ELA/STEM Lesson
Solving Problems with Shapes: Piggie and Gerald
Standards Addressed:
K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
RL.IT.K.3. With prompting and support, identify characters, settings, and major events in a story.
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change (e.g., climate 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.
Learning Goals:
Central Focus: Students identify a problem that needs to be solved in a Piggie and Gerald Book. Students use toothpicks, straws, paper, and play dough to build a structure to solve the problem. Students identify the shapes that make up their structure.
SWBAT identify the major “problem” of the Piggie and Gerald story as evidenced by whole group discussion about the book.
SWBAT build shapes to model a structure that solves a problem as evidenced by students’ 3d built structure.
SWBAT identify the shapes that make up their structure as evidenced by teacher observation and students’ recording on a worksheet.
Warm Up:
The teacher revisits Are You Ready to Play Outside? by Mo Willems, guiding students to identify the characters and the story’s problem. They discuss the concept of a solution and how Piggie and Gerald solve their problem. Students are then tasked with designing a structure to keep the characters dry as a new solution.
Task:
The teacher introduces the materials and model for building a structure to keep Piggie and Gerald dry, emphasizing that each design can be unique. She models how to complete a “Solution Worksheet” by identifying shapes in her structure. Students then work with partners to build their own structure and fill out the worksheet, with teachers supporting them throughout the activity.
Debrief:
The teacher signals the class to pause and introduces a “museum walk,” where students observe other groups’ structures and note similarities and differences compared to their own.
