Toy Lab | Iconic Games Year 5

Year 4 learners creating and comparing toy advertising language in a colourful Toy Lab.

ENGLISH

Toy Hype Lab: Persuasive Power Words

01 · Toy Hype Station

Before the Toy Lab can launch a prototype, we need to know how persuasive language works — and how to keep it truthful.

WHAT AM I LEARNING?

I can choose precise words and explain how shades of meaning change a message.

YOUR MISSION

Which phrase is the strongest unsupported hype claim?

TEACH · LEARN THE IDEA

Writers choose words for precision. Near-synonyms are not always interchangeable: each can suggest a different strength, attitude or level of certainty.

STEP 1Read each line and ask: could I prove this is true? If yes, it may be a fact.
STEP 2If the line gives a judgement such as awesome, exciting or brilliant, it is probably a persuasive opinion.
STEP 3If the line tells the reader to choose, try, discover or collect something, it is a call to action.
STEP 4Improve the plain description with persuasive vocabulary, then check that any factual claim is still something that could be verified.

PLAY · SORT THE HYPE

Fact, persuasive opinion, or call to action?

Tap a statement, then send it to the category that fits. Use the teaching rule above if you are unsure.

Choose a statement to begin. Explain the difference in your own words Tell how a fact, persuasive opinion and call to action do different jobs in an advert.

YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

CHECK THE CORE IDEA

Which phrase is the strongest unsupported hype claim?

APPLY ITReplace one vague word with a more precise word that suits this week’s topic. Explain why your choice is more exact. USE ITWrite a sentence that shows the shade of meaning of your precise word. TRANSFER ITChoose a different example connected to this week. Explain how the same word skill helps you understand, spell or communicate the idea more precisely.

Complete this final Year 5 application when you are ready.

Year 4 learners investigating toy adverts, audiences and persuasive clues in the Toy Lab.

ENGLISH

Audience & Persuasion in Adverts

02 · Ad Detective Desk

Toy adverts are designed for a particular audience. Read like an advert detective: work out who the message is for, what it wants them to do and which clues prove your answer.

WHAT AM I LEARNING?

I can identify viewpoint, author purpose and how language positions a reader.

YOUR MISSION

Which statement needs the most evidence?

TEACH · LEARN THE IDEA

Authors select details and language for a purpose. Ask whose viewpoint is centred, what the writer wants the reader to think or do, and what may be missing.

STEP 1Read once to understand the toy and its main features.
STEP 2Work out the likely audience and find a specific clue that supports your idea.
STEP 3Identify the advert’s purpose and the action it wants the reader to take.
STEP 4Find persuasive language, a call to action and one fact that could be checked.
STEP 5Use evidence from the advert when you explain your thinking.

AD DETECTIVE

Crack the Squish Crew advert

Find four different clues. Each clue tells you something about the audience, the facts, the persuasive language or the action the advert wants you to take.

NEW PROTOTYPE DROP

MEET THE SQUISH CREW

Choose a Squish Crew creature for your backpack, desk or collection.

Each one is and comes in one of six colourful designs.

The soft, slow-rise foam makes every character .

CLUES FOUND

0 / 4 clue types found

○ Audience clue ○ Checkable fact ○ Persuasive language ○ Call to action

Tap highlighted parts of the advert.

READ THE WHOLE ADVERT

An advert calls a toy ‘the ultimate challenge’ and shows children cheering. It lists two real features: adjustable difficulty and rechargeable power. It does not compare the toy with other products or explain how ‘ultimate’ was measured.

Evidence that shows the target audience What that evidence tells me about the advert

YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

READ FOR EVIDENCE

An advert calls a toy ‘the ultimate challenge’ and shows children cheering. It lists two real features: adjustable difficulty and rechargeable power. It does not compare the toy with other products or explain how ‘ultimate’ was measured.

Fluency check: read the source aloud once at a natural pace, pausing where the punctuation tells you to.

CHECK THE CORE IDEA

Which statement needs the most evidence?

EVIDENCEIdentify one word, phrase, or selected detail that helps reveal the writer’s purpose or viewpoint. THINK DEEPERExplain what another viewpoint or missing information could add to the reader’s understanding. SYNTHESISEState the most important idea in your own words, then use a second detail from the source to strengthen your explanation.

Complete this final Year 5 application when you are ready.

Year 4 learners designing plush toys, robots, vehicles and squishies in a bright prototype studio.

ENGLISH

Create a Persuasive Toy Advert

03 · Launch Studio

YOUR DESIGN JOB: Build a custom toy first, then create the words for its launch advert.

WHAT AM I LEARNING?

I can persuade a specific audience using reasons, evidence and deliberate language.

YOUR MISSION

Write a toy advert for a specific audience. Include two accurate features, one persuasive reason and a clear call to action without making an unsupported claim.

TEACH · LEARN THE IDEA

Effective persuasion states a clear position, supports it with reasons or evidence, acknowledges the audience and ends with a purposeful call to action.

STEP 1Choose a toy family, exact toy, colour and optional decorations, then name your prototype.
STEP 2Choose the audience you want to reach and decide on at least one checkable fact or feature.
STEP 3Create a headline and a strong reason the audience might like the toy.
STEP 4Add at least three persuasive words or phrases and finish with a clear call to action.
STEP 5Read the advert as your audience: is it clear, convincing and truthful?

CREATE · DESIGN · PERSUADE

Design Your Own Toy

Build the prototype first. Then use your design choices to create a persuasive launch advert. Your finished toy is saved as the target prize for Toy Grabber.

Four Toy Lab categories: figure, robot, vehicle and squishy

FOUR TOY FAMILIESPick one family, then choose the exact toy you want to customise.

1 · Choose a toy family

2 · Pick the exact toy

Choose a toy family first.

3 · Choose a main colour

The colour tint changes your prototype while keeping its original details visible.

4 · Add decorations Choose up to three

5 · Who is your toy for?

6 · Give your toy a name One truthful feature 7 · Headline + strongest reason

Pick persuasive power words Choose up to three

8 · Finish with a call to action

Design the toy first. Then finish the launch message and send your plan to the writing boxes.

NEED TO GET YOUR IDEAS READY?

Choose any way that helps. These are optional — you can always do the whole mission on screen.

ON SCREEN — use the planning boxes below.PEN & PAPER — if you want to, draw or jot your ideas first.SAY IT OUT LOUD — explain your idea to yourself before writing.TALK IT THROUGH — if someone is available, you can talk with a friend, sibling, whānau member or adult.

PRACTISE · Plan it one step at a time

STEP 1My toy + target audienceSTEP 2Facts or features I can truthfully useSTEP 3Headline + strongest reasonSTEP 4My call to action

CREATE · PUT IT TOGETHERPut the launch advert togetherUse the ideas from your plan, paper, or what you said out loud. You can change them as you write.

SELF-CHECK · Check your work

I made the target audience clear.I used a strong headline and at least one truthful fact or feature.I used at least three persuasive words or phrases.I included a clear call to action.I checked that I did not present an opinion as a fact.

This checklist helps you check your work. You do not have to tick every box to submit — the mission check looks at the work you created.

YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

YOU TRY

Write a toy advert for a specific audience. Include two accurate features, one persuasive reason and a clear call to action without making an unsupported claim.

Minimum guide: 100 words. Quality matters: make the reasoning, evidence or design decision clear.

□ answers the exact task□ uses specific detail□ ideas are connected□ reread and improved

Complete this final Year 5 application when you are ready.

A colourful Toy Lab production line filled with repeated toy groups and growing patterns.

MATHS

Toy Factory Pattern Lab

04 · Prototype Factory

The Toy Factory runs on patterns. Your job is to find the rule before you predict what comes next.

WHAT AM I LEARNING?

I can describe and extend number patterns and explain the rule.

YOUR MISSION

1) Pattern 6, 10, 14, 18: next term 2) A display starts with 6 toys and adds 4 toys each time. How many toys are in display 5?

TEACH · LEARN THE IDEA

Look at how one term changes to the next. A rule should work for every term, not just the first example.

STEP 1Compare neighbouring terms and ask what changed.
STEP 2State the rule in words, such as add 5 or double.
STEP 3Use the rule to find the next term, then test it against the earlier terms.
STEP 4For a missing-number equation, use the related division or multiplication fact to find and check the unknown.

PLAY · PROTOTYPE FACTORY

Run the pattern conveyor

Complete three practice production lines. First predict the next amount, then identify the rule that makes the pattern work.

LINE 1

Mini Bots

4toys8toys12toys16toys?next

What comes next?

What is the rule?

Choose an answer and a rule.

LINE 2

Squish Pods

2toys4toys8toys16toys?next

What comes next?

What is the rule?

Choose an answer and a rule.

LINE 3

Vehicle Kits

6toys12toys18toys24toys?next

What comes next?

What is the rule?

Choose an answer and a rule.

PRODUCTION LINES FIXED0 / 3

PRACTISE & SOLVE · One question at a time

Read → choose a strategy → work it out → check your answer. Correct answers stay correct if another question needs another go.

QUESTION 1Pattern 6, 10, 14, 18: next termQUESTION 2A display starts with 6 toys and adds 4 toys each time. How many toys are in display 5?

YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

CORE YEAR 5 QUESTIONS

QUESTION 1Pattern 6, 10, 14, 18: next termQUESTION 2A display starts with 6 toys and adds 4 toys each time. How many toys are in display 5? CHALLENGE 111, 17, 23, 29, … What is the next term?CHALLENGE 2A pattern starts at 5 and adds 6 each time. What is the 6th term?CHALLENGE 384, 77, 70, 63, … What is the next term?CHALLENGE 4A pattern starts at 12 and adds 9 each time. What is the 5th term?

SHOW THE REASONINGChoose one problem above. Explain how you solved it or how you checked that your answer was reasonable.

Complete this final Year 5 application when you are ready.

Year 4 learners arranging toy prototypes into growing display patterns.

MATHS

Build a Growing Toy Display

05 · Display Lab

Now use the pattern rule like a Toy Lab display designer. The display must grow in a way that another person can predict.

WHAT AM I LEARNING?

I can design, test and improve an idea against criteria.

YOUR MISSION

Describe a growing toy display rule, test it for two positions and explain one improvement that makes the pattern easier to understand.

TEACH · LEARN THE IDEA

Design is iterative. Create a first solution, test it against clear criteria, identify a weakness and make an improvement.

STEP 1Write the first three stage totals: 3, 6, 9.
STEP 2Find the change from one stage to the next and state the rule.
STEP 3Use the rule to build or draw Stage 4 and Stage 5.
STEP 4Keep applying the same rule to predict Stage 10, then explain your thinking clearly.

BUILD · TEST · PREDICT

Growing Toy Display Challenge

The launch display grows by 3 prototypes every stage. Build the target amount instead of only typing an answer.

CURRENT TARGET

Stage 4

How many prototypes should be on display?

PROTOTYPES0

Build Stage 4. Start from zero and add groups of 3.

Stage 4Stage 5Stage 10

Explain your finished growing pattern Include Stage 4, Stage 5, the rule, and your Stage 10 prediction.

YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

YOU TRY

Describe a growing toy display rule, test it for two positions and explain one improvement that makes the pattern easier to understand.

Minimum guide: 70 words. Quality matters: make the reasoning, evidence or design decision clear.

□ answers the exact task□ uses specific detail□ ideas are connected□ reread and improved

Complete this final Year 5 application when you are ready.

Year 4 learners playing a bright claw machine filled with Toy Lab prizes.

Toy Grabber

06 · Toy Arcade

GAME BREAK

Your custom toy is now hidden inside Toy Grabber. Find the matching prize, move the claw left or right until it is lined up, then drop the claw. Win your target toy to complete the Game Break.

ICONIC ARCADE · TERM 2 · WEEK 5

Toy Grabber

Play first · themed challenge · touch friendly

TOY GRABBERUse the joystick to line up the claw, then press the glowing button.

DROPS LEFT3

PRIZEFIND IT

HOW TO PLAYChoose a toy, line up the claw, then grab it!

📱

PHONE / TABLET

Tap the left or right side of the joystick to move. Press the yellow button to drop the claw.

🖱️

COMPUTER

Click the left or right side of the joystick, then click the yellow button to drop.

⌨️

KEYBOARD

Use ← and → to move. Press Space or Enter to drop the claw.

3 drops each round. Pick any prize from the list. Use PLAY AGAIN or RESET GAME whenever you want another go.

YOUR TARGET PRIZE Your Toy Lab Prize Choose any toy from the prize list.

PRIZE CHUTE

Choose a prize, move the claw with the joystick, then press the yellow button.

Choose a challenge to begin.

YEAR 5 DEEP DIVE · REQUIRED Finish the game, then prove the learning in the final rounds.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

YEAR 5 GAME CHECK

Finish the game first, then use the learning from this week to clear these three final rounds.

6,10,14,18 next?

Unsupported hype?

Start at 6, add 4 each display. Display 5?

Complete this final Year 5 application when you are ready.

Year 4 learners reflecting on their Toy Lab designs, adverts and pattern learning.

Week 5 Check In

07 · Lab Debrief

Think back over the Toy Lab missions and notice what you can now explain for yourself.

WHAT AM I LEARNING?

Reflect on independence, challenge level and the next useful Year 5 practice step.

YOUR MISSION

How did you separate persuasive language from evidence?

TEACH · LEARN THE IDEA

Reflection helps you recognise what you understand, where you used help and what would be useful to practise again.

STEP 1Choose how the week felt.
STEP 2Name one idea you can explain now, such as audience, persuasive language or a growing-pattern rule.

How did this week feel?

There are no right or wrong answers. Choose what feels true for you.

One thing I understand better now is…