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DOUBLE TAB TO ZOOM ON PHONE OR TABLET Prepare some small bins or trays for placing the smaller parts, hardware, and other components that you remove from the machine. The bins and trays can be used to pass the parts around the table so the children can look at them closely. Before taking the machine apart, ask the children to make some guesses or pre- dictions about what they will find inside. Then take off the cover of the device and look inside. Ask children what they see. If possible, document the process, along with their observations, using audio or video recordings and photos. If possible, give children active roles in the take-apart process. They may be able to help you turn the screwdriver to loosen a screw or help gather bolts into a box. Be sure to pass around the parts for children to look at closely. You may also want to provide magnifying glasses or flashlights to help children with their observations. During and after the take-apart activity, ask open-ended questions such as these: ▸ What’s inside a machine? ▸ What are the parts of a machine? ▸ How do we take things apart? Afterward, look for opportunities for children to incorporate tools and hard- ware into their play. Many toy stores and school supply companies sell plastic or wooden nuts-and-bolts sets as well as tool sets. Activity 1.8 Clay Robots In this activity, children build their own robots out of clay or dough and use real metal parts to add features to their robots. Making clay robots is a safe way for chil- dren to enjoy a sensory experience with authentic hardware components. This activity will challenge children to further explore the essential question “What is a robot?” Building robots out of clay and hardware also explores questions such as “What is the structure (shape and form) of a robot?” and “What are the parts of a robot?” 32 CHAPTER 1 COPYRIGHTED MATERIAL