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The Arizona STEM Acceleration Project

The Most Magnificent Thing

by Ashley Spires

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STEM Challenge

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The Most Magnificent Thing

by Ashley Spires

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STEM Challenge

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A Kindergarten Lesson

Luz-Maria Van Daam

February 2024

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Notes for Teachers

  • This lesson takes place in a 45 minute classroom session.
  • Read-Aloud the story
  • Present to students the challenge.
  • Hand out the planning sheet.
  • The lesson may be extended over several days to provide time for problem solving.
  • Students work independently to create their own design.
  • Teacher will facilitate lesson by assisting students as needed.

List of Materials

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    • The Most Magnificent Thing by Ashley Spires
    • Art & Crafts Materials
      • Construction Paper
      • Pipe Cleaners
      • 15 index cards (each student)
      • 10 pieces of Tape plus an extra 5 pieces (solve a math problem)
      • Toilet paper roll
      • Scissors
      • Pencils
      • Recycled Materials

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Standards

AZ Science Standards-Kindergarten

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P3: Changing the movement of an object requires a net force to be acting on it.

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U2: The knowledge produced by science is used in engineering and technologies to solve problems and/or create products.

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Science and Engineering Practices 

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  • ask questions and define problems
  • develop and use models
  • plan and carry out investigations
  • analyze and interpret data
  • use mathematical and computational thinking
  • construct explanations and design solutions
  • engage in argument from evidence
  • obtain, evaluate and communicate information

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AZ ELA Standards – KINDERGARTEN

Reading Standards for Literature Key Ideas and Details

K.W.1.With guidance and support from adults, use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .)..

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AZ Math Standards – KINDERGARTEN

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K.CC.B. Count to tell the number of objects.

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K.CC.B.5. Count to answer questions about “How many?” when 20 or fewer objects are arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 to 20, count out that many objects.

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Objective(s):

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ELA: Comprehension Question-Students will listen to the story, The Most Magnificent Thing by Ashley Spires, and be able to describe the process of creating their design.

Pre-writing-brainstorming concept map: Students will use the engineering design process to plan out their invention of their Most Magnificent Thing.

Math Challenge: Students will design their own creation applying math to measure and count the quantities or items they will be needing for their invention.

Extra Challenge: Students must include in their invention at least 2 pipe cleaners, 4 buttons or any of the items as pre-determined by the teacher.

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Agenda (lesson 45 minutes)

What is an engineer?

What is the engineering process?

How did you create your doghouse and the working parts?

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Intro/Driving Questions/Opening

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What is an engineer?

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  • How did you design and complete the challenge?
  • Did you have to make any changes or improvements to the design?

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Hands-on Activity Instructions

  • Students will be introduced to the materials for engineering a doghouse and all the moving parts.
  • Students will take turns demonstrating and describing their process of completing the challenge.

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  • Teacher will introduce the challenge by reading The Most Magnificent Thing by Ashley Spires.
  • For this task students will design and engineer a doghouse with a working door, roof on the doghouse, and standing tree.
  • Teacher will share materials and explain safety rules.
  • Students will be given the worksheet to begin mapping out their design and materials needed.

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Assessment

  • Test your design and make sure all the working parts are in place and functioning.

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  • Did you complete the challenge?

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ELA Assessment

Student will be able to tell the purpose of the author’s choice for the engineering design process.

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Science Engineering

Assessment

Student will be able to complete their design for a working dog house using only the given amount of materials provided.

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Assessment

  • Teacher will be able to assess the student’s design process using The Challenge Design Process worksheet.
  • Teacher will be able to assess the student’s engineering designs and problem solving changes to their design.
  • Teacher will be able to assess the student’s use of materials to complete the working doghouse challenge using the materials provided.

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Differentiation

  • Provide pre-cut templates or examples for students as needed.
  • Provide extra time or days to complete lesson.
  • Provide students extra time/days try to improve their design.
  • Provide opportunities for students to work in teams.

Remediation

Extension/Enrichment

Challenge:

  • After all groups have gotten a chance to show off their designs, have the class vote for their favorite design.
  • Students design a doghouse with more moving parts.

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