STEM Lesson Plan: Going on a Camping Trip!

Science Students will learn about the properties and strengths of

different natural materials to use in their construction
Technolog Students will build a shelter in groups
y
Engineerin Students will work together to design, create a model, and
g construct their actual shelter

Mathemati Students will expand their understanding of shapes (2D and

cs 3D) through the hands-on application of building a shelter

Date: Time: Subject: Math Grade: 1

Outcome: GCO:
Shape and Space (SS): Describe 3-D objects and 2-D
shapes, and analyze the relationships
SCOs:
SS3: Replicate composite 2-D shapes and 3D objects. [CN,
PS, V]
SS4: Compare 2-D shapes to parts of 3-D objects in the
environment. [C, CN, V]

Students will be able to recognize the similar attributes

between two-dimensional and three-dimensional shapes.
They will be able to use their knowledge of two-
dimensional and three-dimensional shapes to create
objects.
I Can I can recognize similarities between 2D and 3D
Statements shapes.
I can construct a 3D object from a 2D drawing.
I can make a 3D object out of spaghetti and
marshmallows.
I can spot 3D shapes in my surroundings.
I can recognize and name 3D shapes.
I can make a 3D shelter out of materials I collect
outside.
I can spot 3D shapes in our shelters.
Differentiation: Provide multiple visual to support explanation and
modelling. Scaffold questions and provide prompts for pattern practice.
Pair students high/low so they can help and learn from each other.
Day 1: 60 minutes

Materials 3D Shapes I Know by Harry Kindergarten Music

video
rapper sunglasses (optional - can also be
imaginary glasses)
Scissors
Glue
Popsicle sticks
String
Tape
3D object templates
3D manipulatives
Markers and chart paper
2D/3D Shape Word Wall
Warm-up: 5 To strengthen the connection between 2D and 3D
minutes shapes students will put on their rapper glasses
and watch and rap along with 3D Shapes I Know
by Harry Kindergarten Music.
Teacher will play 3D Shapes I know on the
Smartboard: https://www.youtube.com/watch?
v=2cg-Uc556-Q
Steps: 55 Students will gather on the carpet. The teacher
minutes will ask students to name the 3D shapes they saw
in the video. Students will provide an example of
each 3d shape. The teacher will draw and label
the 3D objects that student's name on chart
paper.
If students do not name all the shapes named in
the video, teacher will prompt students, providing
further examples of the different 3D shapes.
Next, the class will play Object I-Spy to find 3D
objects around the classroom.
Students will take turns standing up from the mat,
naming the 3D object they spy, for example I spy
with my little eye, something that is a purple
cylinder!
The rest of the class will take turns guessing what
the 3D object is.
After 10 guesses, if students havent guessed, the
I Spier can provide the class with a clue.
Next the teacher will show students the geometry
 word wall. This word wall contains images of the
2D shapes already covered as a class and their
names.
The teacher will challenge students to construct a
3D shape covered in the rap to add to the visual
word wall.
Students will gather at their group desks. The
teacher will provide 3D objects templates. Each
group will assemble one of the 3D objects.
Each table will have 3D manipulatives to assist
students
The class will meet at the mat again. Each group
will present their object and add it to the word wall
with the appropriate shape name. The geometry
word wall will be hung on the wall for the students
refer to as needed.
Students will return to their groups and will
assemble the five 3D object templates. These
templates include a cylinder, rectangular prism,
cone, cube and square pyramid.
Once the 3D shapes have been assembled
students will use them to make a mobile.
The teacher will demonstrate how to attach
popsicle sticks to string to the 3D shapes.
The teacher will demonstrate how to attach
popsicle sticks and string to assemble their own
mobile.
Groups will share their mobile with the class.
These mobiles will be hung around the classroom.

Assessment Students will be assessed on their participation in

the warm-up (eg. doing the actions along with the
rap), participation Object I-Spy around the
classroom in pairs, and collaboration with partners
to identify 3D shapes.
Teacher will consult with students as they work on
building their 3D shape mobile and carry a
formative assessment checklist while students are
exploring.

Day 2: 60 minutes
Materials Spaghetti
 mini marshmallows
Paper
Pencils
When We Go Camping by Margriet Ruurs
Smartboard Slides/PowerPoint pictures of
different shelters (Appendix A)
Warm-up: 30 The teacher will ask students: Have you have
minutes ever been camping?, What kind of shelter did
you use?, What would you use if you did not
have your tent with you?
Teacher will show images of different shelters on
the Smartboard, highlighting different
engineering practices
The teacher will do a read aloud of When We Go
Camping by Margriet Ruurs
The teacher will introduce the shelters project by
telling the class the class to imagine they are going
on a camping trip.. But when they arrived at the
campsite they realized theyd forgotten to bring
the tents. The class must make their own shelter
to be protected during the camping trip.
- While the teacher is explaining the shelter
project, they will utilize props. For example, a
camping bag full of supplies, and a tent bag.
When the teacher opens the tent bag Oh no!
Where is our tent? The teacher pulls out tent
poles but the tent is missing.
The teacher will explain how the students will use
materials found outside to build their shelters.
But first the students will need to brainstorm
ideas.
The teacher will have a bucket full of materials
that the students could use to make their shelter
and start brainstorming with. Some materials
may not be useful, this gives the teacher an
opportunity to discuss why it wouldnt be used.
The students will spend 10 minutes in their
groups drawing a plan on a piece of paper for
their shelter in groups.
Steps: 30 minutes The students meet back on the mat, and the
teacher will demonstrate how to connect the
spaghetti with marshmallows, making a square.
 The challenge for the students will be figuring out
how to make it 3D.
Next the students will experiment with their
spaghetti and marshmallows to attempt to
construct different 3D objects.
After experimenting for 10 minutes, students will
gather in their shelter teams and create a model
version of their shelter.
If time allows, students will begin to brainstorm
the materials they could use to build their shelter
in the playground. What factors would make
those materials the best options? Are they
strong? Flexible?
Assessment Students will be assessed on participation in
warm-ups, and collaboration with group
members to design and construct the model of
their shelter.
Teacher will consult with students as they work
on their design, and carry a formative
assessment checklist while students are
exploring and collecting materials for their
shelters in the school's backyard forest
playground.

Day 3: 60 minutes

Materials 3D Shapes I Know by Harry Kindergarten Music

video
Rapper Glasses (optional)
Anecdotal Checklist (Appendix B)
Paper and pencils
Shelter Survey Checklist (Appendix C)

Warm-up: 5 Students will gather on the carpet to review 2D

minutes and 3D shapes. This will be done by reviewing
the rap from Day 1, with students putting on
their rapper glasses and rapping along with 3D
Shapes I Know by Harry Kindergarten Music as
they identify cylinders, cubes, spheres, cones
and pyramids.
The lyrics of the rap will be written out on chart
paper as an extra support as students rap.
 As an added challenge, students will point to
objects in the room as the rap lyrics describes
them (point to pyramids while the rap describes
pyramids, etc.)
Steps: 55 minutes Gathering in their groups from last day, students
will review their plan for a shelter and expand on
their brainstorm of supplies they can gather
outside to construct their shelter.
The teacher will then take students out into the
backyard forest playground, and show them
examples of different natural materials and and
how they could be used. Through modelling the
teacher will demonstrate their physical properties
and strengths, guiding students choice of
materials.
Students will work in the forest with their groups
and collect materials to build their shelter
together.
Students will chose a spot in the forest to build
their shelter and will begin to construct together.
Materials may not correspond to students plans
perfectly, and students will need to adapt and
problem-solve any design issues collectively
Groups will have a Shelter Checklist to help them
remember 3D shapes and materials that they
could include.
The teacher will circulate as the students work,
taking anecdotal notes about students grasp of
engineering and real-world application of 3D
shapes.
Once students have completed their shelter, they
will sketch their final creation.
Students will then will take part in a walk-through
of each others shelters with a Shelter Checklist,
admiring each others constructions and
recording the 3D shapes and materials they see.

Assessment Student participation in warm-ups, collaboration

with group members to design and the
construction of their outdoor shelter.
Teacher will consult with students as they work
on their design, and carry a formative
 assessment checklist while students are
exploring and constructing their shelters in the
school's backyard forest playground.
Teacher will also collect the students Shelter
Checklists (Appendix ) and final sketch of their
shelters to combine with their anecdotal notes
for final assessment of the shelter constructions.
Teacher Notes:
Appendix A:
http://www.outdoorlife.com/photos/gallery/hunting/2013/05/survival-shelters-
15-best-designs-wilderness-shelters (top left photo)
https://www.littlethings.com/diy-survival-shelters/ (top right photo)
http://www.wilderness-survival.net/shelters-shacks-shanties/native-american-
shelters/ (middle left photo)
https://www.youtube.com/watch?v=osUDv37lJB0 (middle right photo)
http://www.fieldandstream.com/photos/gallery/survival/shelter/2006/10/seve
n-primitive-survival-shelters-could-save-your-life#page-6 (bottom photo)
Appendix B:
Anecdotal Notes:
Laura Maggie Dominique

Caitlyn Caroline Amy

Erika Ryan L Kristy

Jesse Marcus Adam

Sarah Amanda Rob

Ryan G Emma Megan

Appendix C

Shelter Checklist: Check ( ) any shapes or materials that you have in your
shelter:
Materials/ Shape Check

cube

sphere

pyramid

cone

stick
leaf

grass

dirt
Draw or write about your favourite shelter:

https://en.wikipedia.org/wiki/Necker_cube (first photo)

https://clipartfest.com/categories/view/7fa62b88e4d78a6b8b3dd6bcae78224
602b44fa1/sphere.html (second photo)
http://www.kidsmathgamesonline.com/pictures/shapes/squarepyramid.html
(third photo)
http://www.clipartkid.com/cone-shape-cliparts/ (fourth photo)
http://www.11plusforparents.co.uk/Maths/shape8.html (fifth photo)
https://www.dreamstime.com/photos-images/sticks-twigs-isolated-white-
background.html (sixth photo)
http://animal-dream.com/leaves.html (seventh photo)
https://wattsupwiththat.com/2009/09/23/world-leaders-kick-climate-policy-
into-the-long-grass/ (eighth photo)
http://yayclay.com/pricing/ (ninth photo)