- Author:
- Carrie Robledo
- Subject:
- Applied Science, Reading Literature
- Material Type:
- Activity/Lab
- Level:
- Lower Primary
- Tags:
- License:
- Creative Commons Attribution Non-Commercial Share Alike
- Language:
- English
Education Standards
3 Little Pigs Design Reimagined
Overview
Students will listen to a close reading of The 3 Little Pigs over the course of 3 days. (Many versions are accessible via NC Kids Digital Library. Teacher discretion as to the story version. Personal copy or online versions can be used.) After each read aloud, students will have the opportunity to engage in The Engineering Design Process to create a new dwelling using materials of varying physical properties. Students will write to tell about their new dwelling design using sentence frames and an anchor chart for support. Finally, students will present their new dwellings and read their informational writing to reflect their knowledge of physical properties. Student informational writing should reflect physical properties such as size, color, shape, texture, weight and flexibility per the NC Kindergarten Science Standards. |
Instructor Directions
3 Little Pigs Design Reimagined
Submitted by Angela Emery
Charlotte-Mecklenburg Schools
Driving Question / Scenario | The 3 Little Pigs no longer worry about the big, bad wolf. They each need a home of their own and they are free to build a home of their choice using various materials with different physical properties. Can you reimagine a new dwelling for one of the pigs? |
Project Summary | Students will listen to a close reading of The 3 Little Pigs over the course of 3 days. (Many versions are accessible via NC Kids Digital Library. Teacher discretion as to the story version. Personal copy or online versions can be used.) After each read aloud, students will have the opportunity to engage in The Engineering Design Process to create a new dwelling using materials of varying physical properties. Students will write to tell about their new dwelling design using sentence frames and an anchor chart for support. Finally, students will present their new dwellings and read their informational writing to reflect their knowledge of physical properties. Student informational writing should reflect physical properties such as size, color, shape, texture, weight and flexibility per the NC Kindergarten Science Standards. |
Estimated Time | 3 hours over the course of 3 days as follows:Day 1: Teacher will spend 15 minutes on read aloud while asking and answering questions with key details from text. Examples, “Who are the main characters? What is the setting? What are the main events in the story from the beginning, middle and end (RETELL). How do the characters’ feelings change from the beginning to the end of the story? How would you compare and contrast the houses of the 3 little pigs? Teacher will spend 15 minutes presenting physical properties anchor chart, describing each category with given examples. Teacher will show materials of varying physical properties students may choose to use to create their dwelling and encourage exploration before creating and improving.Students will spend 30 minutes exploring the various items for dwelling construction and completing the Ask, Imagine and Plan components within their Engineering Design Process Journals.Day 2: Teacher will spend 15 minutes on read aloud with asking and answering questions with key details from text. Examples, “Who are the main characters? What is the setting? What are the main events in the story from the beginning, middle and end (RETELL). How do the characters’ feelings change from the beginning to the end of the story? How would you compare and contrast the houses of the 3 little pigs? Teacher will spend 15 minutes reviewing the Physical Properties anchor chart and share the Sentence Starters anchor chart. Teacher will model completing a sentence starter.Students will spend 30 minutes creating and writing to describe their design as well as reflecting on how to improve their design. Students will use the Engineering Design Process Journal to record their thinking. The Physical Properties anchor chart and Sentence Starters anchor chart should be displayed for student reference during writing.Day 3: 15 minutes on read aloud with asking and answering questions with key details from text. Examples, “Who are the main characters? What is the setting? What are the main events in the story from the beginning, middle and end (RETELL). How do the characters’ feelings change from the beginning to the end of the story? How would you compare and contrast the houses of the 3 little pigs? Teacher will spend 15 minutes reviewing the Physical Properties anchor chart and share the Sentence Starters anchor chart. Teacher will model completing a sentence starter.Students will spend 30 minutes completing design details, journal editing/revising and finally sharing their completed design. |
Materials / Resources | -Teacher personal copy of 3 Little Pigs or online version(s) via NC Kids Digital Library. -Student copy of The Engineering Design Process Journal-Physical Properties Anchor Chart-Sentence Starters Anchor Chart-Objects with varying physical properties such as, but not limited to, cotton balls, cardboard, modeling clay or playdough, wiki-stix, sandpaper, legos, snap cubes, wood blocks and paper bags to name a few. |
Grade | Kindergarten |
Subject(s) | Literacy and Science |
Educational Standards | RL.K.1 With prompting and support, ask and answer questions about key details in a text.RL.K.2 With prompting and support, retell familiar stories, including key details.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.RL.K.4 With prompting and support, ask and answer questions about words in a text that suggest feelings or appeal to the senses.RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.SL.K.4 Speak audibly and express thoughts, feelings, and ideas clearly.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.NC.K.P.2 Understand how objects are described based on their physical properties and how they are used.
|
Classifying Objective | Cognitive DomainUsing Bloom’s Taxonomy, students will CREATE by designing and building a new dwelling for one of the 3 little pigs. Students will also ANALYZE by writing to classify the physical properties of the newly designed dwelling. During the improve phase of the engineering design process, students will EVALUATE by deciding how to improve their design and explaining how they might make changes. |
Project Outline | |
Ask | Teacher will ask the following question after the read aloud to introduce The Engineering Design Process Project: Can you reimagine a new home design for the 3 little pigs? Students will record the question in the EDP journal. |
Imagine | Teacher will refer students to The Engineering Design Process journal to complete the imagine component of the process.Students will brainstorm and make a list of ideas after exploring the various available materials of varying physical properties. Students will choose one idea to pursue. (See detailed directions in previous Estimated Time Component above-Day 1.) |
Plan | Using the EDP journal, students will draw a picture of a new dwelling/home and use physical property words to label their design. (See detailed directions in previous Estimated Time Component above-Day 1.) |
Create | Students will use physical items to design a new home for the pigs.Students will utilize the The Engineering Design Process Journal as they write to describe their design. Students should refer to the Physical Properties anchor chart as a vocabulary resource and the Sentence Starters anchor chart for support in writing sentences.(See detailed directions in previous Estimated Time Component above-Day 2 and 3.) |
Improve | Students will reflect on their design and complete the sentence frame to discuss what might work better or how to improve their design.(See detailed directions in previous Estimated Time Component above-Day 2 and 3.) |
Closure / Student Reflections | Students will share their creations and read their sentence frames to practice speaking skills. (See detailed directions in previous Estimated Time Component above-Day 3.) |
Possible Modifications / Extensions | The project can be modified for group collaboration or with student partnerships. |