After our unit on force and motion , our class took on the challenge of creating a pull toy based on their knowledge.
Although the jumping-jack is popularly thought of as a European toy, ivory dancer figures made to spin by pulling their strings, which were found at the archaeological site El Lisht and date back to ancient Egyptian times, are considered to be among the earliest forms of this family of mechanical toys.
In the mid-1700s, jumping-jack figures known as “pantin” were popular among the French nobility.
Your task is to design a Jumping Jack toy based on your investigation. You will have to fulfill the following components in order for your toy to be accepted in our Pull Toy Shop.
- Blueprint of your toy with dimensions and system in place.
- A material list of what you will need.
- Attach the prototype to your blueprint.
- Name your toy.
- Construct the toy to have the Pull Down system in place. All finished toys will need to be visually appealing as well as have moving parts.
- Write an explanatory paragraph about your toy.
- Write and perform a commercial for your toy using one of the three different types of advertising techniques learned in class.
Commercials for Jumping Jack Toy
Television Commercial Rubric
Student Names: ___________________________________________________
___________________________________________________
Product Name: ___________________________________________________
CATEGORY
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6 points
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5-4 points
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3-2 points
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1-0 point
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Speaks Clearly
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Students speak clearly and distinctly all (100-95%) the time, and mispronounce no words.
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Students speak clearly and distinctly all (100-95%) the time, but mispronounce one word.
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Students speak clearly and distinctly most (94-85%) of the time. Mispronounce no more than one word.
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Students often mumble or can not be understood OR mispronounce more than one word.
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Props & Costumes
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Students use several props/costumes that show considerable work/creativity and which make the presentation better.
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Students use 1 prop/costume that shows considerable work/creativity and which make the presentation better.
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Students use 1 prop/costume which makes the presentation better.
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The students use no props/costumes OR the props/costumes chosen detract from the presentation.
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Preparedness
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Students are completely prepared and have obviously rehearsed.
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Students seem pretty prepared but might have needed a couple more rehearsals.
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Students are somewhat prepared, but it is clear that rehearsal was lacking.
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Students do not seem at all prepared to present.
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Use of Time
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Used time well, commercial was exactly or within 2 seconds of the 30 second time frame for the commercial.
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Used time well, commercial was 3 seconds off the 30 second time frame for the commercial.
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Used time for the commercial was 4 seconds off the 30 second time frame for the commercials.
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Used time poorly for the commercial. It was 5 or more seconds off the 30 second time frame for the commercial.
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Creativity
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Commercial demonstrated a high level of creativity. It was exciting and interesting. The commercial made you want to buy the product.
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Commercial demonstrated a moderate level of creativity. It was interesting. The commercial almost made you want to buy the product.
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Commercial demonstrated some level of creativity. It might have been interesting. The commercial did not make you want to buy the product.
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Commercial demonstrated little or no level of creativity. It was not interesting. The commercial did not make you want to buy the product.
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Advertising technique
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Students incorporate at least 2 advertising techniques and make use of a slogan and/or jingle.
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Students incorporate at least 1 advertising technique and make use of a slogan and/or jingle.
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Students incorporate at least 1 advertising technique OR make use of a slogan and/or jingle.
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Students do not incorporate any advertising techniques or slogan/jingle.
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TOTAL POINTS (36 possible)
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Types of Technique used: Circle the one you used.
Avante Garde
Wit n Humor
Bandwagon
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