Author:
Carrie Robledo
Subject:
Applied Science, Reading Literature
Material Type:
Activity/Lab
Level:
Lower Primary
Tags:
  • ELA
  • Kindergarten
  • NC Engineers
  • Science
  • Stem
  • k5engineers
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Education Standards

    3 Little Pigs Design Reimagined

    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 / ScenarioThe 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 SummaryStudents 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 Time3 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.  
    GradeKindergarten
    Subject(s)Literacy and Science
    Educational StandardsRL.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.
    • NC.K.P.2.1 Classify objects by observable physical properties (including size, color, shape, texture, weight and flexibility).
    Classifying ObjectiveCognitive 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
    AskTeacher 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.
    ImagineTeacher 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.)
    PlanUsing 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.)
    CreateStudents 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.)
    ImproveStudents 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 ReflectionsStudents 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 / ExtensionsThe project can be modified for group collaboration or with student partnerships.