matter the age or content.  The learners are giving me their time, literally pieces of their lives.  It becomes my responsibility to provide them with experiences worthy of their time.  In most of my teaching situations, I would see them again for the next class – but one never knows.  I have had a handful of students who suddenly went missing-in-action due to family conflicts, emergencies, etc.

In terms of what this means in my teaching practices, I strive to bring magic and joy into my classroom.  I want students to shiver with positive anticipation and energy when they enter class that day – not knowing exactly what to expect, but knowing it will be something exciting.

I work towards having my students experience one or more of the following:

• An “Aha” – a new insight about the content, self, or the world-at-large.
• A feeling of being an important part of and connected to the world.
• A rise in self-esteem (Note: Seeing a student’s eyes light up/body posture change – observing the growth in self-worth is the most amazing thing I have ever witnessed.)
• A new question to explore.
• A new topic of personal interest.
• A new friend to learn more about.
• A flow experience.

I work towards and have a desire for every student to leave each class qualitatively different than when he or she came to class that day.  This is a lofty goal but really adds to the creativity, engagement, and joy I attempt to infuse into each class session.