STUDY GUIDE
WHOOSH! LITERACY OBJECTIVES
HOW TO USE THIS STUDY GUIDE
Book-It Repertory Theatre’s Arts and Education Program closely aligns its performances and learning materials with research-based reading instruction. The purpose of this study guide is to engage students in the Book-It Style®, literacy objectives, and hands-on activities that support the comprehension of Ada’s Violin
FIRST: READ THE BOOK
ACTIVATING PRIOR KNOWLEDGE MAKING SELF-TO-TEXT CONNECTIONS VOCABULARY DEVELOPMENT BUILDING BACKGROUND KNOWLEDGE REFLECTING & EVALUATING
As part of Book-It’s touring package, your school has received a copy of the story that serves as a permanent resource for your library.
THEMES & CONCEPTS
SECOND: SELECT ACTIVITIES
Select one or all of the activities and adjust them to fit your students and classroom needs. Some activities are designed for teachers to lead students through an interactive process; directions and support materials are included for successful facilitation. Others are handouts for independent student work or to be used for whole-class instruction.
PERSERVERANCE INVENTIVENESS RESOURCEFULNESS FAMILY & COMMUNITY DYNAMICS
THIRD: KEEP READING!
Standards for the study guide and Performance: : Common Core State Standards in English Language Arts*: R.CCR.1, R.CCR.2, R.CCR.3. R.CCR.4, R.CCR.6, RI.CCR.5, L.CCR.4 Washington EARLs in Theatre: 1.1, 1.4, 3.1, 4.3 *Exact standards depend upon grade level, reading the text, and instructional shifts to meet the Standard Study Guide Written and compiled by: Kelly Kitchens, Teaching Artist Study Guide Edited by: Annie DiMartino, Director of Education Study Guide formatted by: Jillian Johnson, Teaching Artist 2
WHOOSH! An important note on the Book-It Style® The use of narrative, particularly third-person narrative, is a hallmark and founding principle of Book-It Repertory Theatre productions since the company’s inception in 1987. Book-It’s approach to narrative text on stage is known throughout theatre communities regionally and nationally as the Book-It Style®. Book-It adaptations provide an experience of the book unlike any other adapted work. By preserving the author’s original language, Book-It adaptations capture the essence of the novel’s original intent and tone, while celebrating the author’s unique voice. Actors in a Book-It Style production perform narrative lines in character with objectives and intentions as they would with any line of dialogue in a standard play. Narrative lines are delivered with motivation to other characters, as opposed to a detached delivery straight out to the audience as a narrator.
SCRIPT EXAMPLE:
bathroom faucet… turned on the faucet, turned on the pump, and then…
LONNIE: Lonnie knew the world's millions of refrigerators
ALL: WHOOSH!!!
LINDA: And air conditioners needed a new cooling system
LONNIE: The stream that blasted across the bathroom was so powerful, it created a curtain -swirling breeze. It also gave Lonnie an idea for yet
LONNIE: One that didn’t use R-12, a chemical that was bad for the environment. He had an idea! (“a-ha!” bell sound cue; three step dance break)
LONNIE/WHOOSHERS: Another invention. (“a-ha!” bell sound cue)
LINDA: Using water and air pressure instead!
LONNIE: This, he thought, would make a great
LONNIE: To test his idea, he made a pump and a nozzle… Connected them to the
LONNIE/WHOOSHERS: water gun!
Book-It adapters will often divide descriptive narrative amongst several characters. This arrangement and editing process is a result of purposeful exploration and development over the last 29 years of the company’s artistic history, and overseen by Founding Co-Artistic Directors Jane Jones and Myra Platt. 3
WHOOSH! TABLE OF CONTENTS ABOUT THE STORY & CHARACTERS
Story Synopsis ................................................................................. 5 Characters in Our Story ...................................................................... 6 About the Author: Chris Barton ............................................................. 7 4 Questions for Chris Barton ................................................................. 8 About the Illustrator: Don Tate ............................................................. 9 Why I Illustrated Whoosh! .................................................................. 10
CONTEXT
Self-to-Text: Perseverance & Problem Solving Self-to-Text: Perseverance & Problem Solving .......................................... 11 Self-to-Text: Build Our Own Linex......................................................... 13 Self-to-Text: Draw Your Own Invention .................................................. 14 More About Lonnie Johnson ................................................................ 15 What is Lonnie Doing Now? ................................................................. 16
ADDITIONAL ACTIVITIES
Human Machine .............................................................................. 17 Basics of Propulsion .......................................................................... 19 (K-3) Build Your Own Water Gun .......................................................... 20 (4-6) Build Your Own Water Gun ........................................................... 22 Additional Resources ........................................................................ 23
INTRODUCTION TO BOOK-IT REPERTORY THEATRE’S ARTS & EDUCATION PROGRAM:
Book-It’s Arts and Education Program is dedicated to inspiring people of all ages to read. We tour a diverse range of stories to schools, libraries, and community venues throughout Washington state, conduct long-term residencies in schools, offer teacher professional development for school staff, and present low-cost student matinées of our mainstage shows. What you will see and hear at a Book-It performance is literature spoken by the characters as if it were dialogue in a play—actors speak both the narration and the dialogue. Book-It takes the written word back to its roots—storytelling!
OUR MISSION
To provide an interactive relationship between youth and literature through diverse theatrical productions and educational programs that promote the joy of reading, enhance student and teacher learning, and inspire the imagination. 4
WHOOSH!
K-3 Activity
4-6 Activity
STORY SYNOPSIS “I’ve always liked to tinker with things.” –Lonnie Johnson A cool idea with a big splash! You know the Super Soaker. It's one of the top twenty toys of all time. And it was an accidental discovery that brought it into being. Trying to create a new cooling system for refrigerators and air conditioners, inventor Lonnie Johnson instead created the mechanics for the iconic toy. A love for rockets, robots, inventions, and a mind for creativity were present in Lonnie Johnson's early life. Growing up in a house full of siblings, Lonnie demonstrated persistence and a passion for problem solving that became the cornerstone of his career as an engineer and his work with NASA. But it is Lonnie's invention of the Super Soaker water gun that has made the most memorable splash in popular culture.
PRE-SHOW CLASSROOM DISCUSSION QUESTIONS (K-3): After reading the book or book synopsis in class, guide your students through these discussion prompts: • Who is this story about? • What are some descriptive words we can think of to describe Lonnie? • In the story, Lonnie really wanted to invent things but kept running into challenges and people saying “no”. Have you ever wanted something but ahd no way to get it? How did that make you feel? • How do you think Lonnie was feeling at the end of the book? How is that different from what he was feeling at the beginning of the book? What happened to make him feel that way? PRE-SHOW CLASSROOM DISCUSSION QUESTIONS (4-6) • What were some problems Lonnie faced on his way to becoming a successful inventor? What problems do you face when you have a new idea? • What qualities of Lonnie’s helped him become so successful as an engineer and an inventor? Do you think he was born with them of how did he develop them? • Why do you think the author repeated the phrase “he stood out” when describing Lonnie at school in Tuskegee? Was it effective? When do you feel like you “stand out?” PRE-SHOW WRITING PROMPT (4-6) • When working on the power supply issue for the Galileo probe, some of the scientists didn't think Lonnie’s idea would work. Have you ever had tp convince someone that you had the best solution to a problem? If yes, describe the situation. • Lonnie was told he would not make a very good engineer. Why did he keep trying? What other setbacks did Lonnie have to overcome? How would you have reacted? • If you could build a robot, what would you have it do? What would you name it? 5
WHOOSH!
K-3 Activity
4-6 Activity
CHARACTERS IN OUR STORY
ACTOR 1 LONNIE JOHNSON: the main character, we see Lonnie grow from elementary age to college, Nasa engineer and eventual family man who gives everything up in pursuit of his dream of inventing.
ACTOR 2 LONNIE’S MOM: mother of 6 kids, including Lonnie who encouraged Lonnie to pursue his passion for engineering at an early age. LINDA: a childhood school friend whom would later become Lonnie’s wife BOSS LADY: Lonnie’s Boss at NASA WHOOSHER: the Super Soaker proto-type and eventual toy that we have chosen to bring to life as represented by an actual person.
ACTOR 3 LONNIE’S DAD: father of 6 kids, including Lonnie who lived with his family in Mobile, Alabama. BRUCE: a childhood school friend who later becomes a fellow employee at NASA LINEX: the robot Lonnie builds and eventually submits to the 1968 science fair at the University of Alabama
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WHOOSH!
4-6 Activity
ABOUT THE AUTHOR: Chris Barton HOW I BECAME A WRITER by Chris Barton I grew up about 80 miles east of Dallas, in the small town of Sulphur Springs, Texas. And it was there, at Lamar Elementary, that I wrote the first story that I remember sharing with the public: The Ozzie Bros. Meet The Monsters. It was inspired in equal parts by Star Wars (recurring dialogue: "Let's get out of here!"), the Muppets, Abbott & Costello, and the movie-monster books I loved to check out from the school library. I have one older brother. Our mom taught high school French and Spanish, and our dad was an optometrist who died when I was eight. When I was a teenager, I loved writing with my friends, whether it was making up parodies of superheroes and soap operas or putting out an award-winning student newspaper. It was that love of being part of a writing community that led me to the University of Texas at Austin, where I immediately joined the staff of The Daily Texan (and eventually graduated with a degree in history). A few years later, I stumbled into another group of Austin writers — children's writers. Here's how that happened: My toddler son began asking me again and again to tell him over and over the story of how I had installed a smoke detector. The story had drill sounds and alarm sounds and a captivating plot, and he couldn't get enough. One morning, it struck me: If I could make him happy with that story, I could come up with other stories, and maybe other kids would like them, too. Not long after that, I remembered a newspaper article I'd read about the brothers who invented Day-Glo. That would make a cool story for children, I thought. Eight years later, it became my first book. Today I have more books on the way and lots of ideas for other stories I'd like to tell. I still enjoy sharing my writing with my friends and sharing in their successes. And the Ozzie Brothers still make me laugh. AUTHOR BIO: Chris Barton is the author of picture books including bestseller Shark Vs. Train, Sibert Honor-winning The Day-Glo Brothers, and Texas Bluebonnet Award Master List books The Amazing Age of John Roy Lynch (2016-17) and Whoosh!: Lonnie Johnson's Super-Soaking Stream of Inventions (2017-18). His new books in 2017 include Book or Bell? and Dazzle Ships: World War I and the Art of Confusion. He visits schools by the score and also loves speaking to professional gatherings of librarians, educators, and his fellow writers. Chris and his wife, novelist Jennifer Ziegler live in Austin, TX with their family. RIGHT-IN-THE-TEXT QUESTIONS: 1. What is the name of the first story Chris Barton shared with the public? 2. Name 3 things Chris Barton would o with his friends as a teenager. 3. What did Chris Barton get his degree in in college? 4. What was the inspiration for Chris Barton’s first book? 7
WHOOSH!
4-6 Activity
4 Questions for Chris Barton: Where did you grow up, and did that place (or those places) shape your work? If so, how? I grew up in Sulphur Springs, Texas, as did my dad, as had his mom, as had her parents. Coming of age in a place where my roots went so far back, where people had known my family for generations, gave me a sense that folks were watching out for me, that I had a community on my side. That was true when there was sorrow to share, and it was true when there was joy to celebrate. And I get a similar sense of community from other creators of books for children — not only here in Austin, but across the country. I suspect that's one of the things that makes this work and this life so attractive and enjoyable for me. Did you always want to be a writer, or did that come later? I've been writing for almost as long as I've been reading, and while I had elementary-school flirtations with being a soccer player, paramedic, and President of the United States, the next career I wanted to have was writer. I don't remember when I first had the idea that that's what I wanted to do for a living, but nothing else other than writer ever occurred to me. By the time I joined my high school newspaper staff as a sophomore, there's no doubt that I was on that track. If someone were to follow you around for 24 hours, what would they see? They'd see the first 20 minutes, beginning at 5 a.m., consisting of me starting the coffee and working on Sudoku until the brewing is done. The other sure things would be a walk or run in the morning, 15 minutes or so of working on my Spanish using Duolingo, and another long walk in the evening with Jenny and our dog, Ernie. In between, it all depends on the project at hand, the day of the week, the time of year. My author work on a given day might be actual writing, or it might be researching, or revising, or marketing, or visiting a school, or preparing a speech. Some days we've got kids with us — which means watching Buffy the Vampire Slayer or Gilmore Girls — some days we don't, and regardless we love having friends over for dinner. I often cook. I send our robot vacuum cleaner off on his appointed rounds. Since I left my day job, I get an afternoon nap more often than not. All in all, that someone would see a guy happy as can be with where life has delivered him and in whose company he gets to spend it. How does your everyday life feed your work? Those morning walks and runs are when I work out issues with writing projects. Those evening strolls with Jenny and Ernie often involve conversations about how best to approach aspects of our writing lives. If I didn't get out and move so much, I'd have a lot more problems waiting for solutions. WRITING PROMPT: After reading the above interview questions, write a paragraph on the differences and similarities between Lonnie Johnson and his love for inventing and Chris Barton’s love for his chosen profession as an author. Think about where they grew up, their motivations for doing what they do, their style of working through problems, challenges they have had to overcome and their connection to family which keep them strong. 8
WHOOSH!
4-6 Activity
ABOUT THE ILLUSTRATOR: Don Tate Don Tate is an award-winning author, and the illustrator of numerous critically acclaimed books for children. He is also one of the founding hosts of the blog The Brown Bookshelf – a blog designed to push awareness of the myriad of African American voices writing for young readers, with book reviews, author and illustrator interviews. Don frequently speaks at schools, public libraries and writing conferences, and participates in book festivals, including the Texas Book Festival; San Antonio Book Festival; The Savannah Children’s Book Festival; The Dallas Children’s Book and Literary Festival; The African American Children’s Book Fair, Bookamania, and at such conferences as The International Reading Association (IRA); Texas Library Association (TLA); National Council of Teachers of English (NCTE); American Association of School Librarians (AASL); National Council for the Social Studies (NCSS); The National Alliance of Black School Educators, others. In addition to children’s books, Don also licenses his art to product manufacturers. KIDZ is a line of juvenile bed and bathroom products that includes wallpaper, light switches, wall art and drawer knobs. He also has a line of children’s textile/fabric available at specialty fabric shops, which feature his designs. My Peepz, a group of African American characters, is marketed to ‘tweeners and has been a hit in the calendar market. Don earned an AA from Des Moines Area Community College. He has worked as a graphics reporter at the Des Moines Register and Austin American-Statesman newspapers, and as a publication designer for the Perfection Learning Corporation, an educational publishing company. In addition, he was the art director at an advertising and market research firm, and a graphic artist at a print shop. He also flipped burgers in high school and swept floors at the mall. A native of Des Moines, Iowa, Don currently resides in Austin, Texas with his wife and son. In his spare time, Don is a gym-rat, having competed (in better fit days) in natural, drug-free bodybuilding.
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WHOOSH!
4-6 Activity
WHY I ILLUSTRATED WHOOSH! by Don Tate I’ve illustrated many picture books and picture book biographies, but this book was different than others. For one, although I’ve illustrated digitally for more than 20 years for editorial and educational publishing, Whoosh! was my first fully digitally illustrated trade picture book. Secondly, unlike many other subjects I’ve written and/or illustrated about—Willie Mays, Effa Manley, George Moses Horton, John Roy Lynch—Lonnie Johnson is still living. He lives and works today in Atlanta, Georgia, at his company, Johnson Research & Development Co. For that reason, being just a phone call or email away, I thought illustrating his story would be easier. Well, it was. And it was not. I begin all of the books I illustrate by creating thumbnail sketches. I use them to begin discussions with my editor and art director, they are my initial thoughts or plan for what will become the final book. Following the thumbnail sketches, I begin to think about the style and medium I’ll use. I like to change things up based upon the feel or appropriateness of the text, the subject, or, heck, the deadline presented. At that point, I was ready to begin the research process. Author, Chris Barton, had conducted several telephone interviews with Lonnie Johnson and shared them with me—great! But as the illustrator, I wanted to talk to Johnson, too. I needed to know what things looked like. Did I imagine his childhood bamboo shooter accurately? And what did his early water gun prototypes look like? His house? The ages of his children at certain points in his life. Heck, the race of his first wife, since I’d need to picture his family—I didn’t want to guess. And that’s how I worked over the next few months. I sketched, sent questions off to Mr. Johnson. He answered my questions, sometimes with more sketches. Johnson was a pleasure to talk to, jovial, we laughed quite a bit. He’s definitely a smart guy, some of his scientific jargon flew right over my head! He graciously answered my questions, and even offered me his personal phone number where I could text him with follow-up questions. It was a tremendously generous gesture— though he joked, “If you give out my phone number, I’ll come through this phone to get you!” I didn’t tell a soul, not even Chris Barton! RIGHT-IN-THE-TEXT QUESTIONS: 1. Name 3 other subjects Don Tate has either written or illustrated and the reason why was Lonnie Johnson different. 2. How does Don Tate begin illustrating each of his books? 3. Why did Don Tate want to talk to Lonnie Johnson? 4. What secret did Don Tate keep from Chris Barton? 10
K-3 Activity
SELF-TO-TEXT CONNECTIONS: Perseverance and Problem Solving Whoosh! is a story about inventiveness and perseverance; it reminds readers of all ages that that it takes both creativity and determination to make your ideas a reality. PERSEVERANCE noun Continued effort to do or achieve something despite difficulties, failure, or opposition synonyms: persistence, tenacity, determination, staying power, steadfastness, endurance, diligence, stick-to-it-iveness
Challenge
Solution
There was no room for Lonnie to have his own workshop.
A test said that Lonnie would not make a good engineer.
Lonnie wanted to create something that had never been built before.
Lonnie’s science fair team had to compete in hostile, unwelcoming places.
Toy companies kept saying no to Lonnie’s idea for a water gun.
Lonnie didn’t have the money to turn his ideas into products people could use.
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K-3 Activity
SELF-TO-TEXT CONNECTIONS: Perseverance and Problem Solving Now think about your own life. What are ways you could use Perseverance and Problem Solving to create solutions to a challenge? What are ways you could help others solve a challenge they have? How have others helped you solve a problem? Write about or draw the answers to the following:
A challenge I once had was...
I solved it by..
A challenge I now have is...
I can solve it by..
A challenge I see around my community is...
I can help solve it by..
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K-3 Activity
BUILD YOUR OWN LINEX First, kids cut out squares and rectangles and glue them to the robot picture. Then, they make a face for their robot. This worksheet helps kids practice recognizing geometric shapes and exercising fine motor skills such as cutting with scissors and gluing. INSTRUCTIONS: First, cut off the bottom part of the page along the dotted line. Then, cut out the shapes and glue them together to make a robot like Linex! ! Don't forget to draw a face.
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4-6 Activity
SELF-TO-TEXT CONNECTIONS: Draw Your Own Invention Inventors, Illustrators, and Designers often start with a sketch of their idea before they go on to draft, develop, and create the final product. In the boxes, answer the following questions, using both words and illustrations; then in the large box draw a picture of what your invention might look like. At the end, think of questions someone might ask you about your invention. What is a problem you see in the world around you?
Think of an invention that might help that problem. Describe what it might do.
What materials would you need to make this invention?
Draw what your invention might look like. Include any labels to explain what each part might do.
What do you think people would want to know about your invention?
If you could ask Lonnie Johnson a question about his inventions, what would it be?
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4-6 Activity
MORE ABOUT LONNIE JOHNSON
(from Lonnie G. Johnson Biography.com)
Lonnie George Johnson was born on October 6, 1949, in Mobile, Alabama. His father was a World War II veteran who worked as a civilian driver at nearby Air Force bases, while his mother worked in as a laundress and as a nurse's aid. During the summers, both of Johnson's parents also picked cotton on his grandfather's farm. Out of both interest and economic necessity, Johnson's father was a skilled handyman who taught his children to build their own toys. When Johnson was still a small boy, he and his dad built a pressurized chinaberry shooter out of bamboo shoots. At the age of 13, Johnson attached a lawnmower engine to a go-kart he built from junkyard scraps and raced it along the highway until the police pulled him over. Johnson dreamed of becoming a famous inventor and, during his teenage years, began to grow more curious about the way things worked and more ambitious in his experimentation—sometimes to the detriment of his family. "Lonnie tore up his sister's baby doll to see what made the eyes close," his mother later recalled. Another time, he nearly burned the house down when he attempted to cook up rocket fuel in one of his mother's saucepans and the concoction exploded.
Lonnie and his robot Linex
Growing up in Mobile in the days of legal segregation, Johnson attended Williamson High School, an all-black facility, where, despite his precocious intelligence and creativity, he was told not to aspire beyond a career as a technician. Nevertheless, inspired by the story of famed African-American inventor George Washington Carver, Johnson persevered in his dream of becoming an inventor. Nicknamed "The Professor" by his high school buddies, Johnson represented his school at a 1968 science fair sponsored by the Junior Engineering Technical Society (JETS). The fair took place at the University of Alabama at Tuscaloosa, where, just five years earlier, Governor George Wallace had tried to prevent two black students from enrolling at the school by standing in the doorway of the auditorium. The only black student in the competition, Johnson debuted a compressed-air-powered robot, called "the Linex," that he had painstakingly built from junkyard scraps over the course of a year. Much to the chagrin of the university officials, Johnson won first prize. "The only thing anybody from the university said to us during the entire competition," Johnson later recalled, "was 'Goodbye' and 'Y'all drive safe, now.'" After graduating with Williamson's last segregated class, in 1969, Johnson attended Tuskegee University on a scholarship. He earned a bachelor's degree in mechanical engineering in 1973, and two years later he received a master's degree in nuclear engineering from the school. RIGHT IN THE TEXT QUESTIONS: 1. What are two toys Lonnie Johnson built by the age of 13? 2. What famous inventor inspired Lonnie to keep pursuing his dream of becoming an engineer and inventor? 3. What was the name of the robot Lonnie built for the 1968 science fair? What was it built from? 4. What degrees did Lonnie Johnson earn? 15
4-6 Activity
WHAT IS LONNIE DOING NOW? Propelled by the success of the Super Soaker, Lonnie G. Johnson founded Johnson Research & Development, and went on to acquire dozens of patents. Some of his inventions, including a ceramic battery and hair rollers that set without heat, achieved commercial success. Others, including a diaper that plays a nursery rhyme when soiled, failed to catch on. Another invention sought to address matters of far greater importance: With the creation of the Johnson Thermoelectric Energy Converter (JTEC), the engineer aimed to develop an advanced heat engine that could convert solar energy into electricity with twice the efficiency of existing methods. He believed a successful version of the JTEC had the potential to make solar power competitive with coal, fulfilling the dream of efficient, renewable solar energy.
Lonnie Johnson's US Patent 4,591,071 for a "Squirt Gun."
His pitches initially spurred, Johnson eventually obtained muchneeded funding from the Air Force in order to continue working on his project. In 2008, Johnson received the Breakthrough Award from Popular Mechanics for the invention of the JTEC. More recently, he has been working with the Palo Alto Research Center (PARC) in California for further development.
Since leaving the Air Force, Lonnie G. Johnson has been one of a rare breed of scientists: the independent inventor working outside the scientific establishment. Had he retired upon patenting the Super Soaker, Johnson would still go down as one of the most successful inventors and entrepreneurs of his generation. However, if he manages to perfect the JTEC, Johnson will carve out a much greater place in history as one of the seminal figures of the ongoing green technology revolution. Paul Werbos of the National Science Foundation summed up the immense importance of Johnson's work: "This is a whole new family of technology. ... It's like discovering a new continent. You don't know what's there, but you sure want to explore it to find out. ... It has a darn good chance of being the best thing on Earth." Lonnie Johnson talking about global energy and environmental challenges as part of the Office of Naval Research's 70th Anniversary Edition Distinguished Lecture Series in February 2016.
RIGHT IN THE TEXT QUESTIONS: 1. What is the Johnson Thermoelectric Energy Converter (JTEC)? What does Lonnie Johnson hope it will do? 2. What award did Johnson win for the invention of the JTEC? 3. Who eventually funded the JTEC project? 4. What does Paul Werbos of the National Science Foundation call the JTEC project? 16
K-3 Activity
4-6 Activity
HUMAN MACHINE “HUMAN MACHINE” ACTIVITY (K-3) Inventors like Lonnie Johnson use imagination when it comes to dreaming up their inventions; and inventions like the Super Soaker have a lot of moving parts. Dividing your class into groups, introduce instructions in the following way: 1. Uh, oh, friends, I have a problem. I forgot that I invited some friends over to my house for dinner tonight. I bought all the ingredients for dinner, but won’t have time to make it before they arrive. I need your help in inventing a machine that will make dinner for me before I get home. In your group, come up with a name for your invented dinner making machine. (Really this can be any problem you wish for them to solve, as long as they are working together to invent something that has a purpose… I have sometimes used friend making machine, or super awesome car that will get me to where I need to go faster.) 2. Now that we all have a name, let’s create what that machine looks like in tableau. 3. Now, each part can move 1 time, either their leg or their arm, fingers or head, but just one move. 4. Now give a sound to your movement. 5. Let’s practice and show our amazing dinner making machines to each other. “HUMAN
MACHING” (4-6) (from Viola Spolin) Inventors like Lonnie Johnson use imagination when it comes to dreaming up their inventions; and inventions like the Super Soaker have a lot of moving parts. In this popular improvisation game in theater, students will practice creativity, listening, and collaboration to create a “Human Machine” together. It is safe for a teacher to use without any prerequisite knowledge. This activity is ideal for groups of 8 - 20 performers or students. Age does not matter too much; however, younger performers really need to pay attention for the drama exercise to be effective. Directions: Invite the group to sit facing an open space or in a large open circle. Ask: What is a machine? Develop a definition together, naming different types of machines as examples. Based on their suggestions pick a machine to explore. Ask the group what simple sound and gesture–or movement–might appear in this machine. Invite a volunteer to move to the front of the space or the center of a circle and make this simple, repetitive sound and movement; this is the first piece of the machine.
Invite another person to find a way to add another sound a motion to the first person’s action. Then, either continue to call students into the machine or encourage them to enter on their own. Ideally, each student’s motions relates to what the other students are doing, as pieces of a machine do. Students can be invited to link to the machine in any area or be instructed to just build onto the last player to be added. All students return to the outside circle and the group dialogues about what worked well in the machine creation. Build another machine. If making a themed machine, it might be helpful to brainstorm actions that relate to the given theme. Continue to explore cause and effect, levels, tempo, and quality of movements throughout the activity.
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K-3 Activity
4-6 Activity
HUMAN MACHINE Reflection: How would you describe our machine? How did each player add to it? What does this machine say about our theme? What happens when one part of the machine is taken away? Possible Side-Coaching: “Keep doing your sound and motion so others can join in!” “When you see a place to add on, jump in!” "Make sure to choose a sound/motion that is repeatable for an extended period of time." "Try to find a movement that engages your whole body, not just your hands and arms." "Remember that our machine does not have to be a straight line, try to use the space 3-dimensionally." Possible Variations/Applications: Machines can be silent, or include sound. Create machines w/ themes (school, etc.) Try taking out a piece of a machine & observe the effect (a nice metaphor for interdependence). Create machines that directly relate to systems you are exploring in your curriculum In order to reduce the pressure on students to think of sounds and motions themselves, you can ask the group "What would be a good motion for ‘compression’? or ‘propulsion’? Ok great, now who would like to come over here and do that motion for ‘propulsion’?" You can also have multiple students be the same part of the cycle to include more students and reduce risk for any reluctant students. Break into smaller groups and have each group create the same type of machine (either imagined, like "The Perseverance Machine" or curriculum-based like "The Clean Energy Machine" Once groups have created their machines, have them share with the class. Note the similarities and differences. It can be fun to play around with speeding the machine up and slowing it down to get students tuning into each other's rhythm and working as a group.
GOALS OF THE ACTIVITY Machine is a game in which students connect multiple simple, repetitive body motions in a sequence to represent an idea, theme, or process. In Machine, students explore vocal and body theatre skills – like projection, articulation, level and shape in space, quality of motion, and tempo – as they consider how an individual action is part of a larger connected system.
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K-3 Activity
DISCOVER THE BASICS OF PROPULSION Whether building a water gun or a rocket, you’ll need to use the physical principle of propulsion. Propulsion is defined as “the action of driving or pushing forward” and your students can learn a little about that force by making Popsicle Stick Catapults. This is a fun hands-on STEM activity that uses basic engineering skills to build the popsicle stick catapults; you can then make predictions and test results on what material will fly the longest distance. Materials for Popsicle Stick Catapults Popsicle Sticks Rubber bands Plastic spoon Pom poms, marshmellows, and/or pencil erasers (things that will fly!) Optional: Paint (You can paint craft sticks ahead of time or you can also buy craft sticks that are already colored—or you can always just use plain craft sticks!) Directions for Making Popsicle Stick Catapults 1. Make a stack of popsicle sticks and rubber band them together on each end. 2. Take two additional popsicle sticks and stack them together. Rubberb and them together on just one end. 3. Pull the two popsicle sticks slightly apart and place the larger stack of popsicle sticks in between them. 4. Rubber band the stack of popsicle sticks to just the upper popsicle stick. 5. Rubber band a spoon to the upper popsicle stick. 6. Place a pom pom onto the spoon. 7. Hold the catapult with one hand, and use the other hand to pull the spoon down. 8. Release the spoon to launch your pom pom!
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K-3 Activity
MAKE YOUR OWN WATER GUN (from wikihow.com)
Inventions like the Super-Soaker involve many parts to make them work. As a complimentary activity to reading Whoosh!, follow these directions to make your very own water gun. This project is a good opportunity to get hands-on experience on how individual parts relate to a whole system as well as explore some of the detailed work inventions require to make them work. It also promotes inventiveness and play long after the project is finished. OPTION 1 1. Purchase a water bottle. A basic plastic bottle of water you purchase from the store works well. Any brand will do, and the size of the bottle doesn’t particularly matter. Make sure the water bottle is easy to carry and can hold enough liquid to last a water fight! Water bottles come in a variety of shapes and sizes. 2. Pierce a small hole in the bottle cap. Use a small drill or nail to create a small hole in the cap of the bottle. This is where the water will be shot from. The size of the hole will determine the size of the stream, and thus, how quickly water is expended. An awl and small hammer may also be used to easily create a hole in the bottle cap. Water bottles that have a “squeeze” top can be used as a water gun right off the bat! Just pull the top open and squeeze the bottle to launch a stream of water.
3. Squeeze the water bottle. Squeeze the body of the water bottle to produce a stream of water. This method only works using the air within the bottle and the remaining liquid. It’s fairly limited in terms of stream and volume, but can do in a pinch.
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K-3 Activity
MAKE YOUR OWN WATER GUN OPTION 2 – A Pressurized Water Gun 1. Purchase your materials. A pressurized water gun goes through water quickly, and using a large water bottle helps alleviate this issue. Choose a bottle that has a reseal able cap so that you can refill the bottle when it has run out of water. Other materials you'll need include a hand-held bike pump, a small drill or tack, and tape.Bear in mind that you’ll be carrying the bottle while you use it as a water gun. A two liter bottle full of liquid can be somewhat heavy, roughly weighing 4 pounds.
2. Pierce a hole in the bottle cap. You will be inserting a bike pump needle into the opening you make, so make sure the hole is large enough. It may be roughly the same size, or a bit smaller, to fit the needle correctly. A tight or snug fit for the needle is ideal, as this keeps the water gun from “falling apart” easily during use. Using an hand drill or awl makes creating the hole easier, but be careful not to make the hole too large. 3. Insert the bike pump. Place the needle of the bike pump into the hole you created. You may use a bit of force if the hole is slightly smaller than the needle. This will help create a snug fit. Apply some tape around the hilt of the needle, where it meets the bottle. This can help adhere the needle and pump to the bottle. Use a hand pump for making this squirt gun. Hand pumps are easier to carry around than other types of pumps, and better facilitate actual water gun play.[5] 4. Create a hole elsewhere on the bottle. This is where the water will spray from. A small hole works well, as the water will be fired through pressure created by the bike pump. Choose a spot that allows you to easily aim the bottle while pumping. Puncturing multiple holes close to one another will create a wider “spray” effect. However, this will limit the distance the water gun fires, as the pressure will be divided between both holes. A large hole will create a large stream of water, but will more quickly consume the water, and requires greater pressure to travel further.
5. Pump the bike pump. Holding the pump and bottle in position, start pumping the bike pump. As air is pumped into the bottle, pressure will build, forcing water out of the only opening available – the hole you created earlier. Make sure the bottle is able to let out enough water to handle the pressure. You may have to adjust the size of the firing hole to get a smooth stream. If the bottle feels like it is “inflating” and no water is coming out of the bottle, stop pumping and adjust the hole. You don’t want to risk any explosive events, such as the bike pump needle launching from the bottle. Fill the bottle full of ice to give your victims a chilling blast of ice cold water. 21
4-6 Activity
MAKE YOUR OWN WATER GUN (from wikihow.com)
Inventions like the Super-Soaker involve many parts to make them work. As a complimentary activity to reading Whoosh!, follow these directions to make your very own water gun. This project is a good opportunity to get hands-on experience on how individual parts relate to a whole system as well as explore some of the detailed work inventions require to make them work. It also promotes inventiveness and play long after the project is finished. Depending on the age of the student, this project may require adult supervision and/or help. Gather your materials. For this project, you only need a few items. You will need a spray bottle, an old pill bottle, glue, a sharp knife, and a pair of scissors. The spray bottle should have the plastic piping on the inside of the bottle. These are found on many household cleaners or you can buy a fresh one from the dollar store. Make the base. Take the old pill bottle and remove the label. Then, take the cap and poke a hole in its center using your sharp knife. The cap might already have an indent in the middle of the cap. If it does, just puncture the cap using this as a guide. If not, find the center of the cap and puncture it with your knife. Once the hole is made, try to stick the plastic piping from the spray bottle inside the hole. If the hole is too small, use the knife or a ballpoint pen to try to open the hole a little wider until the piping can fit through it. (Make sure you don't make the hole too big. The plastic piping should be snug against the sides of the hole in the cap.) Measure the piping. Put the cap back on the pill bottle. Remove the piping from the top of the spray bottle and stick it into the cap. There will likely be an excess of pipe above the pill cap. Using the scissors, cut off the piping about 3/4 an inch above the cap. You want to make sure that there is enough left so you can stick it back into the bottom of the spray bottle. If there is still too much, snip off the excess until the bottom of the spray nozzle fits snugly against the bottle cap and the pipe is completely inside the hole in the spray nozzle. Glue down the top. Remove the bottle cap from the bottle and set the bottle aside. Take your glue and apply it around the bottom of the spray nozzle cap where it meets the bottle cap. Fit the pieces snugly together, pressing them firmly. Allow them to dry. Once they are, fill the pill bottle with water and put the cap back on the bottle. Your water gun is complete! (If the spray nozzle keeps coming off of the cap, try a different type of glue or use a glue gun. The glue you originally used may not be strong enough to stand up to the movements of the water gun.)
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WANT TO LEARN MORE ABOUT LONNIE JOHNSON AND HIS WORK? HERE ARE SOME LINKS! The Johnson Thermoelectric Energy Converter (JTEC): http://johnsonems.com/ Revolutionary designs for energy alternatives: Lonnie Johnson at TEDxAtlanta: https://www.youtube.com/watch?v=9y39WNUdbkM Interview, “Lonnie Johnson: The father of the Super Soaker”: http://www.bbc.com/news/magazine-37062579 More about Lonnie Johnson’s life and journey as an inventor: http://content.time.com/time/magazine/article/0,9171,90514,00.html Lonnie Johnson on NBC News discussing his work and how he’s encouraging students to explore science and robotics: https://www.nbcnews.com/feature/inspiring-america/super-soaker-inventor-takes-aim-funding-highschool-robotics-teams-n767286
Whoosh! Study Guide Sources: http://www.chrisbarton.info/bio.html https://austin.scbwi.org/2016/08/26/member-interview-chris-barton/ https://dontate.com/about/ https://dontate.com/2016/05/whoosh-illustrating-inventor-lonnie-johnsons-story/ http://sambondphotography.com/ https://texasbluebonnetaward2018.wordpress.com/whoosh-lonnie-johnsons-super-soaking-stream-of-inventions/ https://www.biography.com/people/lonnie-g-johnson-17112946 https://www.merriam-webster.com/ https://cdn.shopify.com/s/files/1/0750/0101/files/whoosh-discussion-activity-guide.pdf?2854875397757877270 http://dbp.theatredance.utexas.edu/content/machines https://www.wikihow.com/Make-a-Water-Gun https://buggyandbuddy.com/stem-activity-for-kids-popsicle-stick-catapults/
Book-It Repertory Theatre would like to thank the following Arts & Education Program Supporters Norcliffe Foundation
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