The Arizona STEM Acceleration Project

Shiloh Lit Study

Stem Lesson

Shiloh Lit Study

Creating a Structure to Protect Shiloh

A 4th grade STEM lesson

Amanda Goossen

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January 24, 2024

Notes for teachers

• While reading the novel, Shiloh, by Phyllis Reynolds Naylor teachers should prepare to do this lesson after chapter 4. In chapter 4 Marty builds a lean-to and fenced area under a tree to keep Shiloh safe.

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• Students should work in groups of 2-3.

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• Students should read the text for ideas of what the dog shelter should look like and the teacher should but a sample photo on the smart board of a lean-to.

List of Materials

• 5 popsicle sticks
• 3- three inch pieces of masking tape

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• MAGZO Screen Door Replacement Mesh,48"W x 99"L Window Screen Mesh cut into 12 in x 3 in pieces
• Hot glue
• 3 plastic or paper cups to represent trees. (Teacher should glue cups to foam board ahead of time to represent location of trees).
• 1- one ounce container of playdough
• 3 pipe cleaners
• 1 button or bottle cap to represent water bowl
• 1 dog figurine
• spray water bottle
• 1 - 11x14 in foam board (or other cardboard)

Standards

4.E1U2.10

Define problem(s) and design solution(s) to minimize the effects of natural hazards.

4.L4U1.11

Analyze and interpret environmental data to demonstrate that species either adapt and survive or go extinct over time.

4.MD.C.7

Understand angle measures as additive. (When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts.) Solve addition and subtraction problems to find unknown angles on a diagram within mathematical problems as well as problems in real-world contexts.

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Standards

Integration of Knowledge and Ideas

4.RL.7

Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

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Objectives:

Today we will use the details of a text to create a model that would adequately protect a domesticated animal, in the wild, from the effects of nature if forced to be outside.

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Today students will be able to design a structure, using only the supplies available (just as the character in the book did) to show how an animal can survive in nature.

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Today we will collaborate and communicate effectively with our peers to complete an engineering design challenge.

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Students will determine the angle needed to allow water to roll off the lean-to, if needed to protect (shelter) the animal.

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Agenda (45 minutes time)

• Why is Marty trying to protect Shiloh?
• What is a lean-to? What’s the purpose?
• Students will find the section in the book where Marty describes building the lean-to and fenced area for Shiloh.
• Receive materials
• Work in teams for 20 min.
• Share or present

Why is Marty trying to protect Shiloh in the woods? Read from the book and discuss. Pay special attention to pages with details of lean-to and fence.

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Examples of a lean-to:

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Hands-on Activity Instructions

• Students should gather in groups of 2-3 students. Students should meet on the floor or on a large table.
• Students will be given all materials needed (pre-organize for quick distribution).
• Once all student groups have materials, discuss importance of time (Marty did not have much time) and ability to fully cover and protect Shiloh from natural elements.
• Set timer for 20 minutes.
• Teacher should walk the room to help solve problems. Students should use materials the best they can to support and shelter Shiloh, ensuring the dog can’t escape or be harmed.

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Assessment

Students will share their model with the class. Each will show that their dog figuring cannot fit under the sides of the shelter (fence) and fits under the lean-to. Teacher will spray the area with light water from above, to show shelter supports the dog from direct rain. We will also shake and rattle the foam board to model other natural elements.

Students are working to prove that their materials would protect their dog.

Differentiation

Students can work with smaller or larger groups.

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Each group can be given different materials to test what works better and what challenges certain materials bring.

Remediation

Extension/Enrichment

• Additional assessments such as weight, or wind can be added to test the structure.

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• Students can check the average size of a beagle, then determine the average size of trees in the woods in this area of the United States and determine what types of materials and the actual size of the structure would need to be engineered to make this model real and actually of use in real life. This would turn into a math lesson.