Title: Three Billy Goats Gruff STEAM Lesson Brief
Educators on the team: Sauter, Sweet, VandeBogart, DeAngelis
Dates: August 16, 17, 2014 Town/State: Naples, FL
Students use knowledge from across the disciplines to strengthen their understanding of each subject’s
content and its related careers through topic or theme oriented realistic problem-based activity-rich
lessons.
Theme: Rivers and Landforms
Specific Topic Concept: Bridges/ Inclined Planes/ Three Billy Goats Gruff
PROJECT IDEA + brief notes & supplies
BASIC CONCEPTS
Concept:
The students will listen to different versions of The
Three Billy Goats Gruff (LA, FA). They will compare
and contrast the stories and determine the main
idea (LA). They will act out the story (LA, Music).
Students will research different types of bridges
(LA, S, T&E) and understand why bridges are useful
(PE, S, T&E). They will analyze and compare the
different designs (S, T & E, M). They will learn about
different landforms (SS, T & E). Students will then
use the engineering design process (ask, imagine,
plan, create, improve and present) to design their
own bridges (PE, S, T&E) and will test how effective
inclined planes are, which are often found on
bridges(S, T & E, M). They will individually create
their own troll using classroom materials (FA).
LA –
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Basic Plan:
Students will be introduced to different versions of
The Three Billy Goats Gruff. Students will use
different instruments as sound effects while the
story is being read. They will perform/act out the
story and use musical instruments for sound
effects. A discussion will follow as to why the goats
want to go to the other side of the river. It should
lead to the fact that the goats want to be in an area
that has more food and vegetation. Introduce,
research and list different types of landforms. In
P.E. the children will play a game called, “Across the
River.” They will figure out ways to get their bodies
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STEAM Education
Concepts –Fiction, patterning of words,
vocabulary, onomatopoeia, alliteration,
Venn diagram
Standards –
LAFS.K.L.3.5 With guidance and support
from adults, explore word relationships
and nuances in word meanings.
LAFS.K.RL.1.1 With prompting and
support, ask and answer questions about
key details in a text.
LAFS.K.RL.1.2 With prompting and
support, retell familiar stories, including
key details.
LAFS.K.RL.1.3 With prompting and
support, identify characters’, setting and
major events in a story.
LAFS.K.RL.2.4 With prompting and
support, ask and answer questions about
unknown words in a text.
LAFS.K.RL.2.5 Recognize common types of
texts.
LAFS.K.RL.2.6 With prompting and
support, identify the author and
illustrator of a story and define the role of
each in telling the story.
LAFS.K.RL.4.10 Actively engage in group
reading activities with purpose and
Lesson Brief
over the “river” without falling in. The width of the
river will get wider and wider as the game
progresses until the children cannot successfully
get to the other side. Then, the students will be
asked to generate ideas on how the goats can get
from one side of a wide river to the other.
Different types of bridges will be researched and
introduced to the students. The use of inclined
planes on bridges will be explored. The children
will learn how inclined planes are helpful by testing
how far an object travels on inclines of differing
degrees. They will measure the distance each
object travels to come up with a conclusion. The
students will design and draw their own bridge on
paper. The most popular design will be created on
a 3-D printer. The children’s trolls that they
created, along with the 3-D bridge will be props as
they retell the story using their own, creative
ending. After a discussion and demonstration of
how forces and motions affect their bridge design
(the larger Billy Goat Gruff will require a sturdier
bridge because he is bigger and therefore causes
greater force on the bridge requiring a stronger
bridge), they will use the engineering design
process to create paper bridges and test their
strength/effectiveness by measuring how many
pennies each bridge holds.
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Skill level (Grade Range): K
Timing of Lesson:
8-10 class periods
30 minutes each for each subject
Basic Supplies:
All Subjects: (if applicable)
Paper, Pencils, Crayons, yardsticks, ropes,
computers, I pads, 3-D printer, recording forms,
Unifix cubes, blocks, Legos, Matchbox cars,
Construction paper, scissors, wiggly eyes, yarn,
glue, Venn diagram, cans, pennies,
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PE –
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STEAM Education
understanding.
LAFS.K.L.3.4 Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based on
Kindergarten reading and content.
Careers – Author, Illustrator, storyteller
Project – Read different versions of Three
Billy Goats Gruff. Discuss the stories and
ask questions about key events as well as
author, illustrator, plot, setting and
characters’. Ask questions, such as what
words were used to describe the goats?
What words were used to describe the
troll? Explain the concept of a fairytale.
Create a Venn diagram comparing and
contrasting differences between fairytales
(fiction) and non-fiction. This can be
connected to our probability lessons by
introducing vocabulary: possible,
impossible, likely, unlikely, more likely,
certain, probably, chance, some, none, all,
less more (Math). Children can vote for
their favorite version. Discuss alternative
endings that the children would use for
the story. Use props (3-D bridge and the
troll they each created) to retell the story
with a different ending.
Assessment – Can the students identify
between a story that is fiction and nonfiction and identify similarities and
differences between the stories. The
children will understand what describing
words (Adjectives) are and will be able to
come up with describing words for each
of the characters in the story.
Concepts –Obstacle course
Standards –
PE.K.M.1.1 Demonstrate competency in
many and proficiency in a few movement
Lesson Brief
masks, drums, bells (various musical instruments)
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The Three Billy Goats Gruff by Paul Galdone-The
three goat brothers brave he terrible troll in a
colorful version of the classic tale. This story is
simple told and has the troll being pushed off the
bridge, not killed.
The Three Billy Goats Gruff by Stephen CarpenterThis classic story is a favorite with toddlers, who
will cheer on the three clever billy goats who
outsmart a mean troll. With plenty of repetition,
this adventure is perfect for reading aloud and for
joining in, and a satisfying ending provides a
reassuring touch.
The Three Billy Goats Gruff by Mary Finch and
Roberta Arenson- Illustrations are bright and
cheery. The goats are yellow, pink and blue. The
troll sings to the goats instead of yelling at them,
"I'm a troll from a deep dark hole - my belly's
getting thinner. I need to eat and goat's a treat
- so I'll have you for my dinner!"
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forms from a variety of categories
(locomotor, non-locomotor, manipulative,
non-manipulative, educational gymnastics
and dance, aquatics).
Careers – Professional Athlete
Project – Students will play a game using
2 “poles” (Yardsticks or rope) (the “poles”
are “rivers”.) Students will jump across.
After each successful attempt, the “river”
will become wider until students are out
by “getting their feet wet.”
Assessment – Can the students jump from
point “A” to point “B”?
Science –
 Concepts –Forces and Motion
 Goal / Objectives – Understand how
forces (pushes or pulls) affect the motion
of an object.
 Standards –
K-2-ETS1-1 Engineering Design (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-PS2-1 Plan and conduct an investigation
to compare the effects of different
strengths or different directions of pushes
and pulls on the motion of an object.
K-PS2-2 Analyze data to determine if a
design solution works as intended to
change the speed or direction of an
object.
 Careers – Aerospace Engineer, Structural
Engineer, Material Scientist
 Project – Explain the importance of push
or pull to changing the motion of an
object. Have students stand in pairs with
arms stretched out, hands touching.
STEAM Education
Lesson Brief
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The Three Billy Goats Fluff by Rachael Mortimer
and Liz Pichon- Trip-trap! Trip-trap! How is Mr. Troll
supposed to sleep when the three Billy Goats Fluff
keep trip-trapping over his bridge? Twice a day,
they loudly cross it to eat the lush green grass in
the field by Mr. Troll s home. (The grass makes
their fleeces extra fluffy, important for Mother
Goat's knitting business.) But when Mr. Troll
threatens to eat them, Mother Goat has a fluffy
plan to keep everyone happy in this funny twist on
a classic fairy tale.
SS –
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Bridges: Amazing Structures to Build, Design & Test
by Carol A, Johmann- This book describes different
kinds of bridges, their history, design, construction,
and effects on populations, environmental
dilemmas, safety, and more.
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We will use “The Earth Features” series which is a
set of books we currently have in the classroom.
This series supports national science standards for
units on landforms of earth. The series also
supports geography standards for using maps and
other geographic representations. These are
simple and easy to understand books that are
perfect for kindergarteners.
What Are Rivers? By Mari C. Schuh
What Are Oceans? By Lisa Trumbauer
What Are Lakes? By Mari C. Schuh
What Are Mountains? By Lisa Trumbauer
What Forests? By Lisa Trumbauer
What Are Deserts? By Lisa Trumbauer
What Are Volcanoes? By Mari C. Schuh
What Are Caves? By Mari C. Schuh
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Students lean in towards each other
applying the same amount of force with
their body weight. Ask: “What would
happen if one person stopped pushing
while the other person kept pushing?”
Students will predict what will happen
and the demonstration will test their
hypothesis.
Assessment – Can students predict the
effect of a given force on the motion of an
object?
Concepts – Rivers and Landforms
Standards –
SS.K.G.1.1 Describe the relative location
of people, places and things by using
positional words.
SS.K.G.3.1 Identify basic landforms
SS.K.G.3.2 Identify basic bodies of water.
Careers – Historian, Geologist
Project - Research different landforms,
why some are better for growing crops
and vegetation than others (Explain how
the Billy Goats needed to cross the river
to get to better grass.) Compare and
contrast different landforms.
Explain why bridges are necessary. In
different areas, different materials are
made to make bridges.
Use Brain Pop, Jr. online.
www.brainpopjr.com/socialstudies/geogr
aphy/landforms This animated science
movie introduces landforms, such as
plains, hills, mountains, plateaus,
canyons, valleys, etc.
Assessment – Do the students understand
different landforms and how it relates to
vegetation. Do students understand how
and why we have different bridges
connecting landforms.
Technology & Engineering –
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Lesson Brief
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Other Resources
BrainPop Jr.
bridges1.mathlearningcenter.org/resources/materi
als/kindergarten
Concepts – The Design Process and 3Dimensional Shape
ITEA Standards –
Students will develop an understanding of
the characteristics and scope of
technology (The natural world and human
world are different. All people use tools
and techniques to help them do things).
Students will develop an understanding of
the core concepts of technology ( Some
systems are found in nature and some are
made by humans. Systems have parts or
components to work together as a
system. Tools are simple objects that
help humans complete tasks. Different
materials are used in making things.
People plan in order to get things done).
printables.scholastic.com/printables/detail/?id=394
13
learningcenter.nsta.org › Home › Elementary
Science
video:
https://www.youtube.com/watch?v=jwPc0kK9VHU
Students will develop an understanding of
the relationship among technologies and
the connections between technology and
other fields of study (The study of
technology uses many of the same ideas
and skills as other subjects).
Photos:
http://www.staffingpreneursacademy.com/become-3d-printingstaffingpreneur/
Students will develop an understanding of
the attributes of design (Everyone can
design solutions to problems. Design is a
creative process).
Students will develop an understanding of
Engineering Design.
Students will develop abilities to apply
the Design Process.
http://en.wikipedia.org/wiki/Arch_bridge#mediaviewer/File:Gaoliang_
Bridge.JPG
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STEAM Education
Careers – Design Engineer, Architectural
Engineer, Industrial Engineer
Project - Students will learn about The
Design Process (Ask, Imagine, Plan,
Create, Improve, and Present.) Students
will research different types of bridges.
They will sketch a bridge which will be
printed on a 3-D printer to display in the
classroom. Then students will design a
paper bridge between two cans and test
Lesson Brief
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its strength by how many pennies the
bridge can hold. The two cans will be
stationary, so they cannot move. Using
one piece of paper, students will fold, etc.
the paper and put it across the 2 cans and
then put pennies on the paper to see how
many pennies the paper can hold. They
will try and improve their design. They
will record their results and present their
findings to the class.
Assessment – Did the student produce a
viable design for a bridge, then make,
test, redesign and show they can improve
their bridge design elements in other
students’ projects?
Math –
 Concepts –Measurement
 Standards –
MAFS.K.CC.1.2 Count forward beginning
at a given number within the known
sequence.
MAFSS.K.CC.1.3 Read and write numerals
from 0-20
MAFS.K.CC.3.6 Identify whether the
number of objects in one group is greater
than, less than or equal to objects in
another group.
MAFS.K.MD.1.2 Directly compare two
objects with a measurable attribute in
common, to see which object has “more
of/less of” the attribute, and describe the
differences.
MAFS.K.MD.1.a 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
spaces.
MAFS.K.G.1.3 Identify shapes as either
two dimensional or three dimensional
shapes.
 Careers – Surveyor, Engineers
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Lesson Brief
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Project – Students will design and create
an incline plane using classroom
materials. They will test the efficiency of
their model by using a Matchbox car.
They will discover that by using an
inclined plane, their car can travel faster
and further with little to no effort. They
will measure how far it traveled using
Unifix cubes. They will improve their
design and record their results.
Assessment – Can students measure
distance.
Music –
 Concepts –Rhythm
 Standards –
MU.K.C.1.1 Respond to music from
various sound sources to show awareness
of steady beat.
MU.K.0.1.1 Respond to beat rhythm and
melodic line through imitation.
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Art –
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STEAM Education
Careers – Orchestra Conductor, Musical
Composer
Project – Students will perform Three Billy
Goats Gruff to music. Students will use
different instruments (i.e. drum, bells,
tambourine, etc.) as sound effects during
the story. Other students will sing-song
the repetitive parts of the story (i.e. the
goats crossing the bridge.)
Assessment – Can students identify the
sounds of different simple instruments?
Concepts – Interpretational Art
Standards –
VA.A.1.1 The student understands and
applies media, techniques and processes.
VA.B.1.1 The student creates and
communicates a range of subject matter,
symbols, and ideas using knowledge of
structures and functions of Visual Arts.
Careers – Artist, Illustrator
Project – Students will use words to
Lesson Brief
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STEAM Education
describe a troll (i.e. big, hairy, fat, etc.)
They will then create their own troll using
classroom materials.
(Drama) Student will perform/ act out the
story of Three Billy Goats Gruff.
Assessment – Can the student create the
troll based on their verbal description?
Do the students understand the storyline
in order to act out and preform.
Lesson Brief