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The Arizona STEM Acceleration Project

Goldilocks and the Three Bears

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Goldilocks and the Three Bears

A 1st grade STEM lesson

Fannie Hunt

April 3, 2023

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Notes for teachers

  • This lesson takes place in the classroom for 2 (50 min. ) sessions
  • Students may work in groups of 2-4 or by partners.
  • An emphasis on building a sturdy chair.
  • Creative solutions should be encouraged.
  • Facilitate student reflections as to the process they went through with creating their chair.

List of Materials

  • paper tape
  • cut out cardboards, or empty boxes
  • cups
  • toilet paper tubes
  • 1 lb. dumbbell

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Standards

1.P3U1.3 Plan and carry out investigations which demonstrate how equal forces can balance objects and how unequal forces can push, pull, or twist objects, making them change their speed, direction, or shape.

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Science and Engineering Practices

  • ask questions and define problems
  • develop and use models
  • plan and carry out investigations

Crosscutting Concepts

  • structure and function
  • scale, proportion, and quantity

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Standards

ELA

1.RI.10 With prompting and support, read informational texts, including functional texts, history/social studies, science, and technical texts, appropriately complex for grade 1.

2.RI.1 Ask and answer questions such as who, what, where, why, and how about key details in a text

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Objectives:

  • Today we will learn about the story of Goldilocks and the Three Bears.
  • Today we will collaborate and communicate effectively with our peers to create a chair that is strong enough to hold a 1 lb. dumbbell.

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Agenda (lesson time)

  • 1 drawing the chair design.
  • 10 minutes gathering materials and building the chair.
  • 10 minutes testing the durability of their chair.
  • 5 minutes discussion if there is a need to redesign the chair or reinforce it.
  • 10 minutes rebuilding the chair.
  • 10 minutes testing the chair round 2.
  • 1-2 minutes for safety and behavior expectations

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Intro

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  1. The teacher will ask the students if they have read the story Goldilocks and the Three Bears.
  2. After reading the story, the teacher can ask WH questions based on the story.
  3. Teacher will then will have the students recall important events in the story.
  4. The teacher will narrow down the situation to the part where Goldilocks sat on Baby Bears’ chair and it broke.
  5. The teacher will say the purpose of the STEM Challenge for session 2.
  6. When session 2 happens, the teacher will ask the students the different parts of a chair.

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Hands-on Activity Instructions

  • 2-5 students per group or by partners for small classes
  • Step by step instructions
  • Create a design of a chair that uses the material provided that will hold a 1 lb. dumbbell in a science journal.
  • Using the materials provided, create a chair based on the design made in the science journal.
  • Once done, the chair will be tested by placing the 1 lb. dumbbell on it.
  • There will be two trials. 1st trial is when they test their chair. The 2nd trial is when they will modify/improve their model.
  • Images may be helpful to show how things are setup

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Assessment

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Differentiation

Students who were struggling with building their chair need guiding questions and refer them back to their plan. Encourage them to communicate their ideas and delegate responsibilities.

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Remediation

Extension/Enrichment

Goldilocks slept on Baby Bears’ bed. Have the students create a sturdy bed for Goldilocks to sleep on after finishing the bowl of soup. You can add half a pound of weight, since she ate, when you test the durability of the bed.