Farm Animals and Farming

Grade One Animals Farm Animals and Farming Lesson 1

Subject: Science Grade: 1

Content: Introduction to Farming and Farm animals

Teaching Strategy: Questioning/Direct Instruction

Learning Objective:  Name different types of animals on the farm  Name different buildings and equipment on the farm  How to use everything in the adventure box and when to use the adventure box

Assessment: Using a checklist  After the discussion and recording what the students know onto the KWL chart record who still has problems naming two – three things that are on a farm  Record who does not understand how or when to use the adventure box by asking those you think might not quite get it just yet.

Common Essential Learnings (CEL’s):  Communication  Critical and Creative Thinking  Personal and Social Values and Skills

Prerequisite Learning:  What is a farm

Lesson Preparation (Equipment/materials):  Chart paper  Markers  Book or picture of a farm  Book “Giggle Giggle Quack”

Advanced preparation:  Get a book or a picture of a farm

Presentation: Set  Show the class the farm set, ask them questions about what they see and questions related to farming and farms. Let the students come up and get a closer look at the farm set and touch the animals and machines.  Introduce the students to a KWL chart

Development  Using a KWL chart ask the students what they know about farming and record this on the chart  Ask the students what they want to learn about farms and record this on the chart  Go over together what is on the chart and ask if there is anything else they want to add  Introduce the adventure box  Explain when they can use the adventure box  Demonstrate and show everything in the adventure box  Choose a special place for the adventure box to go together  Emphasize the importance of taking care of everything in the adventure box Closure  Read the story Giggle, giggle, quack by Doreen Cronin

Lesson 2

Subject: Science Grade: 1 Time: 45 mins

Content: What is on a Farm

Teaching Strategy: Interactive/Indirect

Learning Objectives: Students will be able to:  Name a variety of different animals that are on a farm  Name different types of equipment that are on a farm  Name different buildings that are on a farm  Name other things that are on a farm  Good presentation skills

Assessment: Using a Rubric  Each group  Each student

Common Essential Learnings (CEL’s):

 Communication  Critical and Creative Thinking  Personal and Social Values and Skills Lesson Preparation (Equipment/materials):  Books for students to look in  Paper  Markers  Pre made groups Advanced preparation:  Get books from public library as well as the school library Presentation: Set: 5 minutes  Review our KWL chart and what we are going to learn more about today

Development  Give instructions for today’s plan. Students will be placed in groups and each group will be given a topic. Each topic is something that can be found on the farm. Each group needs to find ATLEAST 4 things that fit under their topic and write them down on their group’s paper. They can look in the books I have provided to help them find the things they need and also for spelling. Each group will come to the front of the class and read their topic and their list to the rest of the class.  Talk about how to present something to the class, model this for the class  Have the animal group go last

Closure  Have a few students tell something they learnt today and record this on the KWL chart  Talk about the types of animals on the farm and inform the students that we are going to talk more about animals on the farm next science class.

Lesson 3

Content: Identifying Farm Animals

Teaching Strategy: Interactive/ indirect

Learning Objectives:  Recognize characteristics which can be used to identify and describe farm animals  Identify, by sight or by sound, a variety of farm animals. Assessment:  Using exit cards have the students choose and animals and describe it

 Communication  Critical and Creative Thinking  Independent Learning  Numeracy  Personal and Social Values and Skills  Technological Literacy

Prerequisite Learning:  Naming farm animals

Lesson Preparation (Equipment/materials):  Flash cards  Clothes pins or safety pins  A popular toy

Advanced preparation:  Make the flashcards  Buy close pins (This game can be put into the adventure box after you have played it in class) Presentation: Set: 5 minutes  Take a popular item into class (one that all the students will know or have) and tell the students you have something you want to show them but they have to guess what it is by listening carefully to the way you describe it.  Talk about the words or phrases you used and why you used them (did not want to give away what it was)

Development  Using flashcards, split the class into pairs and have them name the animals on the flashcards (you may also have them make the noise of each specific animal)  in pairs or groups of three would work best seeing as there would not be enough farm animals for each student to get a turn if you did this as a whole class  As a whole, have the class ask you any questions they have about certain animals they could not name or mimic the sound of  Ask them about the different features certain animals have  Remind the students about the activity you did at the beginning of class (describing what you brought)  Play the “Who Am I” game  Choose a student from the class and close pin a card to the back of their shirt without them seeing. Have the student turn with his/her back to the other students and have the class describe without telling the student the animals that he or she is and the student will have to guess.

Closure  Exit Cards  Read the story “Big red barn” by Margaret Wise Brown  If time permits write on the KWL chart

Lesson 4

Content: Comparing Farm animal bodies to the human body

Teaching Strategy: Indirect/Interactive

Learning Objectives:

 Recognize characteristics which can be used to identify and describe animals.  Classify animals on the basis of their size, their body coverings, the foods they eat, and their relationships to humans.  Recognize that there are several ways in which the same set of animals may be classified.

Assessment:  Mark each students comparison sheet based on how many similarities they found  Classifying abilities and skills  Recognition that there are several ways farm animals can be classified

 Communication  Critical and Creative Thinking  Independent Learning  Personal and Social Values and Skills Prerequisite Learning:  The different types of farm animals  Parts of the human body

Lesson Preparation (Equipment/materials):  Flash cards  Comparison sheets  Pencils  Book “Cock- a- doodle- doo! Barnyard Hullabaloo”

Advanced preparation:  Put magnets on the flash cards  Make a comparison sheet Presentation: Set: 5 minutes  Read the story “Cock- a- doodle- doo! Barnyard Hullabaloo” and tell the students to pay close attention to the bodies of the animals

Development  Talk about what a comparison is.  Give each student a sheet of paper that is split down the middle with a picture of a human on one side and a picture of farm animals on the other side. Have the students list or draw similarities between humans and farm animals  As a whole class talk about the differences between humans and farm animals Closure  Record on the KWL chart what we have learned

Lesson 5

Content: Classifying animals

Teaching Strategy: Indirect/Experiential

Learning Objectives:

 Recognize characteristics which can be used to identify and describe animals  Classify animals on the basis of their size, their body coverings, the foods they eat, their relationships to humans Assessment: Checklist  Checklist of understanding  Classifying abilities and skills  Recognition that there are several ways farm animals can be classified

 Communication  Critical and Creative Thinking  Independent Learning  Personal and Social Values and Skills

Prerequisite Learning:  The different types of farm animals  Animal body parts

Lesson Preparation (Equipment/materials):  Flash Cards  Flash cards with magnets Advanced preparation:  Put magnets on the flash cards

Presentation: Set: 5 minutes  Put flashcards on the board and ask one thing that all the animals have that is the same  Introduce them to the word characteristics, what it means and why we do it.

Development  Using flash cards with magnets on them, place the flash cards on the white board, choose a characteristic with the class and sort the animals into 2 piles according to the characteristic, altogether say the names of the animals in the pile. Repeat using different characteristics.  Once the students are catching on, put them in pairs. Give each pair a set of flashcards and name characteristics and have the students place the cards into piles  Next give each student a flash card and they will become that animal. Say a characteristic and have the students group themselves based on that characteristic. Once they are grouped one at a time they will tell everyone which animal they are. After a few characteristics have the students switch cards and they become a new animal. Closure  If time permits record what we have learned on the KWL chart Lesson 6

Subject: Science Grade: 1 Time:

Content: The Farmer

Teaching Strategy: Direct/Interactive

Learning Objectives:  Understand and be able to name different jobs and responsibilities of the farmer

Assessment: Exit Card  Able to name a few of the famers jobs and responsibilities

 Communication  Critical and Creative Thinking  Personal and Social Values and Skills

Lesson Preparation (Equipment/materials):  Book “Farming” by Ann Love Presentation: Day 1 Set: 5 minutes  Ask the students what they think the farmer’s job is, write a few down on the board for them to see

Development  Read the story “Farming” during the story stop after each duty and talk about why the farmer need to do that, the importance and how it helps the farm  Half way through the story if the students seem distracted do a brain break Closure  Come back to our seats and look at our list on the board and see if there is anything we can add  Exit card

Lesson 7

Subject: Science Grade: 1 Time: Content: Farming and Harvest

Teaching Strategy: Direct

Learning Objectives:  Name a few different types of equipment used on the farm and for harvesting  Understand what harvesting is and what humans use the crops and vegetables for

Assessment: Worksheet

Lesson Preparation (Equipment/materials):  Book “Tractor”  Book “Farming”  Matching worksheet  Word search Presentation: Day 1 Set: 5 minutes  Talk about working in the fields as part of faming

Development  Using the books show the different equipment used for farming and harvest. Also pass around toy machinery that is used at each stage for the students to get a good look at  Talk about why farmers have fields and how they sell the crops for money and we buy the crops one they have been made into food  Give each student a worksheet to fill out Closure  Once they have completed the worksheet give them a word search with farm machinery words to work on Lesson 8

Subject: Science Grade: 1

Content: Harvest Teaching Strategy: Direct/Experiential

Learning Objective:  Understand what harvesting is and what humans use the crops and vegetables for  Name different types of crops and vegetables that are harvested

Assessment: Student observation and information sheet

Common Essential Learnings (CEL’s):  Communication  Critical and Creative Thinking  Personal and Social Values and Skills  Independent learning

Prerequisite Learning:  Farming  Equipment used for farming and harvesting

Lesson Preparation (Equipment/materials):  Different crop seeds  Fact sheet  Pencils  Glue  Student information and observation sheet

Advanced preparation:  Gather different seeds that come from fields in Saskatchewan  Gather foods that these grains are made into

Presentation: Set  Remind the students of the equipment we were talking about a few days ago  Inform them that once the combine picks up the seeds and puts them in the grain truck the farmer either stores them in bins or sells them to companies who make things out of them

Development  Pair the students off remind them they are a team and must work together  Explain my expectations of them  Show them the work sheet and instruct them on what they are to do  Set up each station and explain how we will rotate after 5 mins at each station

Closure  Everyone clean up the station they are at  Have a few students share a grain and what it is made into

Lesson 9

Content: Different Types of Farms in Saskatchewan

Teaching Strategy: Direct/Experiential

Learning Objectives:  Name a few different types of farms in Saskatchewan  Understand not all farms are the same  Understand why there are specialty farms in Saskatchewan

Assessment: Exit Card  Students can name different types of farms  Tell 3 things we get from farms

Prerequisite Learning:  What is on a farm

Lesson Preparation (Equipment/materials):  Teacher notes on different types of farms  Pictures and info about different types of farms  Displays of different types of farms

Presentation: Set: 5 minutes  Ask the students to name a different type of farm that maybe only has one type of animal  Tell them we are going on a field trip to three different farms without leaving the classroom

Development  Go from farm to farm reading facts from each farm and talking about the pictures  Encourage the students to ask questions  Ask the students questions  Explain along the way why these farms are important and how they are used for food

Closure  Students will complete an exit sheet