Use imagination and problem-solving skills to build a model of a dream playground, taking into special consideration kids' favorite equipment and safety.

• 1.

  Take a survey to identify your classmates' favorite playgrounds. What pieces of equipment are favorites? What safety features can you identify in this playground equipment? How high can children climb? Measure the depth of cushioning material in fall zones. See how movable parts are protected so they can't pinch. Measure how much space there is between pieces of moving and stationary equipment.

• 2.

  If you could design the playground of your dreams, what would it look like? Sketch your ideas with Crayola® Colored Pencils on white paper. Figure out how to draw the playground to scale.

• 3.

  Find a large piece of recycled corrugated cardboard to use as a base for your playground. Which recycled and craft items can you use to construct a model of each piece of equipment? (cardboard tubes, boxes, craft sticks, bottle tops, feathers) Be creative and think up new possibilities. Construct the model to scale if possible. Cut pieces with Crayola Scissors. Use Crayola School Glue, string, chenille sticks, and tape to help hold pieces together. Shape Crayola Model Magic into playground equipment or anchors, too. Dry.

• 4.

  Cover a table top with recycled newspaper. Paint playground and equipment surfaces using Crayola Washable Paint and Paint Brushes. Dry.

Standards

• LA: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
• LA: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
• LA: Engage effectively in a range of collaborative discussions with diverse partners on grade level topics and texts, building on others' ideas and expressing their own clearly.
• LA: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
• LA: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
• LA: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
• SCI: Ask questions about the natural and human-built worlds.
• SCI: Construct drawings or diagrams as representations of events or systems.
• SCI: Construct original explanations of phenomena using knowledge of accepted scientific theory and linking it to models and evidence.
• SS: Describe how people create places that reflect ideas, personality, culture, and wants and needs as they design homes, playgrounds, classrooms, and the like.
• VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.
• VA: Select and use the qualities of structures and functions of art to improve communication of their ideas.

Adaptations

• If possible, take students on a tour of local playgrounds. As a class, students discuss enjoyable playground equipment they have played. Have they ever noticed how the playground equipment is arranged? Is there any logic to the organization? Make a list of equipment and an explanation of what type of play takes place on named equipment. Post this list in the classroom.
• Students investigate new playground equipment that is being developed and its cost. Students may also want to research the cost of playground equipment they are already familiar with. Add this information to the list of playground equipment posted in the classroom.
• Invite a local town official to speak with the class about land development and the factors that are taken into consideration when developing space. Prior to the visit, students compose questions for the expert. After the visit, students post learning to a class blog.
• In designing a dream playground, small groups of students will collaborate to research their design. A written explanation of safety issues taken into consideration in the design should accompany the blueprint that is designed, as well as the 3-D model. To challenge students further, add a budget and maximum land size for the playground. Research is organized into an electronic presentation format to delivery to classmates.