Goldilocks and the Three Bears

STEM Activity

Build Goldilocks a New Bed or Chair

https://pin.it/2ClgdkN (click link for more details)

California Science Standards (Click Arrow on the Right to See Text)

K–2 ETS1 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
The performance expectations above were developed using the following elements from the NRC document A Framework for K–12 Science Education: Science and Engineering PracticesAsking Questions and Defining ProblemsAsking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.§ Ask questions based on observations to find more information about the natural and/or designed world(s). (K–2-ETS1-1)§ Define a simple problem that can be solved through the development of a new or improved object or tool. (K–2-ETS1-1)
Developing and Using ModelsModeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.§ Develop a simple model based on evidence to represent a proposed object or tool. (K–2-ETS1-2)
Analyzing and Interpreting DataAnalyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.§ Analyze data from tests of an object or tool to determine if it works as intended. (K–2-ETS1-3) Disciplinary Core IdeasETS1.A: Defining and Delimiting Engineering Problems§ A situation that people want to change or create can be approached as a problem to be solved through engineering. (K–2-ETS1-1)§ Asking questions, making observations, and gathering information are helpful in thinking about problems. (K–2-ETS1-1)§ Before beginning to design a solution, it is important to clearly understand the problem. (K–2-ETS1-1)
ETS1.B: Developing Possible Solutions§ Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (K–2-ETS1-2)
ETS1.C: Optimizing the Design Solution§ Because there is always more than one possible solution to a problem, it is useful to compare and test designs. (K–2-ETS1-3) Crosscutting ConceptsStructure and Function§ The shape and stability of structures of natural and designed objects are related to their function(s). (K–2-ETS1-2)

Read these other versions of the story (below)

Compare and contrast the different versions - What is the same and what is different?
Are the characters the same? Are the events the same?
Which version of the story is your favorite?
What was the problem in the story? How can Goldilocks fix the problems?
Create your own version of the story. How does your story end?
Do the STEM activity above - build a bed or chair for Goldilocks