Building Things Unit

Introduction
Unit Title Building Things Grade Level One
Subject Science Time Frame 5 weeks
Developed By Brianna Nolan

Desired Results
Learning Outcomes
GLO:
 Students will construct objects and models of objects using a variety of different materials.
 Students will identify the purpose of different components in a personally constructed object or model and
identify corresponding components in a related object or model.
SLO:
 Students will select appropriate materials, such as papers, plastics, woods; and design and build objects based
on the following kids of construction tasks:
o Construct model buildings (ex – homes, garages, schools)
o Construct model objects (ex – furniture, equipment, boats, vehicles)
o Construct toys (ex – pop-ups, figures)
o Create wind- and water-related artifacts (ex – dams, water wheels, boats)
 Students will identify component parts of personally constructed objects and describe the purpose of each
part.
 Students will compare two objects that have been constructed for the same purpose, identify parts in one
object that correspond to parts in another, and identify similarities and differences between these parts.
 Students will recognize that products are often developed for specific purposes and identify the overall
purpose for each model and artifact constructed.
Essential Question(s)
 What is the purpose of an object or structure?
 What are the components of a shelter? A piece of furniture? A toy? A boat?
Knowledge Skills
Students will know… Students will be able to…
 How to choose materials for variety building  Select materials to use in a building task
tasks  Identify component parts of constructed objects
 What purpose means  Describe the purpose of each part in a
 How to compare objects that have been constructed object
constructed with the same purpose  Compare two objects that have been constructed
for the same purpose
 Recognize that products are often developed for
specific purposes
 Identify the main purpose for each model and
artifact constructed
Consulted Resources Common Lesson Resources
 Alberta Program of Studies for Grade 1 Science  Smartboard and digital copy of resources
 Building Things Grade One Package  “Building Things” student materials
o Teacher’s Guide  Purpose poster
o Additional Resources  I Can Build poster
o Student Worksheets  Pencils, erasers, colouring utensils, scissors, glue
 Manipulatives for building:
o Playdough
o Cardboard tubes
 o Paper

Assessment Evidence
Assessment Indicators:
 Students can identify and describe the purpose of various constructed objects.
 Students can recognize that every constructed object has a purpose.
 Students can compare objects designed with the same purpose.
 Students can cut, shape, fold, pile materials, join parts, and try different techniques to build objects.
Assessments
Observations & Written Constructed Home
Title
Learning Participation Student Work Student Work Connections
Outcomes Type
F&S F&S F&S F
(Formative/Summative)
Weighting 50% 20% 30% N/A
Students will select appropriate materials,
such as papers, plastics, woods; and design
and build objects based on the following kids
of construction tasks:
 Construct model buildings (ex –
homes, garages, schools)
 Construct model objects (ex –
X X X X
furniture, equipment, boats,
vehicles)
 Construct toys (ex – pop-ups,
figures)
 Create wind- and water-related
artifacts (ex – dams, water wheels,
boats)
Students will identify component parts of
personally constructed objects and describe X X X
the purpose of each part.
Students will compare two objects that have
been constructed for the same purpose,
identify parts in one object that correspond X X
to parts in another, and identify similarities
and differences between these parts.
Students will recognize that products are
often developed for specific purposes and
X X
identify the overall purpose for each model
and artifact constructed.

Assessment Tool Brief Description

Observations & Throughout each lesson, students will be observed for their willingness and openness in
Participation participation of class discussion and activities. Observations will occur with class activities like
games or writing activities but will also take place as new vocabulary is discussed and student
input is needed. Observations will be recorded through anecdotal notes at the end of each
lesson.

While these observations take place formatively in each lesson, at the end of the unit, the
teacher will use the observations in summative form, assessing overall student participation
throughout the unit.
Written Student Throughout many of the lessons, students will be completing planning pages in their student
Work booklet which at the end of the unit will be used as a summative assessment. Planning will be
student based but checked by the teacher before a student begins building.
Constructed Student Throughout many of the lessons, students will be completing building projects to showcase
Work their learning which at the end of each lesson will be used as summative assessment. Building
will be student based with minimal teacher guidance.
Self-Assessment Throughout the unit, students will be challenged to create related projects at home with the
materials they have available – paper, building blocks, LEGO, etc. While these will not be used
as summative assessment, students can engage in further learning and send in pictures to
show to the class.

Unit-at-a-Glance
Wednesda
Date Monday Tuesday Thursday Friday
y
What is Purpose?
No
March 15-19 What’s its Purpose? Worksheet
School
Comparing Objects
Building Challenge #1: Home. Shelter, or School
Planning
March 22-26
Building
Reflecting
Building Challenge #2: Furniture or Equipment
Planning
March 29 – April 2
Building
Reflecting
April 5-9 No School
Building Challenge #3: Toy
Planning
April 12-16
Building
Reflecting
Building Challenge #4: Boat
Planning
April 19-23
Building
Reflecting

Lesson Descriptions
# Lesson Title Lesson Activities
1 What is Purpose? Outcome(s):
 GLO: Students will identify the purpose of different components in a personally
constructed object or model and identify corresponding components in a
related object or model.
 SLO:
o Students will identify component parts of personally constructed
objects and describe the purpose of each part.
o Students will compare two objects that have been constructed for the
same purpose, identify parts in one object that correspond to parts in
another, and identify similarities and differences between these parts.
o Students will recognize that products are often developed for specific
purposes and identify the overall purpose for each model and artifact
constructed.
 Overview: This lesson has been designed to introduce grade 1 students into a new unit
on building. The focus of this lesson is for students to be familiar with the concept of
purpose, and why constructed objects are designed with a purpose. To begin, the
teacher read ‘Boxitects’ by Kim Smith to students to introduce the new unit. Next, the
teacher will guide students through the comparison of similar objects (race cars and
pick-up trucks) and allow discussion to take place. Next, students will be asked “Why do
things exist?” and a whole-group discussion will take place. After initial thoughts are
shared, the teacher will present various objects from around the classroom and ask
students the same question – “Why does this exist?”. As students get more comfortable
stating the reasons for existence of objects, the teacher will introduce the word
purpose. Students will then complete the ‘What’s its Purpose?’ worksheet. By the end
of the lesson, students should have an understanding of purpose and why it is
important in any constructed object.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheets), interactive instruction (discussion), and
experiential learning (conducting experiments).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. Guiding questions for
observations may include:
 What is purpose?
 Why is purpose important to think about?

Resources:
 Whiteboard, whiteboard markers, ‘Boxitects’ by Kim Smith, digital Venn
Diagrams, pencils and erasers, colouring utensils, ‘What’s its Purpose?’
worksheet, scissors, glue sticks
2 Building Challenge #1: Outcome(s):
Home, Shelter, or  GLO: Students will construct objects and models of objects using a variety of
School different materials.
 SLO: Students will select appropriate materials, such as papers, plastics, woods;
and design and build objects based on the following kids of construction tasks:
o Construct model buildings (ex – homes, garages, schools)

Overview: This lesson has been designed to help grade 1 students investigate the ways
they can construct objects, specifically shelters. The focus of this lesson is for students
to understand the pieces used in building a shelter and to emphasize the purpose of
shelters. To begin, the teacher will read ‘If I Built a House’ by Chris Van Duesn to
students. Next, the teacher will go through the instructions for the day – materials,
planning, building, and reflecting. Students will have some time to plan their structures
and then will get their materials. Following the planning and collection of materials,
students will get time to build. While students are building, the teacher will go around
and take pictures and assist where needed. To end the lesson, the teacher will lead
students through a self-reflection of their building activity. If time permits, the teacher
will read ‘If I Built a School’ by Chris Van Dusen to end the lesson. By the end of the
lesson, students will have built a structure and reflected on what worked and what did
not.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheets), interactive instruction (discussion), and
experiential learning (conducting experiments).
 Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. To further student learning,
they will be challenged to make a structure at home with the materials they have and to
send a picture on Class Dojo. Guiding questions for observations may include:
 What is the purpose of a structure?
 Why do we need structures?
 What are some of the parts that make up a structure?

Resources:
 Whiteboard, whiteboard markers, ‘If I Built a House’ by Chris Van Dusen, ‘If I
Built a School’ by Chris Van Dusen, pencils and erasers, colouring utensils,
student planning/reflection books, scissors, glue sticks, building materials
(cardboard tubes, cardboard boxes, elastics, playdough, paper, paper clips,
binder clips, popsicle sticks)
Outcome(s):
 GLO: Students will construct objects and models of objects using a variety of
different materials.
 SLO: Students will select appropriate materials, such as papers, plastics, woods;
and design and build objects based on the following kids of construction tasks:
o Construct model objects (ex – furniture, equipment, boats, vehicles)

Overview: This lesson has been designed to help grade 1 students investigate the ways
they can construct objects, specifically furniture. The focus of this lesson is for students
to understand the pieces used in building furniture and to emphasize the purpose of
furniture. To begin, the teacher will read ‘The Most Magnificent Thing’ by Ashley Spires
to students. Next, the teacher will go through the instructions for the day – materials,
planning, building, and reflecting. Students will have some time to plan their furniture
and then will get their materials. Following the planning and collection of materials,
students will get time to build. While students are building, the teacher will go around
and take pictures and assist where needed. To end the lesson, the teacher will lead
students through a self-reflection of their building activity. By the end of the lesson,
students will have built a piece of furniture or equipment and reflected on what worked
Building Challenge #2:
and what did not.
3 Furniture or
Equipment
Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheets), interactive instruction (discussion), and
experiential learning (conducting experiments).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. To further student learning,
they will be challenged to make a piece of furniture or equipment at home with the
materials they have and to send a picture on Class Dojo. Guiding questions for
observations may include:
 What is the purpose of furniture or equipment?
 Why do we need furniture and equipment?
 What are some of the parts that make up furniture and equipment?

Resources:
 Whiteboard, whiteboard markers, ‘The Most Magnificent Thing’ by Ashley
Spires, pencils and erasers, colouring utensils, student planning/reflection
books, scissors, glue sticks, building materials (cardboard tubes, cardboard
boxes, elastics, playdough, paper, paper clips, binder clips, popsicle sticks)
 Outcome(s):
 GLO: Students will construct objects and models of objects using a variety of
different materials.
 SLO: Students will select appropriate materials, such as papers, plastics, woods;
and design and build objects based on the following kids of construction tasks:
o Construct toys (ex – pop-ups, figures)

Overview: This lesson has been designed to help grade 1 students investigate the ways
they can construct objects, specifically toys. The focus of this lesson is for students to
understand the pieces used in building a toy and to emphasize the purpose of toys. To
begin, the teacher will read ‘If I Built a Car’ by Chris Van Duesn to students. Next, the
teacher will go through the instructions for the day – materials, planning, building, and
reflecting. Students will have some time to plan their toys and then will get their
materials. Following the planning and collection of materials, students will get time to
build. While students are building, the teacher will go around and take pictures and
assist where needed. To end the lesson, the teacher will lead students through a self-
reflection of their building activity. By the end of the lesson, students will have built a
toy and reflected on what worked and what did not.
Building Challenge #3:
4
Toy
Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheets), interactive instruction (discussion), and
experiential learning (conducting experiments).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. To further student learning,
they will be challenged to make a toy at home with the materials they have and to send
a picture on Class Dojo. Guiding questions for observations may include:
 What is the purpose of a toy?
 Why do we need toys?
 What are some of the parts that make up a toy?

Resources:
 Whiteboard, whiteboard markers, ‘If I Built a Car’ by Chris Van Dusen, pencils
and erasers, colouring utensils, student planning/reflection books, scissors, glue
sticks, building materials (cardboard tubes, cardboard boxes, bottle caps,
skewers, elastics, playdough, paper, paper clips, binder clips, popsicle sticks,
cotton balls)
5 Building Challenge #4: Outcome(s):
Boat  GLO: Students will construct objects and models of objects using a variety of
different materials.
 SLO: Students will select appropriate materials, such as papers, plastics, woods;
and design and build objects based on the following kids of construction tasks:
o Create wind- and water-related artifacts (ex – dams, water wheels,
boats)

Overview: This lesson has been designed to help grade 1 students investigate the ways
they can construct objects, specifically boats. The focus of this lesson is for students to
understand the pieces used in building a boat and to emphasize the purpose of boats.
To begin, the teacher will read ‘The Boy Who Built the Boat’ by Ross Mueller and Craig
Smith to students. Next, the teacher will go through the instructions for the day –
materials, planning, building, and reflecting. Students will have some time to plan their
boats and then will get their materials. Following the planning and collection of
materials, students will get time to build. While students are building, the teacher will
go around and take pictures and assist where needed. To end the lesson, the teacher
will lead students through a self-reflection of their building activity. By the end of the
lesson, students will have built a boat and reflected on what worked and what did not.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheets), interactive instruction (discussion), and
experiential learning (conducting experiments).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. To further student learning,
they will be challenged to make a boat at home with the materials they have and to
send a picture on Class Dojo. Guiding questions for observations may include:
 What is the purpose of a boat?
 Why do we need boats?
 What are some of the parts that make up a boat?

Resources:
 Whiteboard, whiteboard markers, ‘The Boy Who Built the Boat’ by Ross Mueller
and Craig Smith, pencils and erasers, colouring utensils, student
planning/reflection books, scissors, glue sticks, building materials (cardboard
tubes, cardboard boxes, tin foil, elastics, playdough, paper, paper clips, binder
clips)