Activity

Tiny Homes

Grade 3, Grade 4, Grade 5
Subjects: Art, English Language Arts, Math, Science, Social Studies

Overview

This kit features 2 hours of hands-on and inquiry-based learning activities exploring, creating, and constructing sustainable options for future home design.   This kit is an invitation to experience a small snapshot of each of our 4 Centres of Excellence (Energy, Health, Entrepreneurship, and Digital Innovation) in hopes of giving you and your class a rich, engaging, and impactful learning experience.  Happy Building!

What You’ll Need

  • Pencils
  • Design Template Sheet (see attached)
  • Chart paper (1 sheet)
  • Read Aloud – If I Built a House (By: Chris Van Dusen)
  • Tiny Home Feedback Sheet (see attached)
  • Maker Space materials: scissors, multi-colored cardstock, construction paper, tape, glue, aluminum foil, plastic wrap, white paper, etc.)
  • Cm Grid Paper (printed on cardstock, 4-5 sheets per group – see attached)
  • Lego Mini Figure Client Cards (see attached)
  • Tiny Homes PowerPoint PowerPoint – Tiny Homes

Instructions

  1. DISCUSSION:  Using the PowerPoint, “Tiny Homes”, read over the learning goals on Slide 2.  Then, go to Slide 3 and ask: “What makes a house a home?”  Begin to jot down ideas generated on chart paper or on a whiteboard.
  2. READ ALOUD If I Built a House (by: Chris Van Dusen) Before reading, give students the chance to complete the sentence, “If I built a house….” to a partner nearby.  Have 2-3 students share their completed sentences with the group.
  3. TINY HOMES: As amazing as Jack’s ideas for his dream house are in the book, the current trend in home design is actually – going small!  Review and discuss slides 4 and 5 of the PowerPoint with the students.  Continue to Slide 6 for how technology is playing a role in developing tiny homes, as well.
  4. CHALLENGE: Students will create a tiny home out of paper for a Lego Minifigure client.  They must include: all necessary amenities (bathroom, kitchen, bedroom, and a living space), 2 energy efficient products or systems (use provided checklist), showcase their LEGO client’s personality and wishlists, perimeter of 75 cm or less OR area of 225 cm2 or less, and removable roof (for viewing inside).  Divide students into small groups.  Together, read over the challenge on Slide 7, the design template page, and the energy-saving options sheet.  Then, pass each group 1 Lego Minifigure client card to provide information about this character’s tiny home dreams.  (Students do have the option of bringing one in from home and creating a biography card to use for this challenge, too!) Before students get their hands on the maker space materials, give them time to see what they can use, read over their Lego Minifigure client card, as well as sketch out their initial ideas using the Design Template.  Once they have a plan, let them build!
  5. PRESENTATIONS: House Viewing – Before presenting their houses in front of the class, give students the opportunity to do a viewing of each group’s house up close with a gallery walk.  Students can cut out their Lego minifigure outline on the client card to ensure their client fits!  Allow students to provide comments on the Tiny Home Feedback Sheet, set by each group’s house creation, as they circulate the room.  Then, allow each group to present their house, their Lego Minifigure client, and the features that they included to the whole group.
  6. CAREER CONNECTIONS: Refer to Slide 8 and allow students to discuss the future job opportunities, in relation to Tiny Homes and our own Centres of Excellence.  Can they think of more?
  7. REFLECTION & NEXT STEPS: Return to the original chart of “What makes a house a home?” and take the time to add to it or cross things off, as students reflect upon this learning opportunity.  Allow students to discuss: “What are some challenges with tiny homes?  How might a large family manage a tiny home?  What are some advantages to tiny homes?”
  8. SHARE: Feel free to send pictures of completed tiny homes or other moments during the completion of this kit to us via Twitter @NBCOE.

NB Curricular Outcomes

Personal Wellness (3-5)

GCO 4 Students will develop knowledge of self and explore the world of work.

Literacy (3-5)

GCO 1:  Students will speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

GCO 2:  Students will be able to communicate information and ideas effectively and clearly, and to respond personally and critically.

GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.

GCO 8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

Visual Arts

GCO 1: Students will explore, challenge, develop, and express ideas, using the skills, language, techniques, and processes of the arts.

Science

GCO 2 Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology (STSE).

SCO 2.1 –Students will consider factors that support responsible application of scientific and technological knowledge and demonstrate an understanding of sustainable practices.

Social Studies

4.3.3 Examine the relationship between humans and the physical environment.

NB Global Competencies