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How can we protect the farm animals from future fox attacks?

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ELA.K.R.1.1 - Describe the main character(s), setting, and important events in a story.
ELA.K.R.3.2a - Retell a text orally to enhance comprehension: a. Use main character(s), setting, and important events for a story.
ELA.K.R.3.3 - Compare and contrast characters' experiences in stories.

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Students have already been exposed to the engineering design process. They have designed through drawings but nothing 3D.

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Week 1 - All Together Now (short)
Week 1 - A House for Max (short)
Week 2 - The Legend of the Coqui
Week 3 - The Boy Who Fed His People

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In the first short story we read in Unit 6 Week 1 for Benchmark Advanced, we hear about how farm animals are scared of getting eaten by a fox. Students need to identify the characters, the setting, and the events in the story. They will then need to identify the problem: the animals are scared the fox will come and eat them. They will then be asked to create a way to protect the animals from the fox.

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MA.K.NSO.3.1a - Explore addition of two who numbers from 0-10.
MA.K.GR.1.4 - Find real-world objects that can be modeled by a given 2D or 3D figure.  Figures are limited to circles, triangles, rectangles, squares, spheres, cubes, cones and cylinders.

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This book would help shows kids there is no one way to create something. They can be as create as they'd like when designing protection from the fox.

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If I Built a House – 🏠 Creative read aloud kids book by Chris Van Dusen

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SC.K.CS-CC.1.4 - Provide and accept constructive criticism on a collaborative project.
SC.K2.CS-CS.1.3 - Describe how models represent a real-life system (e.g.globe or map).

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-Read All Together Now
-Introduce the driving question
-Discuss how we can protect the animals (design houses, fences, etc)
-Show chicken coop inspo pictures
-Read online story If I Built a House (discuss how there is no one way to create something).
-Begin planning process on graph paper (discuss what shapes they are using and talk perimeter).