Design and Build an Electric Toy
Grade level: 3-5
Time: Three 45 minutes periods
Summary: In this hands-on activity, groups of students use the engineering process to design and
create a toy that moves or has moving parts.
Materials:
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Design Handout (one for each student)
1 package of Basic Materials: 1 small DC electric motor (1.5 to 3 V), 2 wheel and
axel sets, 2 sets of gears
Optional Materials available in Toy Supply Store:
Tissue rolls, pipe cleaners, craft sticks, tape, paper clips, straws, scissors,
notecards, rubber bands, insulated wire, wire cutters, AA batteries, ruler
markers, magnets
3rd Grade Standards:
S3CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific
activities utilizing safe laboratory procedures.
a. Choose appropriate common materials for making simple mechanical constructions and repairing things.
b. Use computers, cameras and recording devices for capturing information.
c. Identify and practice accepted safety procedures in manipulating science materials and equipment.
S3CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological
matters.
a. Observe and describe how parts influence one another in things with many parts.
b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to
represent corresponding features of objects, events, and processes in the real world.
c. Identify ways in which the representations do not match their original counterparts.
S3CS5. Students will communicate scientific ideas and activities clearly.
a. Write instructions that others can follow in carrying out a scientific procedure.
b. Make sketches to aid in explaining scientific procedures or ideas.
c. Use numerical data in describing and comparing objects and events.
d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and
computer databases.
S3CS6. Students will question scientific claims and arguments effectively.
a. Support statements with facts found in books, articles, and databases, and identify the sources used.
S3P2. Students will investigate magnets and how they affect other magnets and common objects.
a.
Investigate to find common objects that are attracted to magnets.
4th Grade Standards:
S4CS2. Students will have the computation and estimation skills necessary for analyzing data
and following scientific explanations.
a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator.
b. Use fractions and decimals, and translate between decimals and commonly encountered fractions – halves,
thirds, fourths, fifths, tenths, and hundredths (but not sixths, sevenths, and so on) – in scientific calculations.
c. Judge whether measurements and computations of quantities, such as length, area, volume, weight, or time, are
reasonable answers to scientific problems by comparing them to typical values.
S4CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific
activities utilizing safe laboratory procedures.
a. Choose appropriate common materials for making simple mechanical constructions and repairing things.
b. Measure and mix dry and liquid materials in prescribed amounts, exercising reasonable safety.
c. Use computers, cameras and recording devices for capturing information.
d. Identify and practice accepted safety procedures in manipulating science materials and equipment.
S4CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological
matters.
a. Observe and describe how parts influence one another in things with many parts.
b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to
represent corresponding features of objects, events, and processes in the real world. Identify ways in which the
representations do not match their original counterparts.
c. Identify patterns of change in things—such as steady, repetitive, or irregular change—using records, tables, or
graphs of measurements where appropriate.
S4P3. Students will demonstrate the relationship between the application of a force and the resulting change in
position and motion on an object.
a. Identify simple machines and explain their uses (lever, pulley, wedge, inclined plane, screw, wheel and axle).
5th Grade Standards:
S5CS2. Students will have the computation and estimation skills necessary for analyzing data and following
scientific explanations.
a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator.
b. Use fractions and decimals, and translate between decimals and commonly encountered fractions – halves,
thirds, fourths, fifths, tenths, and hundredths (but not sixths, sevenths, and so on) – in scientific calculations.
c. Judge whether measurements and computations of quantities, such as length, area, volume, weight, or time, are
reasonable answers to scientific problems by comparing them to typical values.
S5CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific
activities.
a. Choose appropriate common materials for making simple mechanical constructions and repairing things.
b. Measure and mix dry and liquid materials in prescribed amounts, exercising reasonable safety.
c. Use computers, cameras and recording devices for capturing information.
d. Identify and practice accepted safety procedures in manipulating science materials and equipment.
S5CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological
matters.
a. Observe and describe how parts influence one another in things with many parts.
b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to
represent corresponding features of objects, events, and processes in the real world. Identify ways in which the
representations do not match their original counterparts.
S5P3. Students will investigate electricity, magnetism, and their relationship.
b. Determine the necessary components for completing an electric circuit.
Teacher Notes
This activity includes several math processes, which you may want to correlate to your math standards.
Students need to review them before beginning the activity:
Electric circuits require a closed loop that can carry current.
Electric circuits require a source of power such as a wall outlet or battery.
Motors can be used to produce motion.
Discuss the Design Process with students to be sure they understand it. The activity will take them
through this process step by step.
1. Identify the need or problem. In this step, you restate the need or problem in your own
words. For example: How can we design a __________ that will _____________.
2. Identify the criteria and constraints. Criteria are the things that are required and constraints
are the restrictions in materials, time, and/or budget.
3. Brainstorm ideas to solve the need or problem. During this time, individuals present their
ideas to the group. The group listens respectfully without criticizing. After all ideas are
presented and discussed, the group decides on the best way to solve the problem.
4. Draw the design for your solution. Sketch the plans for your solution. In your sketch, show
what it will it look like when finished and how the parts fit will together.
5. Build the item that you have designed. Start with the package of basic materials and
purchase the optional items that you need. Following your plans, construct your item.
6. Test the item to see if it works correctly. Find out if your item works.
7. After testing, redesign to fix any problems or make needed improvement. After testing your
item, notice any problems. Is it moving? Is it doing what it is designed to do? If not, decide
how to fix it.
8. Retest the item to see if it works correctly. Try operating your item again to see if all
problems are solved.
If you do not have all of the materials listed, you can substitute other items. Students must have a
battery or two, wire, motor, and something material to provide the body of the toy. Most of the other
materials are optional.
“Sell” the optional materials at a Toy Supply Store. Provide play money or give each group a $50.00
credit in the store.
If you don’t have enough wire cutters for each group, you could have groups share the cost of the
cutters.
Review the constraints of this activity with students. The toy must:
a. Have moving parts or be able to move,
b. Cost less than $50 to construct,
c. Be finished and ready to share with the class by ____(give students three 45 minute
periods).
After students test their toys for the first time, they may find that they have some materials they don’t
need and want to purchase other materials. You might consider letting them sell items back to the store
so that they can purchase new ones.
Design and Build an Electric Toy
Procedure
1. Working in groups of 2 or 3, read the following challenge:
A new student, Mattie, has joined your class. Her family was forced to leave their home because of a
flood that damaged their house. Mattie and her family escaped safely, but they had to leave all of her
toys behind. Can you use the materials provided to create a toy for Mattie?
Can you use the materials provided to create an electric toy for Mattie? The toy you create has certain
constraints, or limitations. The toy must:
a. Have moving parts or be able to move,
b. Cost less than $50 to construct,
c. Be finished and ready to share with the class by ________.
2. Examine the list of materials available and the cost of each material (on a separate page).
3. Pick up a package of Basic Materials and a Design Handout.
4. As a group, identify the problem or need you have been asked to solve. Write the problem or need
on the Design Handout.
5. Individually, spend a few minutes thinking of some ideas for a toy.
6. One at a time, present your ideas to the group. While one student shares ideas, others will listen
quietly.
7. Working with your group, discuss all of the ideas and decide which one you will use to make your toy.
8. Draw your group’s design for a toy that moves or has moving parts on the Design Sheet.
9. List the materials needed to build this design and record the price of each of material in the Budget
on the Design Sheet. Be sure that you have enough money for everything you need.
10. Show your design plan and your budget to your teacher for approval. If the teacher does not
approve of your plans, re-do the design and budget according to the teacher’s suggestions.
11. Purchase the materials you need at the Toy Supply Store and construct your toy.
12. Test your toy to see if it works. During the test, look for any problems that need solving. Also look
for any ways that you can improve the toy.
13. After testing the toy, make the needed changes or adjustments.
14. Retest your toy to see if you solve the problems.
15. Examine your toy to determine which of the following simple machines is included in the design:
lever, pulley, wedge, inclined plane, screw, wheel and axle.
On your Design Handout, list the simple machines in your toy and explain how they help make the
toy work.
16. When all toys are finished, demonstrate and explain your toy for your classmates.
17. Individually, write a letter to Mattie on your Design Handout. Explain how you built the toy and
what it does.
Name ______________________________________________________________ Date _____________
Design Handout
Design and Build an Electric Toy
1. What is the problem or need that your group has been asked to solve?
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Your group’s design for a toy that moves or has moving parts:
Teacher’s Signature ____________________________________________________________________
3. Budget for your toy:
Name of item to purchase
Total
Price per
item
Number of
items
Cost of these
items
___________
Teacher’s Signature ____________________________________________________________________
4. Simple machines in your toy:
Type of simple machine in your toy
What does this machine do in your toy:
5. Letter to Mattie explaining how your team designed and built your toy and what it does.
Toy Supply Store
Price List
Materials Available
Tissue roll
Pipe cleaner
Craft stick
Tape
Paper clip
Straw
Scissors
Notecard
Rubber band
1’ of insulated wire
Wire cutters
AA battery
Ruler
Marker
Magnet
Cost of materials
$5.00
$3.00
$3.00
$3.00 per foot
$2.00
$3.00
$6.00
$2.00
$2.00
$8.00
$8.00
$8.00
$4.00
$3.00
$4.00