Grade level: Sixth

This activity can be done in one class period.

• clay - we prefer terra cotta, but any type of clay will work as long as it is easy to manipulate - 30 lbs for each group of four or five
  Note: This clay can be re-used as "machines" will not be fired.
  
• optional: clay modeling tools to share
  
• clay working boards - one per student
  
  
  • 12 x 12 inch squares of 1/2 inch plywood covered on one side with canvas
  • or same size piece of linoleum scrap (use canvas side)
  • or newspaper on cardboard
  
  
• labels for five imaginary parts; a different one for each student at a table
  
• a second set of labels for parts' tables
  

Have on hand:
old shirts or aprons to protect students' clothes,
newspapers to cover parts' tables

Step 1:
Divide students into groups (four to five at each table works best). Each student is seated by a different label. The intention was to give the students names of parts that might sound familiar enough to stimulate their imaginations while at the same time not provide a pre-determined answer or standard to live up to. We made up the following part names:

Flat Button Press
Elongated Bobbin Springer
Coiled Extrapolator
Jagged Tubular Transporter
Beaded Matter Constructor

Step 2:
Teacher begins with an open-ended question such as, "Imagine creating a machine that can do something never before possible. What would it look like? What would it do?"

Explain that this project is not to keep; it will be "ritually squished" at the end of class.

Next explain that the labels on the tables are the names of the imaginary parts that will make up their machines. Each will have a chance to make every part.

Each student takes a small, orange-sized piece of clay from the center and puts it on his clay working board.

Give students instructions such as: "Model the imaginary part named on your label. Make something that looks like what the words describe." A brief discussion is helpful here to get students thinking about the part of the label that means something to them, i.e. "jagged" or "button".

Set a time limit, appointing a time keeper if necessary. "You have about five minutes to finish."

Elongated Bobbin Springer parts table (click the image for a larger version)

parts tables (click the image for a larger version)

student uses all five parts to make his own invention (click the image for a larger version)

Step 3:
Call time; each table separately carries its finished parts over to the parts tables. Students return to their tables and move one seat to the right.

Step 4:
Repeat this process until each student has made all 5 parts. (Leftover clay can be removed from tables.)


Step 5:
Each table is called separately. Each student at that table selects one example of each of the five parts from the parts tables. Use clay working boards to carry all parts. Students can NOT select a part they made; they choose parts made by someone else. Note: Selection of and working with parts made by others functions in a similar manner to brainstorming. The many ways to visually interpret the same "part" can stimulate new ideas.

Step 6:
Now, students make their own invention using all of the five parts. If they find a "part" is missing, they may create it and incorporate it into their finished machine. They have five to ten minutes to work (longer than the time to make the parts). After the machines are assembled, give students the opportunity to share their machines and discuss their functions with the class. Most students will be very excited and eager to do this.

Step 7:
Students take turns looking at each other's work and talking briefly about their inventions.

Step 8:
After the activity a discussion of the process of collaboration (not individual projects) is held. [see Assessments]

Step 9:
Ritual Squishing and clean up.