Toys Through Time

Overview

In this second lesson of the unit “Toys and Childhood Traditions”, students compare toys used in the past with toys used today. They practise reading simple sources, observing images/objects, and using comparative language to describe similarities and differences.

Learning intentions

Students will:

• compare toys from the past to toys used today using information from provided sources and observations
• identify similarities and differences between past and present toy features
• use comparative language (e.g., bigger/smaller, simpler/more complex) to explain observations

Success criteria

Students can:

• list two similarities between past and present toys
• list two differences between past and present toys
• use at least two comparative words/sentences when explaining their choices
• match a toy image to a category (past or present) with a clear reason

Curriculum links

• Humanities and Social Sciences: interpret information and data from observations and provided sources, including comparison of objects from the past and present
• Humanities and Social Sciences: continuity and change between daily life aspects today and parents’ and grandparents’ childhoods (with a focus on toys and play)
• Humanities and Social Sciences: collect, sort and record information and data from observations and provided sources (simple tables/pictures, labelled sorting)
• Humanities and Social Sciences: draw conclusions from collected information about continuity and change over time

Lesson structure (30 minutes)

1. 0–4 min · Hook (compare fast). Teacher shows two toy pictures: one “older-style” (e.g., wooden spinning top) and one “today” (e.g., plastic/LEGO-style spinner). Students give a quick think: “What looks the same? What looks different?” using a partner whisper.

2. 4–10 min · Explicit teach (language + method). Teacher models with one toy pair using a simple chart:

• Similarity sentence frame: “Both toys are ____.”
• Difference sentence frame: “The past toy is ____. The present toy is ____.” Teacher points out comparative words and how to use evidence from the picture/object (size, material, movement, purpose).

3. 10–16 min · Explore sources (hands-on sorting). Groups of 3–4 receive a small set of toy picture cards (some “past”, some “present”). Students sort into two piles and place each card into a class “Past” or “Today” display. Teacher circulates using prompts:

• “How do you know?”
• “What feature did you notice?”

4. 16–22 min · Record (similarities & differences). Students choose ONE past toy card and ONE present toy card from their sorting. They complete a quick pictorial recording sheet:

• Two similarity boxes (with an illustration and a short word/phrase)
• Two difference boxes (with comparative words starters) Options for writing: students can write 1–3 words, or use a teacher-provided word bank.

5. 22–27 min · Share and conclude (micro-conference). 5–6 students share using their sentence frames. Teacher listens for at least two similarities and two differences and checks they connect statements to a toy feature.

6. 27–30 min · Exit ticket (check). Students complete one final prompt on a small card:

• “One similarity is ____.”
• “One difference is ____.” Teacher collects for formative assessment.

Resources

• Past and present toy picture cards (laminated if possible)
• 2–3 real toy samples if available (optional, e.g., wooden top, plastic top)
• Similarities & differences recording sheet (pictorial + word bank)
• Sentence strips with comparative frames
• Word bank cards (bigger, smaller, harder/softer, simple, different, more colourful, older/newer)
• Group sorting mats labelled “Past” and “Today”
• Clipboard or teacher checklist for quick observation

Assessment

• Formative: teacher observations during sorting (listening for evidence-based comments)
• Formative: review of recording sheets for two similarities and two differences with comparative language
• Exit ticket: one similarity and one difference to confirm understanding before the next lesson

Differentiation

• Dyslexia-friendly option: provide simplified texts with images on the recording sheet; use short word choices and colour-coding for “Past” and “Today”.
• Support: sentence starters, word bank, and teacher modelling for one example before independent work; allow students to point and speak while a scribe records key words.
• Extension (advanced learners): add a third comparison box—“Which toy would you prefer for learning/playing and why?” using an extra sentence frame.
• EAL/SEN: use gestures for comparative language; pair with a supportive peer; provide matching activities where students select, then explain using a reduced sentence frame.

Extension (optional)

• Advanced research thread (brief, for students ready to do more): “Find one historical toy and one today toy at home or in a book.” Students record: toy name, one similarity, one difference, and bring one photo or drawing next lesson.