# Slides 3.18: Project: Babysitter's Activity Kit Slide outline for Lesson 3.18, three days. Slides 1 to 11 are Day 1 (the brief and the plan). Slides 12 to 19 are Day 2 (build, parent card, safety check). Slides 20 to 28 are Day 3 (test, demo, Family Showcase, submit). No real child is used to test any kit, and no child is observed or photographed. A partner plays the age from the chart. The choke test tube sits on every table all three days. ## Slide 1: Project: Babysitter's Activity Kit - Lesson 3.18, Day 1: Families and Caring for Others - Unit 3: Growing Up, Getting Along - Do now: one thing a three year old can do that a two year old cannot - Then one thing a five year old can do that a three year old cannot Notes: Take four. Sort them on the board into physical, social, emotional, intellectual. How many need the chart retaught tells you whether Step 2 runs six minutes or four. ## Slide 2: You are building something a real babysitter would bring - Safe - Under $5 from the bin price list - Fits one child's age exactly - Pick your child - Three days: plan today, build tomorrow, test and show on day three Image: a zip-top bag, a paper plate craft, and a set of index cards laid out on a table, nothing fancy. ## Slide 3: The brief - Design one activity for a child of one age from 2 to 6 - It builds one thing that child is working on, in one development area - It comes with a parent instruction card - It passes a ten-line safety checklist - It gets tested, revised, and demoed in two minutes Notes: Hand out the project sheet and the rubric now. Read the brief aloud. Five criteria, 20 points, labs and projects category. ## Slide 4: The kit menu: pick one - Sensory bag: sealed, squishy, things to find - Story with props: a short story you tell with three or four objects - Sorting game: by color, size, or shape, with a container - Movement game: a path, a hop, a follow-the-leader card set - Simple craft: a paper plate animal, a yarn-wrapped stick Image: five small drawings in a row, one per kit type. Notes: Grade 6 chooses from sensory bag, sorting game, or simple craft, for a 3 or 4 year old. Everyone picks a second choice in case the first does not fit the age. ## Slide 5: Criteria and constraints - Criteria: fits the age, builds one area, safe, under $5, has a parent card - Constraints: bin materials only. No food - Ages 2 to 3: nothing loose that fits through the tube - Ages 4 to 6: small pieces are allowed, marked "with an adult" on the card - Built in one period. Alone or with a partner, your choice Image: two columns, one headed criteria with five checkmarks, one headed constraints with five small locks. Notes: The tube is on the table. Say the tube rule today, tomorrow, and on day three. ## Slide 6: This is the design process - Define the problem - Define the criteria the finished design must meet - Build a prototype - Test and evaluate it against the criteria - Today is define and plan. Tomorrow is build. Day three is test Notes: These are the PSI Design Process lines. Name them; the same four steps show up in every project this year. ## Slide 7: Find your age on the chart - Four areas: physical, social, emotional, intellectual - Pick one line from the chart for your age - Your kit builds that one thing. Not four things. One - Write the area and the one thing on the plan Image: the ages and stages grid from the handout, ages 2 to 6 down the side, four areas across. Notes: [Sal: confirm the chart lines against the CDC "Learn the Signs. Act Early." checklists before printing.] ## Slide 8: One that fits, one that does not - Sorting by color fits a 3 year old: naming colors, matching one to one - The same game bores a 6 year old, unless it becomes sorting by two rules - A movement path with "hop, then crawl" fits a 4 year old's gross motor work - The same path is too hard for a 2 year old, who is still learning to run and climb - Question for your plan: what is your child working on in the area you picked? Notes: The common mistake is a kit that is really for a 13 year old. The question that fixes it: what would a three year old do with this in the first ten seconds? ## Slide 9: The plan template - The age, the area, the one thing the child is working on - The kit type and the kit's name - What the child does with it, in three steps - Why this age and not one older or younger - Materials priced from the bin list, total under $5 - First safety check: what could go wrong, and what stops it Notes: 15 minutes. Circulate and sign plans that pass. A plan over $5 or failing the tube rule gets a question, not a no. ## Slide 10: Pricing and the tube rule - The bin price list is on the wall. Price from the list, not from a store - Write the quantity and the cost for every material - Total has to be under $5.00 - Check the box: age 2 or 3, nothing loose fits through the tube; or age 4 to 6, small pieces are on the card as "with an adult" - Get my signature before you leave Image: a posted price list with a few items and prices, and a tube standing next to a pom-pom. ## Slide 11: Day 1 exit line and tomorrow - On the plan: "The one thing my kit builds is ___ because a ___ year old is working on ___" - Two students read theirs - Hand in the plan. Plans stay in the room - Tomorrow: 18 minutes to build, then the parent card, then the safety check twice Notes: A plan that is not signed today finishes at the start of Day 2, and that build gets 15 minutes instead of 18. ## Slide 12: Day 2: Build it - Lesson 3.18, Day 2 - Do now: look at your plan. Write the one line on the safety checklist you are most worried your kit will fail - Then build it so that line passes Notes: Take three. Hand back signed plans as students write. ## Slide 13: Build rules - Bin materials only, against your plan's list - The tube is on your table. Anything loose that fits through it is sealed or gone (ages 2 to 3) or on the card as "with an adult" (ages 4 to 6) - Child-safe scissors, cutting done seated - Tape and glue. No staples - You may change the plan. Write the change on the plan - Build first, card second Notes: [Sal: no balloons in the bin; check latex allergies. Beans or rice stay sealed, double-bagged, and taped on every edge.] ## Slide 14: What finished looks like - One example of each of the five kit types - Simple. Flat. Sealed. Labeled - None of these took longer than 18 minutes Image: five photographs or drawings, one per kit type, each with its parent card propped in front of it. Notes: A photo on the slide is enough. Keep this slide to under a minute; they need the build time. ## Slide 15: Build: 18 minutes - Gather from the bin against your list - Build what your plan says, or write the change - I will answer "will this work" with "what does your plan say the child is working on?" - I call time at 18 minutes for the card Notes: Clipboard: building what the plan says or wrote the change; tube rule handled; card in plain language with three steps. ## Slide 16: The parent card - Kit name, and the age it is for - What it builds: one sentence a parent would understand - How to use it: three steps, plain language - Safety: what to watch for, what the child should not do alone - Cleanup: one line. Made by: first name or initials only Image: a blank index card with the nine lines labeled. Notes: A picture card counts: draw the three steps, one word each, plus a safety drawing. Cards may be written in two languages, which a real parent might want. ## Slide 17: A bad card and a good one - Bad: "Builds fine motor skills and sensory processing. Let the child explore the materials in a developmentally appropriate way" - Good: "Squish Bag. For a 2 year old. Helps your child use their fingers to push and pinch, which gets their hands ready for holding a crayon" - "1. Put the bag flat on the table. 2. Ask your child to find the red button and push it to the corner. 3. Ask for the blue one" - "Safety: the bag is sealed and taped; if it leaks, take it away. Do not let your child bite the bag. Cleanup: wipe the table" Notes: The test for a card: could a parent run the activity from it in one minute? A card that says "builds fine motor skills" and nothing else gets the question "what would a parent see the child doing?" ## Slide 18: The safety checklist, run it twice - Ten lines. You initial each one, then a partner initials it again - The two students forget: line 7, no strings or cords longer than 7 inches, and line 9, glue dry and tape edges pressed down - A line that fails gets fixed now, or noted on the plan for tomorrow - Line 1 is the one that caps your score if it fails at the showcase Image: the ten-line checklist with two initial columns. Notes: Yarn-wrapped sticks and story props with string are the usual line 7 failures. ## Slide 19: Day 2 closure - Store the kit with the plan and the card, labeled - What is one line on the checklist your partner caught that you missed? - Tomorrow: your partner becomes a child of your kit's age, for three minutes Notes: Two students answer. If cards are not done, they finish at the start of Day 3 and the test gets 8 minutes instead of 10. ## Slide 20: Day 3: Test, demo, showcase - Lesson 3.18, Day 3 - Do now: your partner is about to become a child of the age you chose - Write one thing a child that age might do with your kit that you did not plan for Notes: Take three. Then: that is the test. Then the showcase. ## Slide 21: The test - Partner A hands the kit and the card to Partner B - Partner B plays a child of the kit's age for three minutes - Partner A watches and does not help. Not once - Then switch - 10 minutes for both tests and the notes Notes: No real child is used, ever. The partner plays the age from the chart. ## Slide 22: How to play the age - The ages and stages chart is your script - Do what a child that age would do. No more, no less - A 3 year old asks "why." A 4 year old wants to win - A 2 year old would try to put a piece in their mouth: pretend, and that piece should not be in the kit anyway - A 5 year old follows the rules and then changes them Image: the chart with one row highlighted and a small figure beside it. Notes: Playing it too smart is the most common tester mistake. A tester who "just plays nicely" is not testing. ## Slide 23: Write the test notes and change one thing - What worked - What did not work - One change - Make the change now if it takes under two minutes - A blank "one change" means the test was not hard enough Notes: Send that partner back as a harder child of the same age. ## Slide 24: Set up the Family Showcase - Kits go on the counter under the age signs: 2, 3, 4, 5, 6 - The parent card stands in front of the kit - The tradition cards from Lesson 3.15 go on the wall above, name optional - Plan and checklist stay with the kit Image: a counter with five age signs, kits under each, cards propped in front, tradition cards on the wall above. ## Slide 25: The two-minute demo - In the posted order, standing at your kit - Say: the age, the area, what the child does with it - One safety line - What changed after the test - Two minutes. I score criteria 4 and 5 live Notes: Grade 6 demos run one minute. A student may demo to me at the table instead of to the class. [Sal: with more than 16 students, run two demo lines with a student timekeeper, or score the last few from the card and the kit alone, which the rubric allows.] ## Slide 26: While you are not presenting - Walk the showcase - Gallery card: one kit you would bring to a real babysitting job - Name the kit, not the maker - Say why: age fit, safety, or the card Notes: 20 minutes covers the demos and the walk together. Keep the order moving. ## Slide 27: Self-assess and submit - Score yourself on all five rubric criteria - One sentence of evidence for each. Evidence, not an opinion - Submit together: the kit, the parent card, the plan with the test notes, the safety checklist, the self-assessment Notes: The self-assessment row is filled before I score. 5 minutes. ## Slide 28: Questions, one round of voice, and tomorrow - Your partner playing a 2 year old put the kit in their mouth. Was that the tester's fault or the kit's? - Why does the parent card have to be in plain language when you know the real words? - If a parent asked "why this and not a tablet," what would you say? - Three students: one kit from the showcase, by its name, that you would bring to a real job, and why - Tomorrow: careers in human services and education, then the Unit 3 Test in the last 20 minutes Notes: Say the test timing out loud today so nobody is surprised. The kits can stay on display for the rest of the unit.