Three Billy Goats Gruff STEAM Lesson Brief – FL - K-1

Three Billy Goats Gruff STEAM Lesson Brief ? FL - K-1

Students use knowledge from across the disciplines to strengthen their understanding of each subject's content and its related careers through topic or theme oriented realistic problem-based activity-rich lessons.

Theme: Rivers and Landforms

Specific Topic Concept: Bridges/ Inclined Planes/ Three Billy Goats Gruff

PROJECT IDEA + brief notes & supplies

BASIC CONCEPTS

Essential Concept: The students will listen to different versions of The Three Billy Goats Gruff (LA, FA). They will compare and contrast the stories and determine the main idea (LA). They will act out the story (LA, Music). Students will research different types of bridges (LA, S, T&E) and understand why bridges are useful (PE, S, T&E). They will analyze and compare the different designs (S, T & E, M). They will learn about different landforms (SS, T & E). Students will then use the engineering design process (ask, imagine, plan, create, improve and present) to design their own bridges (PE, S, T&E) and will test how effective inclined planes are, which are often found on bridges(S, T & E, M). They will individually create their own troll using classroom materials (FA).

Basic Plan: Students will be introduced to different versions of The Three Billy Goats Gruff. Students will use different instruments as sound effects while the story is being read. They will perform/act out the story and use musical instruments for sound effects. A discussion will follow as to why the goats want to go to the other side of the river. It should lead to the fact that the goats want to be in an area that has more food and vegetation. Introduce, research and list different types of landforms. In P.E. the children will play a game called, "Across the River." They will figure out ways to get their bodies over the "river" without falling in. The width of the river will get wider and wider as the game progresses until the children cannot successfully get to the other side. Then, the students will be

LA ? ? Concepts ?Fiction, patterning of words, vocabulary, onomatopoeia, alliteration, Venn diagram, word meaning nuance, key text details, retell stories, identify characters', setting events in a story, demystify unknown words and multiplemeaning words and phrases, identify the author and illustrator and their roles, recognize common types of texts, engage in group reading activities

? Standards ? LAFS.K.L.3.5 With guidance and support from adults, explore word relationships and nuances in word meanings. With prompting and support: LAFS.K.RL.1.1 ask and answer questions about key details in a text. LAFS.K.RL.1.2, retell familiar stories, including key details. LAFS.K.RL.1.3, identify characters', setting and major events in a story. LAFS.K.RL.2.4, ask and answer questions about unknown words in a text. LAFS.K.RL.2.6 identify the author and illustrator of a story and define the role of each in telling the story. LAFS.K.RL.2.5 Recognize common types of texts. LAFS.K.RL.4.10 Actively engage in group reading activities with purpose and

CC. 2013

STEAM Education

Lesson Brief

asked to generate ideas on how the goats can get

understanding.

from one side of a wide river to the other.

LAFS.K.L.3.4 Determine or clarify the meaning

Different types of bridges will be researched and

of unknown and multiple-meaning words and

introduced to the students. The use of inclined planes on bridges will be explored. The children

phrases based on Kindergarten reading and

will learn how inclined planes are helpful by testing

content.

how far an object travels on inclines of differing

? Careers ? Author, storyteller, play write

degrees. They will measure the distance each

? Project ? Read different versions of Three Billy

object travels to come up with a conclusion. The students will design and draw their own bridge on paper. The most popular design will be created on a 3-D printer. The children's trolls that they created, along with the 3-D bridge will be props as they retell the story using their own, creative ending. After a discussion and demonstration of

Goats Gruff. Demystify any unknown words or phrases for students as they are being read. Discuss the stories and ask questions about key events as well as author, illustrator, plot, setting and characters'. Ask questions, such as what words were used to describe the

how forces and motions affect their bridge design (the larger Billy Goat Gruff will require a sturdier bridge because he is bigger and therefore causes greater force on the bridge requiring a stronger bridge), they will use the engineering design process to create paper bridges and test their strength/effectiveness by measuring how many pennies each bridge holds.

goats? What words were used to describe the troll? Explain the concept of a fairytale and the role of an author and illustrator. Create a Venn diagram comparing and contrasting differences between fairytales (fiction) and non-fiction, then move into creating a Venn diagram comparing and

Skill level (Grade Range): K

contrasting different versions of the story. This can be connected to our probability

Timing of Lesson: 8-10 class periods 30 minutes each for each subject

lessons by introducing vocabulary: possible, impossible, likely, unlikely, more likely, certain, probably, chance, some, none, all, less more (Math). Children can vote for their

Basic Supplies:

favorite version. Discuss alternative endings

All Subjects: (if applicable) Paper, Pencils, Crayons, yardsticks, ropes, computers, I pads, 3-D printer, recording forms, Unifix cubes, blocks, Legos, Matchbox cars, Construction paper, scissors, wiggly eyes, yarn, glue, Venn diagram, cans, pennies, masks, drums, bells (various musical instruments)

that the children would use for the story. Use props (3-D bridge and the troll they each created) to retell the story with a different ending. ? Assessment ?The students can participate in the activity, and provide feedback to show

vocabulary and storyline understanding. They

can identify between a story that is fiction

and non-fiction and identify similarities and

differences between the stories based on

their components and the roles of authors

and sometimes illustrators. The children will

show they understand what describing words

The Three Billy Goats Gruff by Paul Galdone-The three goat brothers brave he terrible troll in a

(Adjectives) are by being able to come up

CC. 2013

STEAM Education

Lesson Brief

colorful version of the classic tale. This story is simple told and has the troll being pushed off the bridge, not killed.

The Three Billy Goats Gruff by Stephen CarpenterThis classic story is a favorite with toddlers, who will cheer on the three clever billy goats who outsmart a mean troll. With plenty of repetition, this adventure is perfect for reading aloud and for joining in, and a satisfying ending provides a reassuring touch.

with describing words and phrases for each of the characters in the story.

PE ? ? ?

? ?

?

Concepts ?Obstacle course Standards ? PE.K.M.1.1 Demonstrate competency in many and proficiency in a few movement forms from a variety of categories (locomotor, non-locomotor, manipulative, non-manipulative, educational gymnastics and dance, aquatics). Careers ? Professional Athlete ? Long Jumper Project ? Students will play a game using 2 "poles" (Yardsticks or rope) (the "poles" are "rivers".) Students will jump across. After each successful attempt, the "river" will become wider until students are out by "getting their feet wet." Assessment ? Can the students jump from point "A" to point "B"?

The Three Billy Goats Gruff by Mary Finch and Roberta Arenson- Illustrations are bright and cheery. The goats are yellow, pink and blue. The troll sings to the goats instead of yelling at them, "I'm a troll from a deep dark hole - my belly's getting thinner. I need to eat and goat's a treat - so I'll have you for my dinner!"

The Three Billy Goats Fluff by Rachael Mortimer and Liz Pichon- Trip-trap! Trip-trap! How is Mr. Troll supposed to sleep when the three Billy Goats Fluff keep trip-trapping over his bridge? Twice a day,

Science ? ? Concepts ?Forces and Motion ? Goal / Objectives ? Understand how forces (pushes or pulls) affect the motion of an object. ? Standards ? K-2-ETS1-1 Engineering Design (Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K-2-ETS1-2 Develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. K-PS2-2 Analyze data to determine if a design solution works as intended to

CC. 2013

STEAM Education

Lesson Brief

they loudly cross it to eat the lush green grass in the field by Mr. Troll s home. (The grass makes their fleeces extra fluffy, important for Mother Goat's knitting business.) But when Mr. Troll threatens to eat them, Mother Goat has a fluffy plan to keep everyone happy in this funny twist on a classic fairy tale.

Bridges: Amazing Structures to Build, Design & Test by Carol A, Johmann- This book describes different kinds of bridges, their history, design, construction, and effects on populations, environmental dilemmas, safety, and more.

We will use "The Earth Features" series which is a set of books we currently have in the classroom. This series supports national science standards for units on landforms of earth. The series also supports geography standards for using maps and other geographic representations. These are simple and easy to understand books that are perfect for kindergarteners. What Are Rivers? By Mari C. Schuh What Are Oceans? By Lisa Trumbauer What Are Lakes? By Mari C. Schuh What Are Mountains? By Lisa Trumbauer What Forests? By Lisa Trumbauer What Are Deserts? By Lisa Trumbauer What Are Volcanoes? By Mari C. Schuh What Are Caves? By Mari C. Schuh

Other Resources

BrainPop Jr.

bridges1.resources/materi als/kindergarten

printables.printables/detail/?id=394 13

? ?

? ? ? SS ? ? ?

? ?

change the speed or direction of an object. Careers ? Aerospace Engineer, Structural Engineer, Material Scientist Project ? Explain the importance of push or pull to changing the motion of an object. Have students stand in pairs with arms stretched out, hands touching. Students lean in towards each other applying the same amount of force with their body weight. Ask: "What would happen if one person stopped pushing while the other person kept pushing?" Students will predict what will happen and the demonstration will test their hypothesis. Assessment ? Can students predict the effect of a given force on the motion of an object? Extension: have a variety of objects that students can push, some very light, some heavier (none heavy) and have them make observations on which takes more effort (force) to move. Use various size balls or marbles to roll into other balls and marbles to see which move which

Concepts ? Rivers and Landforms Standards ? SS.K.G.1.1 Describe the relative location of people, places and things by using positional words. SS.K.G.3.1 Identify basic landforms SS.K.G.3.2 Identify basic bodies of water.

Careers ? Historian, Geologist, Geographer, Cartographer Project - Research different landforms, why some are better for growing crops and vegetation than others (Explain how the Billy Goats needed to cross the river to get to better grass.) Compare and contrast different landforms. Explain why bridges are necessary. In

CC. 2013

STEAM Education

Lesson Brief

learningcenter. > Home > Elementary Science video: Photos:



Bridge.JPG

different areas, different materials are made to make bridges. Use Brain Pop, Jr. online. socialstudies/geogr aphy/landforms This animated science movie introduces landforms, such as plains, hills, mountains, plateaus, canyons, valleys, etc. ? Assessment ? Through conversation, descriptions, using physical examples and/or story analysis, can the students explain that they understand different landforms and how they relate to vegetation and also, how and why we have different bridges connecting landforms. Do the students understand that bridges allow for travel of people and animals and plants and customs and processes affiliated with each. ? Extension: Show and discuss places where bridges have made the difference for societies getting to know each other ? where large rivers have made it so that animals and people weren't able to get across them before someone invented bridges.

Technology & Engineering ? ? Concepts ? The Design Process and 3Dimensional Shape ? ITEEA Standards ? Students will develop an understanding of the characteristics and scope of technology (The natural world and human world are different. All people use tools and techniques to help them do things).

Students will develop an understanding of the core concepts of technology ( Some systems are found in nature and some are made by humans. Systems have parts or components to work together as a system. Tools are simple objects that help humans complete tasks. Different materials are used in making things.

CC. 2013

STEAM Education

Lesson Brief

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