NGSS Lesson:

The Three Little Pigs STEM Experiment!

By: Alicia Waitsman, Elisabeth Anderson, Jessica Rodriguez, Yenica Gutierrez
Grade: 1 Topic: Engineering Design Lesson # 1in a series of 1 lesson
Brief Lesson Description:
This lesson on engineering design will begin by reading the story “Three Little Pigs” by Paul Galdone.
Students will build a house that can withstand the blow of a fan (Big Bad Wolf). We will be using the fan
to test each design. Each team will choose their materials and they will have a set amount of time to
build their houses. After the teams are done building, each team will bring their house to test it with the
fan in front of the whole class. Data will be collected to determine which materials and designs worked
best. Students will have another chance to make modifications to their houses and test it again.

Performance Expectation(s):
Physical Science and Engineering Design

Students who demonstrate understanding can:

K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to
change to define a simple problem that can be solved through the development of a new or improved
object or tool.

K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object
helps it function as needed to solve a given problem.

K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the
strengths and weaknesses of how each performs.

Specific Learning Outcomes:

Given specific materials, students will be able to design a structure that can withstand the Big Bad
Wolf (fan) and determine which materials worked best.

First Grade Key Ideas and Details:

CCSS.ELA-Literacy.RL.1.1
Ask and answer questions about key details in a text read aloud.

K-5 Comprehension and Collaboration:

CCSS.ELA-Literacy.SL.1
Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.

CCSS.ELA-Literacy.SL.1.a
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns
speaking about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.1.b
Build on others' talk in conversations by responding to the comments of others through multiple
exchanges.

First Grade Measurement and Data:

CCSS.Math.Content.1.MD.A.2
Express the length of an object as a whole number of length units, by laying multiple copies of a
shorter object (the length unit) end to end; understand that the length measurement of an object is
the number of same-size length units that span it with no gaps or overlaps.

Narrative / Background Information

Prior Student Knowledge:
● Students know that houses are made of different types of materials.
● Students know the story of the “Three Little Pigs” and what each house in the story is made of
and how they sustain to the Wolf’s blow.
● Students understand 2D and 3D shapes.
● Students are to be able use nonstandard units to measure objects.

Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:

● Asking Questions and
Defining Problems
● Planning and Carrying Out
Investigations
● Developing and Using
Models
● Constructing Explanations
and Designing Solutions
● Obtaining, Evaluating, and
Communicating information
Possible Preconceptions/Misconceptions:
Preconceptions:
● Straws and index cards won't withstand the blow of the fan because they are light.
● 3-5-ETS1-1. Define a simple ● Cause and Effect:
design problem reflecting a Mechanism and
need or a want that includes Explanation. Events have
specified criteria for success causes.
and constraints on materials,
● Scale, Proportion, and
time, or cost.
● 3-5-ETS1-3. Plan and carry out
Quantity- Students will
fair tests in which variables are need to consider the
controlled and failure points amount and types of
are considered to identify materials they used and its
aspects of a model or impact on the structure.
prototype that can be ● Structure and Function
improved. ● Systems and System Models
● 3-5-ETS1-2. Generate and
compare multiple possible
solutions to a problem based
on how well each is likely to
meet the criteria and
constraints of the problem.

Misconceptions:
● You can only use tape to keep your structure up.

LESSON PLAN – 5-E Model

1. ENGAGE: Story
Description of ENGAGE Opening Activity:
● Describe how the teacher will capture students’ interest.
 ● What kind of questions should the students ask themselves after the engagement?

The book “The Three Little Pigs” will be read aloud to the class. During the story, students will be
able to demonstrate understanding of the text by answering and asking questions about key details.
Then you can show different versions of the story of The Three Little Pigs on the computer via
Bookfix or Discovery Education. After reading, review the different house structures of the pigs and
their resistance to the Wolf’s blowing. In the book, the wolf's blowing was the main cause for the
houses to be damaged however in real life weather can affect the sturdiness of a house. Ask
students about the different types of houses around their community. Brainstorm with students
some extreme weather patterns (e.g., wind, tornadoes, and hurricanes) that may affect a house.
Discuss with students the importance of understanding where the house will be made to determine
how to make it and what materials to use best. Allow students to research different houses and how
they look before designing their own house that they will build.

2. Explore
Lesson Description – Materials Needed / Probing or Clarifying Questions:
● Describe what hands-on/minds-on activities students will be doing.

● List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration

− 1 copy of The Three Little Pigs for the whole group

− Depending on the size of the class, you may have more teams building their houses with the
materials they have chosen.
− Approximately 70 popsicle sticks
− Approximately 70 small straws
− Approximately 70 index cards
− Approximately 70 pipe cleaners
− 1 card stock paper for each team
− 1 yard of masking tape for each team
− 1 box fan for the whole class
− 1 piece of paper and pencil for each team
− 1 Reflection Page for each student ( Recording sheet) LINK
− Exit ticket (LINK)
− Glue, tape, paper clips, stapler, rubber bands
− Unifix cubes

Materials Science Adaptation: Possible Differentiation

Because this lesson could also be use in a classroom with students who have special needs (to
accommodate students with fine motor or visual impairments), the materials can be modified.
● Different sized “straws” with smaller, medium, or wider-mouth size.
● Different size of “sticks” such as popsicle sticks of different lengths and widths, wooden stirring
sticks, real sticks, wooden blocks, etc.),
● Different types of “bricks” such as cardboard from cereal boxes, cleaned and cut-out juice carton
walls,
● Students can choose to use glue or unglued index cards, etc.) can be used to test the effects that
 building materials, from the same category, can have on design performance.

Preparation:
1. Show students the setting of the fan that will be used and the strength of the blow so that each
group has an idea of how strong the blow can be.
2. Set up a “Materials Science Table” where each box will have different materials such as popsicle
sticks, small straw, index cards, or pipe cleaners for teams to pick up for the challenge. One box
will have the rest of the materials.
3. Review group work and materials usage with the whole group.
4. Divide students into at least three groups. It will be up to the teacher to choose how to form
groups.
5. Review students to the “Engineering Design Process” ( LINK ) .
6. Each team will come up and choose the materials that they have decided.

Day 1
Before students begin to build their houses, they will have to draw or sketch their design on their
recording sheet. After they have sketched their design, they can begin building. ( LINK – Recording
Sheet )
Allow students 30 or more minutes to build their houses. You could add more time if most teams are
not done yet. While they are building, the teacher will be circulating to provide support if a group needs
it.

Each team will go back to their working areas and complete their recording sheet. They will focus on
measuring the house's height and width by using unifix cubes.

Once they are done building and measuring, have each team carry their house to testing zone.

Day 2
Before testing their houses, each group will give a brief summary of what they did to the class and why
they chose to build their houses that way.

After they have shared, the teacher will test the strength of the house by blowing the fan onto the
house to see if it will withstand each blow. The testing should be identical for every team to ensure
fairness. A recording chart will be used to record the results for the class.

3. EXPLAIN: Concepts Explained and Vocabulary Defined: Engineering Challenge

Description:
Vocabulary:
● Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to
help students connect their exploration to the concept under examination?
● List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations.

After all the teams have tested their houses and the results are collected, each team will discuss the
different results of the experiment. Their questions will be posted on the board for the students to refer
to while discussing:
● Did your house withstand the huffing and puffing of the “wolf”? What happened?
● Were your materials more or less effective than the other groups? Why ?
● What group (materials) withstood the blowing and huffing of the “Wolf’? Why do you think it
was possible? Did the structure matter?
 ● Let's think about our real world. What real life materials could be used to build a real house
which can withstand windy conditions? Any ideas of the best way to create a strong foundation ?

4. ELABORATE: Applications and Extensions: Student will improve design

Description:
● Describe how students will develop a more sophisticated understanding of the concept.

● How is this knowledge applied in our daily lives?

Day 3
Extension:
After discussing in small groups and as a whole group, each team will have the opportunity to improve
their design to make it stronger by discussing the following questions:
● If your house was not able to withstand the different strength of the “wolf” blowing, what can
you improve in your design to make it better and stronger? They will discuss in their small group
to come up with possible solutions/changes they wish to do.
● Make a taller structure to withstand the blow of the fan "wolf". Use unifix cubes to measure the
structures that can withstand the fan.

5. EVALUATE: Performance Based

Formative Monitoring (Questioning / Discussion):

Questioning during design and when making improvements
Discuss:
● Did your house withstand the huffing and puffing of the “wolf”? What happened?
● Were your materials more or less effective than the other groups? Why ?
● What group (materials) withstood the blowing and huffing of the “Wolf’? Why do you think it
was possible? Did the structure matter?
● Let's think about our real world. What real life materials could be used to build a real house
which can withstand windy conditions? Any ideas of the best way to create a strong foundation ?

Teacher circulating while students are discussing and building their houses and informally taking notes.

Summative Assessment (Quiz / Project / Report):

Exit Ticket (LINK): Which materials did you observe that worked best to withstand the “wolf’s
blowing”? Explain why?

DIFFERENTIATION/MODIFICATIONS: Teacher Observation

Description:
● Because this lesson could also be used in a classroom with students who have special needs, the
materials can be modified by using different size objects (to accommodate students with fine
motor or visual impairments).
1. Groups
2. Worksheets
3. Animated story of The Three Little Pigs
Helpful Resources:
● The Three Little Pigs, S.T.E.M. Activity Science, Technology, Engineering & Math by Regina Davis.
https://drive.google.com/drive/u/0/folders/146yJnSyjSTgt8Ngzv4fjWGyjx5nGnKqi

● Three Little Pigs STEM Design Challenge and Standards Connections by Lorianne Donovan, Kim Fowler, Jenny
Rieke, Frannie Smith, and Elizabeth Stephens
https://drive.google.com/drive/u/0/folders/146yJnSyjSTgt8Ngzv4fjWGyjx5nGnKqi

● The Next Generation Science Standards

https://www.nextgenscience.org/sites/default/files/1%20Combined%20topicsf.pdf

● Common Core Standards: English Language Arts Standards » Reading: Literature » Grade 1
http://www.corestandards.org/ELA-Literacy/RL/1/

● Common Core Standards: Grade 1 » Measurement & Data

http://www.corestandards.org/Math/Content/1/MD/#CCSS.Math.Content.1.MD.A.2