STEAM Education



172720-45135200Title: Three Billy Goats Gruff STEAM Lesson BriefEducators on the team: Sauter, Sweet, VandeBogart, DeAngelisDates: August 16, 17, 2014 Town/State: Naples, FLStudents 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 LandformsSpecific Topic Concept: Bridges/ Inclined Planes/ Three Billy Goats GruffPROJECT IDEA + brief notes & suppliesBASIC CONCEPTS 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 asked to generate ideas on how the goats can get from one side of a wide river to the other. Different types of bridges will be researched and introduced to the students. The use of inclined planes on bridges will be explored. The children will learn how inclined planes are helpful by testing how far an object travels on inclines of differing degrees. They will measure the distance each 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 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. Skill level (Grade Range): KTiming of Lesson: 8-10 class periods30 minutes each for each subjectBasic Supplies: 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)1270381000The Three Billy Goats Gruff by Paul Galdone-The three goat brothers brave he terrible troll in a colorful version of the classic tale. This story is simple told and has the troll being pushed off the bridge, not killed.014922500The Three Billy Goats Gruff by Stephen Carpenter-This 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.127024892000The 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!"679458890000The 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, 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. SchuhWhat Are Oceans? By Lisa TrumbauerWhat Are Lakes? By Mari C. SchuhWhat Are Mountains? By Lisa TrumbauerWhat Forests? By Lisa TrumbauerWhat Are Deserts? By Lisa TrumbauerWhat Are Volcanoes? By Mari C. SchuhWhat Are Caves? By Mari C. Schuh Other ResourcesBrainPop Jr.bridges1.resources/materials/kindergartenprintables.printables/detail/?id=39413learningcenter. ? Home ? Elementary Sciencevideo: : – Concepts –Fiction, patterning of words, vocabulary, onomatopoeia, alliteration, Venn diagramStandards – LAFS.K.L.3.5 With guidance and support from adults, explore word relationships and nuances in word meanings. LAFS.K.RL.1.1 With prompting and support, ask and answer questions about key details in a text. LAFS.K.RL.1.2 With prompting and support, retell familiar stories, including key details.LAFS.K.RL.1.3 With prompting and support, identify characters’, setting and major events in a story. LAFS.K.RL.2.4 With prompting and support, ask and answer questions about unknown words in a text.LAFS.K.RL.2.5 Recognize common types of texts. LAFS.K.RL.2.6 With prompting and support, identify the author and illustrator of a story and define the role of each in telling the story. LAFS.K.RL.4.10 Actively engage in group reading activities with purpose and understanding.LAFS.K.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Kindergarten reading and content.Careers – Author, Illustrator, storytellerProject – Read different versions of Three Billy Goats Gruff. 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 goats? What words were used to describe the troll? Explain the concept of a fairytale. Create a Venn diagram comparing and contrasting differences between fairytales (fiction) and non-fiction. This can be connected to our probability lessons by introducing vocabulary: possible, impossible, likely, unlikely, more likely, certain, probably, chance, some, none, all, less more (Math). Children can vote for their favorite version. Discuss alternative endings 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 – Can the students identify between a story that is fiction and non-fiction and identify similarities and differences between the stories. The children will understand what describing words (Adjectives) are and will be able to come up with describing words for each of the characters in the story.PE –Concepts –Obstacle courseStandards – 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 AthleteProject – 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”?Science – Concepts –Forces and MotionGoal / 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 change the speed or direction of an object.Careers – Aerospace Engineer, Structural Engineer, Material ScientistProject – 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?SS – Concepts – Rivers and LandformsStandards – 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, GeologistProject - 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 different areas, different materials are made to make bridges. Use Brain Pop, Jr. online. socialstudies/geography/landforms This animated science movie introduces landforms, such as plains, hills, mountains, plateaus, canyons, valleys, etc.Assessment – Do the students understand different landforms and how it relates to vegetation. Do students understand how and why we have different bridges connecting landforms. Technology & Engineering – Concepts – The Design Process and 3-Dimensional ShapeITEA 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. People plan in order to get things done).Students will develop an understanding of the relationship among technologies and the connections between technology and other fields of study (The study of technology uses many of the same ideas and skills as other subjects).Students will develop an understanding of the attributes of design (Everyone can design solutions to problems. Design is a creative process).Students will develop an understanding of Engineering Design.Students will develop abilities to apply the Design Process. Careers – Design Engineer, Architectural Engineer, Industrial EngineerProject - Students will learn about The Design Process (Ask, Imagine, Plan, Create, Improve, and Present.) Students will research different types of bridges. They will sketch a bridge which will be printed on a 3-D printer to display in the classroom. Then students will design a paper bridge between two cans and test its strength by how many pennies the bridge can hold. The two cans will be stationary, so they cannot move. Using one piece of paper, students will fold, etc. the paper and put it across the 2 cans and then put pennies on the paper to see how many pennies the paper can hold. They will try and improve their design. They will record their results and present their findings to the class.Assessment – Did the student produce a viable design for a bridge, then make, test, redesign and show they can improve their bridge design elements in other students’ projects?Math – Concepts –MeasurementStandards – MAFS..1.2 Count forward beginning at a given number within the known sequence. MAFSS..1.3 Read and write numerals from 0-20 MAFS..3.6 Identify whether the number of objects in one group is greater than, less than or equal to objects in another group. MAFS.K.MD.1.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of/less of” the attribute, and describe the differences.MAFS.K.MD.1.a Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; Understand that the length measurement of an object is the number of same size length units that span it with no gaps or spaces.MAFS.K.G.1.3 Identify shapes as either two dimensional or three dimensional shapes.Careers – Surveyor, EngineersProject – Students will design and create an incline plane using classroom materials. They will test the efficiency of their model by using a Matchbox car. They will discover that by using an inclined plane, their car can travel faster and further with little to no effort. They will measure how far it traveled using Unifix cubes. They will improve their design and record their results.Assessment – Can students measure distance.Music – Concepts –RhythmStandards – MU.K.C.1.1 Respond to music from various sound sources to show awareness of steady beat.MU.K.0.1.1 Respond to beat rhythm and melodic line through imitation. Careers – Orchestra Conductor, Musical ComposerProject – Students will perform Three Billy Goats Gruff to music. Students will use different instruments (i.e. drum, bells, tambourine, etc.) as sound effects during the story. Other students will sing-song the repetitive parts of the story (i.e. the goats crossing the bridge.) Assessment – Can students identify the sounds of different simple instruments?Art – Concepts – Interpretational ArtStandards – VA.A.1.1 The student understands and applies media, techniques and processes.VA.B.1.1 The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of Visual Arts.Careers – Artist, IllustratorProject – Students will use words to describe a troll (i.e. big, hairy, fat, etc.) They will then create their own troll using classroom materials.(Drama) Student will perform/ act out the story of Three Billy Goats Gruff.Assessment – Can the student create the troll based on their verbal description? Do the students understand the storyline in order to act out and preform. ................
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