Understanding and Connecting - STEM - Goldilocks and Three Bears
Developmental trajectory for Goldilocks STEM project
Learning Outcomes - Stage 2 - Developing
Science | Technology | Engineering | Mathematics |
Nature of STEM Develop their ‘STEM eyes’ by exploring their immediate environment (home, school, play areas) and everyday objects through a STEM perspective. Materials Distinguish between natural and synthetic materials. Discuss the main properties of these materials and investigate how the properties compare and contrast. Ask testable questions to determine and evaluate what materials are most suitable for different circumstances. Energy and Forces Explore the role that energy plays in everyday life, how energy can be conserved in homes and schools and for the good of the planet. | Explore and use a range of common digital and non-digital technologies. Consider how these technologies work and what purposes they serve in people’s lives. | Use empathy to identify design problems of interest to them. Plan and draft prototypes using a range of approaches and make prototypes of their preferred design solutions. Share and consider reflections and feedback on the design process. | Measuring Demonstrate an awareness that attributes such as length, weight, capacity and area can be measured and compared. |
Lesson 1 | Story Children revisit Goldilocks and the Three Bears story, using STEM eyes to notice simple science and maths ideas in the story, such as temperature and weight. | Key questions
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Lesson 2 | Heat and Insulators Children revisit the story and are introduced to the concept of heat and insulators. They design an outfit that will help keep Goldilocks warm on her journey to the bears’ house. | Key questions
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Lesson 3 | Engineering Introduction Children are posed a problem - ‘How can we make a bed that will be strong enough to hold Goldilocks?’ Children freely explore building materials and design a bed to hold Goldilocks’ weight (5 Unifix cubes). | Key questions
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Lesson 4 | Weight / Engineering Design Project Children apply their design process by building and testing their bed with different weights based on each of the characters. They record their findings and identify areas for improvement on their design. | Key questions
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Sequence of Activities
Lesson 1: Goldilocks Case - A STEM Investigation
Introduction
➢ Discuss what the children already know about the story.
➢ Highlight that they will be looking at the story with STEM eyes - looking for maths and science in the story.
Development
➢ Read through the story with the class, while stopping to ask questions throughout.
➢ Possible questions to ask:
➢ Science:
○ Why was Daddy Bear’s porridge too hot?
○ What could Goldilocks do to cool down Daddy Bear’s porridge?
○ Why was Mommy Bear’s porridge too cold?
➢ Maths:
○ Why did Baby Bear’s chair break?
○ Was Goldilocks too heavy for the other chair?
○ What else would be too heavy for Baby Bear's chair?
○ What could you put on Baby Bear's chair that wouldn’t break?
Conclusion
➢ Return to the section of the book where Goldilocks is eating porridge.
➢ Discuss with the class the materials that keep things warm, such as coats, flasks, and blankets.
➢ Ask the class what we could do to keep Mammy Bear’s porridge from going cold.
Lesson 2: Heat + Insulators
Introduction
➢ What is heat? Discuss how heat is a form of energy. Heat can refer to hot or cold temperatures.
➢ Recall what students mentioned in lesson 1 about materials that can help keep Mommy Bears’ porridge warm.
Development
➢ What is an insulator? - An insulator helps trap heat and prevents it from passing through.
➢ Students work in groups to cut and stick on clothes that will work as good insulators to keep Goldilocks warm.
➢ Worksheet - What things can help keep you warm (Good Insulators)?
➢ Concept Cartoon: What will happen if you put a jacket on a snowman?
➢ Answer - Any insulator helps to trap heat inside, so the jacket would actually keep the snowman cold!
Conclusion
➢ What is an insulator?
➢ What is heat?
➢ What could Goldilocks do to keep warm on her walk to the bear’s house?
Lesson 3: Weight and Engineering Introduction
Introduction
This may be your first lesson in weight, so this lesson can focus on non-standard units of measurement for weight.
➢ Return to the story and discuss why certain chairs broke. Focus on terms such as light, heavy, lighter, heavier, and equal.
Development
➢ Read through the PowerPoint to guide students through the problem: Can we make a bed that will be perfect for Goldilocks?
➢ Students complete the first section of their worksheets - Designing a bed that is strong enough for Goldilocks.
➢ Criteria for their bed will be provided on the PowerPoint.
➢ Once their design is complete, students will be given weights for each of the characters.
➢ Students will predict whether their bed will be strong enough for each of the characters.
Conclusion
➢ Students will share their designs and predictions with the class, explaining why they made these predictions.
Lesson 4: Engineering Design Project
Introduction
➢ Children will recap their design ideas and gather the materials that they need to build their bed.
➢ Before building, the teacher will remind students of the criteria needed for their build.
Development
➢ Students will gather the materials they need for their bed.
➢ Students will build their beds, ensuring that they meet the criteria mentioned in the PowerPoint.
➢ Once completed, students will test their beds as a class.
➢ Is it strong enough to hold:
○ Baby bear: Paper
○ Goldilocks: ¼ kg or 5 blocks
○ Mommy bear: ½ kg or 10 blocks
○ Daddy bear: 1kg or 20 blocks
➢ Once tested, students will finish their worksheet and identify whether their bed was able to hold each of the characters.
Conclusion
➢ Students will discuss what changes they would make to their design if they were to make it strong enough to hold all of the characters. Students create an updated design, showing the different materials they would use.