Embedded Files
Overview
Overview
This project is based around the traditional tale Three Billy Goats Gruff. It builds skills of cardboard construction and gives pupils the opportunity to create a solution to the Billy Goats' problem.
We have included a range of exploration activities. They have been designed to promote curiosity and give pupils a sophisticated knowledge base with which to create their tinker time project. However, if time is short, please feel free to select the most appropriate activities for your pupils.
Explore the story
Explore the story
You may want to read your own version of the story or use a video like this one from BBC iPlayer
What is a troll?
What is a troll?
Ask pupils what they know about trolls.
What do they look like?
What trolls have they seen or heard in stories or films?
Where in the world are they from?
Where do they live?
Are they real?
How are they different to other make-believe monsters, e.g. giants, ogres, goblins?
Amazing troll facts
Amazing troll facts
Trolls are originally from Norway and the first recorded troll was a female.
They can often have more than one head as many as 7 heads have been recorded!.
If you are ever unfortunate enough to be attacked by a troll, the best way to survive is to keep them talking.
Trolls are active at night. If you can keep one entertained until sunrise, it will turn to stone.
They tend to live in caves, under bridges or underground.
A troll can live up to 1,200 years.
(taken from https://www.settlestories.org.uk)
Can you remember the story of the 3 Billy Goats Gruff?
Can you remember the story of the 3 Billy Goats Gruff?
Ask pupils to re-tell the story using actions, masks, puppets, jigsaws, sequencing cards, or instruments
Pupils may enjoy spotting all the common 'r' blended sounds in the story "gruff", "trip", "trap", "troll", "bridge", "hungry" etc
What problems do the characters have in the story?
What problems do the characters have in the story?
Discuss the different problems. Ask pupils to consider which problem might be the most important/difficult/easy to solve:
Suggests may include:
The goats are hungry
There isn't any green grass nearby
The troll is hungry
The bridge is rickety
There is a troll under the bridge
Paper rods & Cardboard construction
Paper rods & Cardboard construction
Use the resources below to build the skills pupils will need for tinker time.
You may use these as whole class activities or enable pupils to use them to teach themselves and others.
Who are your expert paper rod makers? Can they help others?
Types of cardboard
Tools for cardboard
Attachment (strength)
Can you help the trolls get to the green, green grass?
Can you help the trolls get to the green, green grass?
The 3 billy goats gruff want to get to the green, green grass every morning and safely home again every evening - can you help?
Use cardboard and paper.
Make a prototype test it and tinker with it.
Your solution does not need to be a bridge!
You must not harm the troll!!!
Essential
Carboard and paper
Cardboard cutters/scissors
Masking tape
(Optional)
Pipe cleaners
String
Craft materials and recyclables
Something to represent the 3 Billy goats and a troll
Something to represent the river and green, green grass
EYFS
EYFS
Prime areas
Prime areas
• communication and language
• physical development
• personal, social and emotional development
Specific areas
Specific areas
• literacy
• mathematics
• understanding the world
Key Stage 1: National Curriculum links
Key Stage 1: National Curriculum links
Design Technology
Design Technology
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment]
Design - design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
Make - select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Evaluate - explore and evaluate a range of existing products evaluate their ideas and products against design criteria Technical knowledge - build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
Science
Science
Working scientifically
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: asking simple questions and recognising that they can be answered in different ways observing closely, using simple equipment performing simple tests identifying and classifying using their observations and ideas to suggest answers to questions gathering and recording data to help in answering questions
Useful websites and resources
Useful websites and resources
Slot models
(level 1)
Pinterest inspiration!
Slotted Cardboard Construction (Level 1)
Video tutorial from The Tinkering studio
Page updated
Report abuse