LESSON PLAN – Grade 1 Science

Subject: Science
Lesson Topic: Building Unit Task Date: December 9, 2019
Grade: 1 Length: 60-90 mins

Alberta Program of Study

General Outcome:
1-7: Construct objects and models of objects, using a variety of different materials

1-8: Identify the purpose of different components in a personally constructed object or model, and
identify corresponding components in a related object or model

Specific Learning Outcome:

1 – select appropriate materials, such as papers, plastics, woods, and design and build objects,
based on the following kinds of construction tasks:
• Construct model building; e.g., homes (human, animal, from other cultures)
• Construct model objects; e.g. furniture, equipment, boats, vehicles
• Construct toys; e.g. pop-ups, figures
• Create wind- and water-related artifacts; e.g., dams, water wheels, boats

2 - Identify component parts of personally constructed objects, and describe the purpose of each
part

4 – Recognize that products are often developed for specific purposes and identify that overall
purpose for each model and artifact constructed

Objectives

Students will ….
• Be able to orally identify features of a bedroom, living room and dining room
• Design a blueprint of their room
• Build an elf sized room that consists of a window, door on a hinge, 2 pieces of furniture

Materials

• Collected building material

• Variety of fasteners
• Student Checklist Worksheet
LESSON PLAN – Grade 1 Science

Procedure

Introduction
• Identify features found in the following three rooms – bedroom, living room, dining room
o Write students ideas on the board under each room
• Let students know that they will now be building one of these rooms for their elf

Activity – Building Diorama

• Demonstrate how the shoebox turns into a diorama – as a class walk by all the building
material so students know what they have to build with
• Student will first need to draw a blueprint of the room they wish to build
o Pull students names to come collect their checklist worksheet, ask each student
which type of room they will be building – circle on their checklist sheet
▪ As students finish check each blueprint to ensure it contains the five
minimal components and then send them to pick a shoebox
- Building Stage
o Allow 10ish?? minutes for students to build first piece of furniture
▪ Remind students that it the pieces of furniture needs legs
o After 10 mins let students know that they should be moving onto their second
piece of furniture
o After this second 10mins let students know they should be moving onto build a
door and piecing together their diorama

Closing
- As students finish, they will bring their diorama to me where I will ask the student to
explain their room and all it features. I will use the rubric to mark their projects.

Evaluation

Formative
Having students draw blueprints of bridges will allow me to ensure they know what features are
found in the type of room they wish to build and that they are planning on including the five
minimal components (window, door, hinge, 2 pieces of furniture)

Summative
Elf Room Rubric – assesses students’ ability to build a correct sized room for their elf, that
includes a door with a hinge, window, two pieces of furniture with legs. Their ability to
manipulate the building material and troubleshoot.
LESSON PLAN – Grade 1 Science

Reflection

Students loved the task of building these rooms. They were very engaged each time they had the
opportunity to work on the project. The pre-planning sheets was an excellent aid. As students saw
what each other was doing they wanted to change their room, but they had a plan to stick with
and this allowed for all students to complete their rooms in a timely manner instead of changing
back and forth between bedroom and living room five times.

Students were so engaged in the building aspect for this lesson that we created more time later in
the week for them to continue working on their rooms – all students built more furniture than the
minimal requirement.

Once each room was completed, I was able to sit with each student and ask them questions about
how and why they built their room they did, which helped me in filling out their rubric and gain a
better understanding of their ability to select proper and manipulate building material.