Toys in Focus

Overview

Unit: Toys Through Time
Lesson: 2 of 24
Title: Toys in Our Lives
Time: 30 minutes
Class Size: 30 students
Curriculum Area: Social Sciences
Curriculum Level: Level 1 — Social Studies

Achievement Objective

Strand: Understanding the past and the present in people’s lives
Students will:

• Understand how the past is important to people
• Recognise how people’s experiences are communicated through objects like toys
• Describe similarities and differences in toys used by themselves and others

This lesson also integrates elements of:

• Key Competencies: Thinking, Relating to others, Using language, symbols, and texts
• Vision: Confident, connected, actively involved lifelong learners
• Values: Innovation, inquiry and curiosity

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Learning Intentions

Students will be learning to:

• Identify types of toys used in their lives today
• Discuss how toys support their play and learning
• Categorise toys based on attributes (e.g. material, movement, purpose)

Success Criteria

By the end of the session, students can:

• Name at least 3 toys they use and explain why they enjoy them
• Group toys into simple categories (e.g. electronic, pretend play, construction, outdoor)
• Share their ideas clearly with classmates

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Te Ao Māori Integration

Incorporate ako by highlighting shared learning experiences between tamariki and whānau about toys they play with. Use the whakataukī:

"Mā te tuakana ka tōtika te teina, mā te teina ka tōtika te tuakana."
The older will lead the younger, and the younger will lead the older.

This reflects sharing knowledge about toys across age and generations.

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Resources Required

• A mat or floor space for group discussion
• "Toys Today" picture cards — a variety of images of toys commonly used by children in NZ today
• Categorisation labels (printed and laminated):
  • Construction
  • Pretend Play
  • Outdoor / Active
  • Digital / Electronic
  • Creative (art, musical toys etc.)
• Chart paper / whiteboard
• Blu Tac or magnets
• Timer or clock for timekeeping
• (Optional): Taonga/toys from home for show and tell next lesson

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Lesson Breakdown (30 Minutes Total)

1. Mihi / Settling In (2 mins)

Begin with a warm welcome and brief karakia or waiata. Use a soft toy mascot to greet the class — this will serve as your symbolic toy for the lesson.

Purpose: Builds relationships and introduces the idea that toys are shared and special.

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2. Engage / Whakamana (5 mins)

Discussion Starter: "Why do we play with toys?"

Sit children in a circle on the mat. Show the soft toy mascot and ask:

• What is this?
• Who has something like this?
• How does it make you feel?
• Why do you think we play with toys?

Briefly record answers on the board using words and emojis/pictures (to match literacy level of Year 2 students). Focus on: fun, learning, feeling safe, imagining, sharing.

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3. Explore / Whakarongo (10 mins)

Activity: Toy Sorting Discovery Game

• Stick the "Toys Today" picture cards around the room or on a large board.
• Ask students, in small groups of 5, to walk around and look at the toys.
• Each group will be given a category label (e.g. ‘Pretend Play’).
• They will select the toys they think fit their category and report back.
• Use Blu Tac to place their chosen toy cards under that category on the board.

Extensions for early finishers: Ask them to think about toys that belong in more than one category and justify why.

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4. Explain / Whakaaro (5 mins)

Bring students back to the mat. Look together at the sorted toy board.

Prompt questions:

• What did you notice?
• Are there toys that could go in more than one place?
• Can you think of a toy that wasn’t on the board?

Use think-pair-share to let them share quickly with a buddy before hands up.

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5. Reflect / Whai Whakaaro (5 mins)

Reflection journal page (image-based):
Give each student a simple worksheet (or A5 page) with:

• "My Favourite Toy Today is..." (with a picture frame to draw)
• "It helps me learn because..." (simple guided sentence with supporting images like ‘building’, ‘playing together’, ‘pretending’)

Optional: Showcase a few of these drawings under a class display titled "Toys in Our Lives"

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Differentiation and Support

• ESOL & ELL learners: Use picture cues and buddy pairs
• Students with additional needs: Provide toy miniatures or objects for hands-on categorisation rather than images
• Extension: Ask higher-level students to describe why a toy can go in more than one category or how toys help us learn different skills

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Assessment Opportunities

Informally assess students through:

• Participation in group sorting task
• Contributions during mat-time discussions
• The completed drawing/journal page

Look for use of subject language and ability to classify toys meaningfully.

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Next Steps / Homework

Ask students to talk with their whānau about a toy they loved when they were little. Encourage them to bring a picture or the toy in for the next lesson: “Toys from Home”

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Teacher Reflection (Post-lesson)

Questions to consider:

• Did students engage with the toy sorting categories?
• Were any categories confusing or too complex?
• How did students talk about toys in connection to their lives and learning?
• What adaptive opportunities emerged during the session?

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This lesson allows teachers to see the power of combining curriculum objectives with play-based, inquiry learning, while also honouring student identity and culture. A simple lesson, elevated by intention.