Hi! I’m Mimi.
This is Lulu.
We look alike because we’re twins.
This is our big brother, George.
George is in fourth grade.
George used to play with us.
But now he says, “Why would I want to play with baby toys?”
We like playing with George, but we understand.
He’s very grown up.
He has important things to do.
One morning, when Lulu and I woke up, we had a surprise.
Our nice, clean room was a mess!
There were marbles rolling all over the floor.
At breakfast, George noticed that Lulu and I were unhappy.
“What’s wrong?” he asked.
“Someone messed up our room while we were sleeping,” I said.
“And we had to clean up the mess,” Lulu added.
George nodded.
“It’s probably the monster in the hall closet,” he said.
Lulu was scared.
“Is there really a monster?” she asked.
“Sure,” said George. “It sneaks in at night to play. That’s what monsters do.”
After breakfast, Lulu and I went back to our room.
We needed to make a plan.
Stop & Talk
“I don’t like monsters,” Lulu said.
“There is no monster,” I said. “George is just trying to fool us.”
“I think it’s Cosmo,” I told her. “Cats like to play at night.”
“Maybe,” said Lulu. “But it could be a monster.”
“All right,” I replied. “Let’s build a monster trap. We’ll catch whatever’s making the mess.”
“Yes!” said Lulu. “But how?”
“We can use a mousetrap,” I said. “We’ll catch it by its toe!”
Lulu frowned. “I don’t want to hurt the monster. Let’s think of something else.”
We needed a trap big enough to catch the monster, and strong enough to hold it.
Could we catch the monster in a box?
Could we trick it into falling in a hole?
Could we scoop it into a net?
We drew pictures of many different traps.
Stop & Talk
We looked all over the house to find stuff to build a monster trap.
Here are some things we decided to use.
“The laundry basket is big enough to catch the monster,” I said.
“The ruler can hold the basket up,” Lulu added.
“The monster likes marbles,” I said.
“Yes!” said Lulu. “If we put marbles under the basket, the monster will go there to get them.”
“But what will make the basket fall?” Lulu asked.
“We will!” I told her.
I tied the string to the ruler.
“We’ll stay awake,” I said. “When we see the monster, we’ll pull the string. The basket will fall and we’ll catch that mess-maker!”
When we were done, here’s what our monster trap looked like.
That night, we got into bed and held on to the string.
We waited for the monster to sneak in.
But then we fell asleep.
Get Up & Move!
When we woke up, the laundry basket had fallen down.
It was empty.
“Oh, no.” Lulu said. “That sneaky monster got past us.”
“It was a good plan,” I said. “If only we could stay awake.”
“I have an idea,” said Lulu. “We’ll get the monster to wake us up!”
Lulu ran out, then came back with a handful of round, jingly Christmas bells.
She mixed them in with the marbles.
Stop & Talk
That night, we set our trap again.
We got into bed holding on to the string.
We fell asleep.
Suddenly, in the dark of night… DING! DING! DING! DING! DING!
The bells were ringing.
Someone was in our room!
I snapped on the light.
There was George, holding a handful of marbles…and bells!
“It wasn’t a monster,” Lulu cried. “It was you!”
George hung his head.
“There’s no monster in the closet,” he said.
“You said our toys were for babies,” I said.
“I guess I was wrong,” George replied. “I still like to play with them sometimes.”
Now George and Lulu and I all play together.
And we’re very glad to know there’s no monster in the closet.
THE END
An inventor is someone who comes up with ways to solve problems or make tasks easier. Check out the mini-lesson "How do you become a great inventor?" to learn more about inventions and inventors.
A woman named Josephine Cochran invented the dishwasher so that people could clean their dishes more easily. Discuss: Do you have a chore that a machine could help you do?
Choose a chore you want a machine to help you with. Then act it out — pretend to do the chore.
Think about how a machine could help with your chore. Draw a picture of your machine.
When your picture is done, find a partner. Tell your partner what your invention does and how it works.
Blank Paper (8.5 x 11")
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1 sheet per student |
Crayons
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1 crayon per student |
As an optional activity, we suggest you have your students explore what it takes to be an inventor. Have them watch the mini-lesson "How do you become a great inventor?" to start them thinking about the inventions all around us.
Then each student will think about and act out a chore they do. You may have to remind them of possible chores, such as making their bed, feeding the cat, walking the dog, setting the table, or picking up their toys. After acting out a chore, students will think up a machine that could help with this chore and draw their machine. Finally, students will share their drawing with a partner and explain how their machine works.
Student slideshow: English | Spanish
Teacher printout: English & Spanish
Find the Inventions All Around Us: Ask your students to walk around the classroom and look for inventions. Talk about the inventions they find. Inventions in your classroom may include paper and pencils; tape, pushpins, and crayons; staplers and hole punches; electric lights and the switches that turn them on and off, and so on.
Make an invention box for your classroom. This article from Modern Parents/Messy Kids provides ideas for what to put in the box and some prompts for tasks that the inventions could accomplish.
Invent a Backscratcher: For a hands-on activity, check out this Teach Engineering activity, in which students use simple materials to invent a backscratcher.
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