Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Lesson 6
Three Little Pigs: Introduction to House
Building

Date

December 30th 2015

Subject/Gra
de Level

Science
Grade 1

Time
Duratio
n

40 Minutes

Unit

Building Things

Teacher

Miss Benson

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

1.8 Identify the purpose of different components in a personally constructed

object or model and identify corresponding components in a related object
or model.
Students will identify component part of personally constructed
objects and describe the purpose of each part.

Students will compare two objects that have been constructed for the
same purpose, identify parts in one object that correspond to parts in
another, and identify similarities and differences between these parts.

LEARNING OBJECTIVES
1. Students will be able to identify what object they are building and the appropriate materials
and fasteners they will require.
2. Students will be able to recall different materials and fasteners that would work best when
building.
3. Students will be able to compare the three houses and see what materials and fasteners
worked and what didnt work when building.
4. Students will be able to create a model that represents a house.

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

Students will be able to identify what material was used in the Three Little
Pigs house and what fasteners they may have used.
Students will be able to share what materials would work best for building
and what they would use for when they are building their own house.
Students will be able to compare the three different houses and share
why they think the house blew over or why it stayed standing.
Students will the produce their own Three Little Pigs House using the
given materials.
Can students give the definition of fastener and definition?
Can students distinguish the correct materials that should be
used when building a house?
Can students determine the properties of each material that was
used and explain why the house worked or didnt work?
Are students able to think creatively and constructively on what
materials and fasteners to use when building a house?
Students know to stay well behaved and show respect during the
lesson. Students will be on task and engaged when discussing
different materials and fasteners to use when building a house.
Students will be able to creatively reproduce the three little pigs
houses and explain why the materials and fasteners did not work
or did work.
Students will also be engaged when building The Three Little Pigs
Houses
Students will be formatively assessed on their contribution to the
discussion that have based on materials and fasteners when
building houses. Students should be able to describe the Three
Little Pigs houses and explain why the house is strong or not as
strong.

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

LEARNING RESOURCES CONSULTED

Alberta Program of Study- Science

MATERIALS AND EQUIPMENT

The Three Little Pigs
Materials (Popsicle Sticks, Spaghetti,
Bricks)
Page for students to glue their
materials onto to build their houses.
Sponge Activity: The True Story of the
Three Little Pigs

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge

Expectations for
Learning and
Behaviour

Advance
Organizer/Agenda
Transition to Body

Learning Activity
#1

Have all materials ready and in sorted piles/Ziploc bags for students
to grab and use.
Introduction
Time
Students should not need an attention grabber, but if need be
5-4-3-2-1, ready set- you bet!
Begin by asking students a very broad question to get their
minds into the house building focus:
If you were to build a house what materials would you
use?
1:30
What makes this material a good material for building a
house?
What fasteners would you use? Why?
Today is very focused on discussion and listening and
also creativity, Students are expected to have their
listening ears on and showing respect towards whoever
is talking.
In addition, when students are talking we need to make
sure that we are talking about science related things
and not becoming off topic
This lesson is also dealing with creating something, (a
house) so students need to be aware of the rules and
expectations: That we are not throwing their materials
around and that if they have a mess they need to clean
it up.
Daily agenda is on the board at the beginning of the day. This
allows for students to have prior knowledge on what is
expected which allows them to get into the science zone.
I am going to read you a story about three little house builders
and we are going to look at what material they used. Please
30
quietly go sit down by my chair so that we can see whom these
seconds
house builders are.
Body
Time
Read the Three Little Pigs
10
minutes
Before Reading the Story: Show students the cover of
the story and ask if they have ever read this story
before?
While Reading The Story:
o Ask Questions to students as what do you think
will happen next?
o When reading about the different types of houses
ask students about the advantages and
disadvantages of each house
o Bricks are sturdy but they are really heavy, Sticks
are light but they can break or blow away. Straw
is light, but it can also blow away or fall off of the
house.
When story is finished, ask students to stand up and sit

Adapted from a template created by Dr. K. Roscoe

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3

Lesson Plan Template ED 3501 (Version C)

back down at their desks to complete a chart on the
board.
Assessment: This story acts as a way to introduce the topic.
Students will be formatively assessed to see if the students
understand that questions that are being asked of them within
the discussion. By using constant questions, students will be
able to give me direct feedback and will show me if they are
able to relate this story to science. This will also give students
a chance to ask questions about house building and different
materials before getting too off base.
Differentiation: Asking clarifying questions throughout the book
will allow for students to stay engaged within the story. Also,
the use of positive reinforcement. If some students are
misbehaving, give praise to a student that is behaving so that
the other student knows how they should be acting.
Three Little Pigs Anchor Chart
This allows for students to do a visual recap of the story
and what each material was and how well it worked.
Students will be required to describe what they first
house was, what it was made out of, explain if it was a
good choice or not, and what happened when the wolf
huffed and puffed?
This chart will already be on the board as it will be on
the smart board/whiteboard so that students will just
have to discuss what each house was made of.
10
minutes
This will allow for students to show that they were
paying attention in the story and to also show their
knowledge about materials and what will happen if we
dont use the right materials.
Students will be applying their knowledge from listening
to the Three Little Pigs in order to complete the anchor
chart.
When anchor chart is complete, explain to students that
we will be making our own three little pigs house today
Students are required to listen for instructions.
Assessment: At this point in the lesson, I will not be directly
assessing the students but I will be seeing what the students
took away from the story and to ensure that they were paying
attention. Students should be able to discuss different materials
that were used within the story and based on their properties
worked and what didnt.
Differentiation: Through the discussion and the word wall,
guided questions may be needed if students do not understand
what materials were used and why they may or may not have
worked.
Create your own Three Little Pigs Houses
10-15
minutes
Give each student some bricks, straw and sticks
Have students pass out the glue that will be required to
fasten the object onto our paper.
When all glue is passed out and materials are passed
out, ensure that students are not playing with their
manipulatives (if need be, put them on top corner of
their desk or ask students to put hands on their head so
I know that they are not touching and they are paying
attention.
Pass out the houses that the students will be creating
and ensure that students are aware of what they will be

Adapted from a template created by Dr. K. Roscoe

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#4
This may also be a
sponge activity
depending on the
previous lesson
activities.

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:

Feedback From
Students:

Feedback To
Students
Transition To Next
Lesson

Sponge

Lesson Plan Template ED 3501 (Version C)

doing. Students will be using the materials that they
have received and their glue to build the Three Little
Pigs Houses.
Assessment: This activity is for students to receive hands on
learning experience to look at different ways of building. This
activity helps set up a basic foundation as to what students will
be looking at for the next couple of days (building houses).
When students are building houses they need to be aware of
what materials and what fastener and the properties of those
are appropriate to be using.
Have a discussion of what materials and fasteners
students would use to build their house. Create a word
wall on the board
This is a great way for students to close off the lecture
and lead into the next few lessons as students will be
required to use this knowledge and apply it to actual
house building for people
3-5
Ask students what material they can use when building
minutes
houses and of course, I will need fasteners, so what
could I use?
This discussion is meant for students to show their
knowledge of what they have learned today and to show
that even though two or three houses are made the
same doesnt mean that they are all going to stay
standing when a big wind blows. We need to be careful
what we build our houses with.
Assessment: Students will be formatively assessed on their
understanding of appropriate materials and what they have
learned about them today through creating and discussing.
Students will be formatively assessed on their participation and
their contribution to the discussion that we have as a close to
the lesson. This learning activity acts as a closure to what we
have been talking about and creating today and will allow for
students to show their understanding of what they have
learned today.
Closure
Time
Review of what we have done today. Discuss the story and our
anchor chart. In order for students to show that they have
learned something from this lesson to ensure that they realize
30
that materials do matter and that their properties affect how
seconds
the structure is.
This lesson sets up the basis of house building and is a great
introduction to the actual building of houses.
All of the houses in the story looked the same, but not all of
them were able to stay standing after the wolf huffed and
puffed? Why? What materials worked and what materials
30
didnt? So I can build my house out of sticks? What else could I
seconds
build my house out of instead? Whats something strong like
bricks?
Great work today Boys and Girls! You are all awesome at
30
creating the houses; I think that we can build even more. What
seconds
do you think?
Now that we have built and looked at materials for the Three
Little Pigs, we need to build a house for us! Tomorrow, we are
going to start looking at different ways to build a house.
(Blueprints)
If required, we will read the True Story of the Three Little Pigs; this will be a

Adapted from a template created by Dr. K. Roscoe

Activity/Activities

Reflections from the

lesson

Lesson Plan Template ED 3501 (Version C)

cross-curricular link, as students at different versions of each tale. This will
allow for students to see another side to the Three Little Pigs and if only a
few students are finishing up, we can begin this story and students can join
as they begin to finish.
Todays science lesson was so fun! It went extremely well! I was so happy to
implement one of my favorite childhood stories into a building lesson. I was
also happy with how everything turned out. Students were able to have indepth discussions about building and were able to recall different fasteners
and materials that are appropriate to build with. Using the Three Little Pigs
as an introduction helped immensely and students were able to show their
knowledge through a story that interests them. I believe that my lesson was
strongly executed and I had complete control and focus over the classroom.
I am very excited for what is coming next in science. This lesson I was able
to expand my horizons and implement a creative activity that I wouldnt
normally do. This activity also helped students relate, as many students
were already aware of what were expected of them.

Adapted from a template created by Dr. K. Roscoe