Lesson

Plan: Goldilocks and the Three Bears

Content Strand 2.4
Digital Technologies, Processes and Production: Students are to follow, describe and represent a
sequence of steps and decisions (algorithms) needed to solve simple problems.

General Capabilities:
Numeracy: Students are demonstrating numeracy abilities as they are using language of position and
movement.
Literacy: Students are to use literacy skills to report on the process.
Critical and Creative Thinking: Students will need to think broadly about the given solution or
problem.

Specific Learning
Time
Teaching/ Learning Strategies
Organisation Resources
Outcomes for the
Req.
Lesson
BEGINNING:
10min
Whole
1. The
Read Goldilocks and the
Students should be
group/
c
lass
Goldilocks and
Three Bears story
able to identify
discussion
the Three
Twist the story, Little bear
relative positions of
on
t
he
Bears fairy tale
was so upset about his
key features.
carpet.
2. A copy of the
porridge being eaten by
map
Goldilocks that he ran away,
3. Whiteboard
Daddy bear has to go and
marker to
rescue him in the shortest
model an
amounts of steps possible
example.
Show students the map that
Daddy Bear has to go
through to rescue baby bear.
Remind students that they
have to write down the steps
that they take to get Daddy
Bear to Baby Bear.
Remind students of
mathematical language of
position and movement
under, over, behind, right,
left.
Set up students into groups
and establish learning goals
and behaviour expectations.
MIDDLE:
20
GROUPS will have:
Students can
1. Map
Students should be
mins
work on the
2. Teddy
A map, a baby bear and
able to give and
carpet
o
r
a
t
Bears
larger bear acting as Daddy
receive directions,
work
3. Pencil
bear.
show positions and
stations/des
4. Rubber
They will need a math
pathways on simple
ks.
5. Unifix
workbook to write and
grid maps.
blocks
establish the steps.
6.
Math
The idea is to see which
workbo
group can get Daddy Bear to
ok
Baby bear in the shortest

amount of steps.
For Higher Order Thinking
students will be given unifix

CONCLUSION:
Students should be
able to follow other
groups directions.
Students can justify
their way of saving
Baby Bear.

15
mins

blocks where they can use

these as bridges, steps,
planks, stepping stones to
make their steps shorter.
Students can only move
Daddy Bear three steps at a
time before changing
direction.
Students are to share and
follow another group's
directions, discovering
whether the other group has
saved baby bear and if they
have followed the steps
correctly.
Engage in a whole class
discussion
Talk about the use of unifix
blocks and how they
incorporated that into their
rescue activity.
Ask what y group did to x
group and how did there
steps were different ect.
Discuss any challenges or
anything that they enjoyed.
After students have given
you feedback, ensure you
offer warm and cool feedback
to groups.

Group

rotation and
classroom
discussion.