Willamette Educational Service District

Project GLAD Willamette Educational Service District Farmer to Consumer Grade 1 Shealon Cooper, North Santiam S.D. Amy Erwin, North Santiam S. D. IDEA PAGES

I. UNIT THEME  Farms produce products that we rely upon everyday.  Livestock is raised for the production of food, fiber, or labor  Animals have certain characteristics that make them recognizable; offspring often share these characteristics

II. FOCUS/MOTIVATION  Observation charts  Teacher made big book  Inquiry chart  Farmer awards  Picture file cards  Realia  Read aloud  Cognitive Content Dictionary

III. CLOSURE  Process charts and poems  Team farm project  Personal exploration free choice writing  A letter home to families/evaluation of unit  Build a model farm

IV. CONCEPTS-- Grade 1  Humans depend on their natural and constructed environments.  Plants and animals closely resemble their parents.  Organisms have basic needs. For example, animals need air, water, and food. Organisms can survive only in environments in which their needs can be met.  Animals are classified into different groups. Each classification has characteristics of its own that help us identify animals. Animal characteristics relate to growth, survival and reproduction.

Farmer To Consumer Level 1 OR 1 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) SCIENCE--Oregon Standards--Grade 1

LIFE SCIENCE - ORGANISMS CCG: Understand the characteristics, structure, and functions of organisms. Content Standard: Describe the characteristics, structure, and functions of organisms.

 Sort and classify collections using various features.  Recognize that all living things have basic needs to survive.

LIFE SCIENCE - HEREDITY CCG: Understand the transmission of traits in living things. Content Standard: Understand the transmission of traits in living things.

 Understand that all kinds of living things have offspring.  All animals have offspring, usually with two parents involved.

LIFE SCIENCE – DIVERSITY/INTERDEPENDENCE CCG: Understand the relationships among living things and between living things and their environments. Content Standard: Explain and analyze the interdependence of organisms in their natural environment.

 Know that some animals and plants are alike in the way they look and in the things they do and others are very different from one another.  Understand that living things are found almost everywhere in the world. There are somewhat different kinds in different places.

SCIENTIFIC INQUIRY – FORMING A QUESTION OR HYPOTHESIS CCG: Formulate and express scientific questions or hypotheses to be investigated. Content Standard: Make observations. Formulate and express scientific questions or hypotheses to be investigated based on the observations.

 Make observations.  Describe and compare things in terms of their number, shape, texture, size, and color.  Raise questions about the world around the students.

Farmer To Consumer Level 1 OR 2 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) SOCIAL SCIENCE --Oregon Standards--Grade 1

ECONOMICS CCG: Understand that resources are limited (e.g., scarcity). Content Standard: Understand the economic concept of scarcity.

 Identify goods that people use.  Identify services that people do for each other. Describe how people in the school and community are both producers and consumers.

CCG: Understand how conditions in an economy influence and are influenced by the decisions of consumers, producers, economic institutions, and government. Content Standard: Understand the concept of supply and demand

 Explain that people exchange goods to get what they want.

GEOGRAPHY CCG: Understand the spatial concepts of location, distance, direction, scale, movement, and region. Content Standard: Understand and use spatial concepts of geography.

 Know that a map represents a real place.

CCG: Analyze the causes of human migration (e.g., density, food and water supply, transportation and communication systems) and its effects (e.g., impact on physical and human systems). Content Standard: Understand the distribution and movement of people, ideas, and products.  Extends and refines knowledge of the transportation used to move people, products, and ideas from place to place, their importance, and their advantages and disadvantages.

SOCIAL SCIENCE ANALYSIS CCG: Identify and analyze an issue. Content Standard: Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon. Farmer To Consumer Level 1 OR 3 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB)  Identify a problem in the environment.

V. VOCABULARY Farmer Sty Milk Truck Agriculture Chick Factory Product Chicken Homogenization Production Beak Livestock Goods Coop Udder Services Hen Calf Needs Rooster Pasture Producer Goat Goose Consumer Kid Webbed Crop Nanny Gosling Buyer Grazing Feather Seller Billy Wing Market Horns Nest Barn Cows Egg Pig Milking Parlor Bill Piglet Dairy Farm Sheep Snout Processing Plant Wool Hog Dairy Lamb Hoof Pasteurization Shear

VI. ENGLISH LANGUAGE ARTS--Oregon Standards--Grade 1

READING CCG: Concepts of Print: Analyze words, recognize words, and learn to read grade- level text fluently across the subject areas.

 E.01.1.A.1(2) Match oral words to printed words.  E.01.1.A.1(1) Identify letters, words, and sentences.

CCG: Decoding and Word Recognition: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

Farmer To Consumer Level 1 OR 4 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB)  E.01.1.C.1(8) Read aloud grade-level text with accuracy and comprehension in a manner that sounds like natural speech, using cues of punctuation to assist

CCG: Listen to and Read Informational and Narrative Text: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.

 E.01.1.D.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children's magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry.  E.01.1.D.1(2) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex text through discussions.

CCG: Vocabulary: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

 E.01.1.E.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand, learn, and use new vocabulary that is introduced and taught directly through orally-read stories and informational text as well as student-read stories and informational text.  E.01.1.E.1(3) Classify categories of words (e.g., concrete collections of animals, foods, toys).

CCG: Read to Perform a Task: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.

 E.01.1.F.1(5) Obtain information from print illustrations.  E.01.1.F.1(6) Identify text that uses sequence or other logical order (explain how informational text is different from a story).

Farmer To Consumer Level 1 OR 5 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) LITERATURE CCG: Listen to and Read Literary Text: Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity.

 E.03.2.A.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to text and read text to make connections and respond to a wide variety of significant works of children's literature-including poetry, fiction, non-fiction, and drama-from a variety of cultures and time periods.  E.03.2.A.1(2) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex literary text through discussions.

CCG: Literary Text: Demonstrate General Understanding: Demonstrate general understanding of grade-level literary text.

 E.03.2.B.1(2) Distinguish the order of events or a specific event from a sequence of events.

WRITING CCG: Planning, Evaluation, and Revision: Pre-write, draft, revise, edit, and publish across the subject areas.

 E.01.3.A.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) With guidance, discuss ideas and select a focus when writing.  E.01.3.A.1(2) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) With assistance, compose fairly readable first drafts using some parts of the writing process such as planning, drafting, rereading for meaning, and some self-correction.

CCG: Writing: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest ; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs ; and use precise words and fluent sentence structures that support meaning.

 E.01.3.B.1(1) With assistance, write for different purposes and to a specific audience or person.

Farmer To Consumer Level 1 OR 6 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB)  E.01.3.B.1(2) Develop an idea with an identifiable beginning, middle and end.  E.01.3.B.1(3) Sequence two or more events.  E.01.3.B.1(4) Use descriptive words when writing.

CCG: Writing Applications: Expository Writing (K-3): Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.

 E.01.3.J.1(1) Write simple expository descriptions of a real object, person, place, or event using words that help the reader to see, feel, smell, taste, and hear what is being described

SPEAKING AND LISTENING CCG: Speaking: Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose ; organize oral, visual, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements ; use language appropriate to topic, context, audience, and purpose ; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques.

 E.01.4.A.1(1) Recite poems, rhymes, songs, and stories.  E.01.4.A.1(3) Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.  E.01.4.A.1(5) With guidance, use descriptive words when speaking about people, places, things, and events.

Farmer To Consumer Level 1 OR 7 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) ELP STANDARDS: READING GRADE 1 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT 2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative (story) text across the subject areas at school and on own, applying comprehension strategies as needed. s

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Farmer To Consumer Level 1 OR 9 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) ELP STANDARDS: READING GRADE 1 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.) Beginning Early Intermediat Early Advanced Proficient Int e Ad er va 2 Demonstrates Using Responds to Responds to Demonstrates Demonstrate literal literal picture cues inferential literal and literal and and inferential listening retells or questions inferential inferential listening comprehensio answers about a questions of listening comprehension of n by questions familiar story simple comprehensio more complex text sequencing about stories with short unfamiliar n of through discussions. pictures of using single phrases and text using unfamiliar story (e.g., words/ sentences. more text through beginning, phrases. complex discussions. middle and sentence end). structure. 3 Uses pictures Uses Uses visual Uses Self-corrects Monitor own reading to preview pictures to cues to self- context when using and self-correct story and/or monitor correct with clues to self- phonics, word when an incorrectly attach understandi teacher correct. meaning and identified word does meaning to ng during support. Uses visual cues not fit with cues print. shared context with teacher provided by the reading. clues to self- support. letters in the word or correct with the context teacher surrounding the support. word. 4 Uses story Identifies Identifies Identifies Notices Notice when pictures to words and words and difficulties difficulties in difficulties are identify phrases not phrases not encountered understandin encountered in difficulties of understood understood in in short g longer understanding text. understandin in short longer familiar unfamiliar unfamiliar g through familiar passages of text. text. gestures. passage of text. Uses gestures text. (hand raising, pointing) when difficulties are encountered in understandin g text.

Farmer To Consumer Level 1 OR 10 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) ELP STANDARDS: READING GRADE 1 VOCABULARY 3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge or word origins, word relationships, and context clues; verify the meaning of news words; and use those new words accurately across the subject areas (similar to 1996 “…know the meaning of words in text by using...language structure, contextual clues, and visual clues”). s

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Farmer To Consumer Level 1 OR 11 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Orally reads as well as stories and student-read information stories and al text. informational text.

Farmer To Consumer Level 1 OR 12 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) ELP STANDARDS: READING GRADE 1 VOCABULARY (cont) 2 Develops Develops Develops Develops Develops Develop vocabulary by vocabulary by vocabulary by vocabulary by vocabulary vocabulary by listening to listening to listening and listening and by listening listening and familiar simple discussing discussing and discussing both literary text familiar text simple or simple or discussing familiar and and and modified text modified short conceptually demonstrates discussing using short short conceptuall challenging by drawings familiar words phrases or conceptually y selections read or actions and phrases sentences text using challenging aloud. with teacher with teacher with teacher more selections in support. support. support. complex small- phrases and guided sentences groups. with teacher support. 3 Sorts pictures Sorts words Classifies Classifies Classifies Classify by concrete with pictures words in words by categories categories of classifications by concrete simple inflectional of simple words (e.g., (e.g., foods, classifications semantic endings (e.g., words (e.g., concrete animals, (e.g., foods, categories -s, -es, -ed, colors, collections of toys). animals). (e.g., -ing). numbers, animals, foods, plural/singular shapes, toys ). animals). 4 None None None available Uses prior Looks for Use context to available available knowledge to known understand word understand words and and sentence word picture meanings. meaning and clues to sentence determine meaning from meaning. non-print features, illustrations, graphs, and maps.

Farmer To Consumer Level 1 OR 13 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) ELP STANDARDS: READING GRADE 1 INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING 5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”). s

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Farmer To Consumer Level 1 OR 15 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) ELP STANDARDS: READING GRADE 1 INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION 6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential comprehension”). s

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Farmer To Consumer Level 1 OR 16 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) 2 Shows “what Answers Answers how, Discusses Discusses Discuss if” changes to how, why, why, and what how, why, how, why, and how, why, informational and what if if questions and what if what if and what-if topics questions with short questions on questions on questions through with one or phrases or known topics new topics in sharing pictures, two words sentences on with teacher with teacher information gestures, and and/or known topic support. support. al texts. actions with nonverbal with teacher teacher responses support. support. with teacher support.

Farmer To Consumer Level 1 OR 17 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) ELP STANDARDS WRITING GRADE 1 WRITING

2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs (1996 “Structure information in clear sequence…”); and use precise words and fluent sentence structures that support meaning (1996 “Sentence Structure”). s

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Farmer To Consumer Level 1 OR 18 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) writing with teacher more details teacher specific purpose support and further support. audience or (style), with student. ideas, with person. teacher teacher support. support.

Farmer To Consumer Level 1 OR 19 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) ELP STANDARDS WRITING GRADE 1 WRITING (cont.) Beginning Early Intermedi Early Advanced Proficient Interm a Ad ediate t va 2 Participates Uses a graphic Sequences Rereads Rereads self- Develop an in group organizer to self- self- generated idea with an activity delineate generated generated writing, identifiable where beginning, middle sentences to story and clearly beginning, teacher and and end, with create begins to identifying middle and students teacher support. beginning, identify beginning, end. discuss middle and beginning, middle and beginning, end. middle and end. middle and end. end of story. 3 Listens and Generates Underlines or Adds Verbally Use participates in meaningful identifies descriptive shares self descriptive group descriptive words descriptive words to generated words when discussion, with teacher words that already descriptive writing. narrations or support. have been created words and stories where added to sentences begins to use descriptive teacher created with teacher descriptive words are sentences. support. words when generated and writing. reinforced. 4 Writes Writes phrases or Writes in Reads Shares with Write in familiar or simple sentences. simple sentences to teacher and complete commonly sentences. teacher and/or peers sentences and used words or peers. sentences to distinguish phrases. see if they whether make sense. simple sentences are incomplete or fail to make sense.

Farmer To Consumer Level 1 OR 20 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) ELP STANDARDS WRITING GRADE 1 WRITING APPLICATIONS 4. CCG (K-12): Write narrative, expository, and persuasive texts, and use a variety of written forms (including journals, essays, short stories, poems, research reports, research papers, business and technical writing) to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms). s

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Farmer To Consumer Level 1 OR 21 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) ELP STANDARDS WRITING GRADE 1 WRITING APPLICATIONS (cont)

Beginning Early Intermedia Early Advanced Proficien Inter te Ad t medi van ate ced Expository Writing 1 Draws a Draws a picture Generates Adds more Writes Write picture that or pictures to new detail to story simple simple correlates with tell a story and vocabulary by creating expository expository teacher adds 1-3 word with teacher new descriptions description narrative. descriptions. support. vocabulary with teacher s of a real with support. object, assistance. person, place, or event using words that help the reader to see, feel, smell, taste, and hear what is being described. 2 Participates in Performs task Reads simple States 1-step Writes simple Write simple group lesson when asked to directions to directions directions. directions. where simple follow simple 1- teacher/peers during directions are step directions. who perform modeled acted out and the actions writing modeled. for activity. reinforcemen t.

Farmer To Consumer Level 1 OR 22 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Farmer To Consumer Level 1 OR 23 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) ELP STANDARDS SPEAKING GRADE 1

1. CCG (K-12): Communicate supported ideas across the subject areas, using oral, visual, written, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 Ideas and Content); organize oral, visual, written, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); and use language appropriate to topic, context, audience, and purpose (1996 Language). s

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r with the meaning. comprehensi understandin and P sounds, They use on of specific g of implied figurative rhythms and routine meaning. meaning. language. patterns of expressions They They sustain Students English. Early independently respond in conversation, initiate and stages show and respond more respond with negotiate no verbal using phrases complex detail in using responses and simple sentences compound appropriate while in later sentences, with more and complex discourse, stages one or which include detail using sentences, varied two word a subject and newly actively grammatical responses are predicate. acquired participate structures expected. Students show vocabulary using more and Students basic errors in to extensive vocabulary, respond in speech. (The experiment vocabulary, use single words bear is and form use standard conventions and phrases, brown. He is messages. grammar for formal which may eating.) (The brown with few and informal include bear lived random language. subject or a with his errors. (Can (Would you predicate. family in bears live like me to Many speech the forest.) in the bring errors are forest if pictures of observed. they find the bear (bear, food that I saw brown) there?) last summer?) 1 Gesturing to Identifies Recites Recites a Recites a Recite pictures. verbally simple familiar story familiar poems, Identifies rhyming familiar with picture story, poem, rhymes, rhyming picture pairs. rhymes, prompts. rhyme, or songs, and words with chants, song without stories. picture and/or prompts. prompts using songs. gestures or

Farmer To Consumer Level 1 OR 24 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) nonverbal communicatio n.

Farmer To Consumer Level 1 OR 25 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) ELP STANDARDS SPEAKING GRADE 1 (cont)

Beginning Early Intermedi Early Advanced Proficien Inte a Ad t rme t va diat e nc e ed

2 Responds to Responds with Responds to Stays on Begins to Stay on topic through single words questions topic when stay on topic topic when gestures, or phrases about topic speaking with when speaking. drawings, and about topic. with visual prompting, speaking actions. organizers. visual or oral. without prompts.

VII. MATH/SCIENCE/SOCIAL SCIENCE SKILLS- -Grade 1

• Social Studies - expressing ideas orally - group/partner discussions - organizing - comparing/contrasting - map skills - inferring and predicting - hypothesis • Science - graphing - problem-solving - communicating - comparing/contrasting - organizing - classifying - sequencing - grouping • Math - graphing - sorting - patterning

Farmer To Consumer Level 1 OR 26 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) VIII. RESOURCES/MATERIALS BOOKS Non Fiction All Pig’s are Beautiful: Read and Wonder Dick King-Smith 2001 Animal Babies on the Farm Editors of Kingfisher 2005 Extra Cheese, Please!: Mozzarella’s Journey from Cow to Pizza Chris Peterson 2004 Farm Animals (Watch Me Grow) DK Publishing 2005 Farm Crops (Let’s See Library) Jennifer Blizin Gillis 2004 Farmer’s (Community Helpers) Dee Ready 2005 Farmer’s Market: Families Working Together Marcie R. Rendon, et al 2001 Farming Gail Gibbons 1990 Follow the Crop: From the Farmer’s Field to Our Grocery Store Scott R. Welvaert 2003 From Egg to Chicken (Start to Finish) Robin Nelson 2003 Hooray for Sheep Farming! Bobbie Kalman 1997 If It Weren’t for Farmers Alan Fowler 1993 Life on a Cattle Farm (Life on a Farm) Judy Wolfman 2001 Life on a Crop Farm (Life on a Farm) 2001 Milk from Cow to Carton Aliki 1999 My Goats My Farm Heather Miller 2000 On the Farm Diane James 2000 Out and About at the Dairy Farm Andy Murphy Dick King-Smith 2002 Pig Jules Older 2004 Pig’s Have Piglets (Animals and Their Young) Lynn M Stone 2000 Sheep (Farm Animals) Rachel Bell 2003 Tractor (Machines at Work) 2004

Fiction All the Places to Love Patricia MacLachlan 1994 Beatrice’s Goat Page McBrier 2004 Carlos and the Squash Plant Jan Romero Stevens 1995 The Farmer Mark Ludy 1999 Raising Yoder’s Barn Jane Yolen 2002 The Rusty, Trusty Tractor Joy Cowley 2000

Teacher Resources Bridges in Mathematics (Grade 1) Math Learning Center

Farmer To Consumer Level 1 OR 27 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) ONLINE RESOURCES http://www.wisagclassroom.org/Books.htm http://www.dairyfarmersor.com/ http://www.alpenrose.com/dairyd.htm http://www.tillamookcheese.com/Education/ http://www.ageducate.org/links/links2.html http://www.moomilk.com/tours/tour1-4.htm http://www.agr.state.il.us/kidspage/milkstry.html http://www.beef.org/ http://www.poultryegg.org/Resources/index.html http://www.missionmill.org/index.html http://www.n4hccs.org/shop/products.

Recipes/Projects http://www.woolfestival.com/articles/koolaid.htm - Dye Wool Yarn http://www.microsoft.com/education/icecreamscience.mspx -Make Ice Cream http://www.educationworld.com/a_lesson/showbiz_science/showbiz_science047.sht ml -Make cottage cheese http://www.educationworld.com/a_lesson/showbiz_science/showbiz_science015.sht ml - Make Butter http://www.clover.okstate.edu/fourh/aitc/lessons/intermed/cheese.pdf - Make Cheese http://www.wisc.edu/foodsafety/mozzarellacheese.pdf - Make Mozzarella Cheese http://www.educationworld.com/a_lesson/showbiz_science/showbiz_science014.sht ml - Make Mayonnaise http://www.energyquest.ca.gov/projects/solardogs.html - Solar Hot Dog Cooker

LOCAL RESOURCES Mission Mill: Historic Woolen Mill Tour Artisan Cheese Trading Company Tillamook Cheese Factory Rickreall Dairy Tour

Farmer To Consumer Level 1 OR 28 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Project GLAD Willamette Educational Service District Farmer to Consumer Grade 1 Shealon Cooper, North Santiam S.D. Amy Erwin, North Santiam S. D. UNIT PLANNING PAGES

I. FOCUS/MOTIVATION  Cognitive Content Dictionary with Signal Word  Visit a Dairy Farm  Visit Mission Mill for Wool Mill Tour  Teacher Made Big Book  Observation Charts  Inquiry Chart  Picture File Cards  Realia  Super Scientists Awards Farm

II. INPUT  Graphic Organizer 6 Kingdoms of Life  Pictorial Input with 10/2-Dairy Cow to Milk Carton  Narrative –The Very Needy Grocer  Read Aloud

III. GUIDED ORAL PRACTICE  T-graph for Social Skills  Poetry /Chants  Picture File Activities  Sentence Patterning Chart  Personal Interaction  Team Tasks  Expert Groups  Mind Map  Process Grid  Echo Reading

Farmer To Consumer Level 1 OR 29 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) IV. READING/WRITING Total Group  Group Frame- Compare and Contrast  Cooperative Strip Paragraph with responding, revising, and editing  Story Map  Poetry Frame and Flip Chant  Highlighting and Sketching Chants  Chalk Board Phonics  Interactive Writing

Flexible Group  Team Tasks o Flip Chant o Process Grid o Focused Reading o Input Charts: Creating and Labeling  ELD Review  Expert Groups  Ear to Ear Reading  Flexible Group Reading-leveled and heterogeneous

Individual  Learning Log  Interactive Journals  Team Tasks Taken to Individual Task  Home-School Connection  Individual Tasks

Writer’s Workshop  Mini-lesson  Writing  Conferences  Authors Chair

Extended Activities  Die wool yarn with Kool-Aid  Field Trip to Grocery Store  Act Out Narrative

Farmer To Consumer Level 1 OR 30 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB)  Bridges Math Farm Unit  Art  Guest Speakers - Veterinarian - 4H Raising Pigs - Leather Worker - Artisan Cheese Maker  Cooking

V. CLOSURE  Process Charts  Assessment of Skills in Group Frames and Learning Logs  Unit Folders Containing Individual Tasks  Teacher and Student Made Quizzes

Farmer To Consumer Level 1 OR 31 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Project GLAD Willamette Educational Service District Farmer to Consumer Grade 1 Shealon Cooper, North Santiam S.D. Amy Erwin, North Santiam S. D. SAMPLE DAILY LESSON PLANS

DAY 1 FOCUS/MOTIVATION  Super Scientist Awards-Standards  Cognitive Content Dictionary with Signal Word/Interactive Writing  Observation Charts  Inquiry Chart  Big Book- Important Book About Farms - Shared Reading

INPUT  Graphic Organizer-Six Kingdoms of Living Things - 10/2 Primary Language - ELD Review - Learning Log

FOCUS/MOTIVATION  Poetry/Chant

GUIDED ORAL PRACTICE  T-graph for Social Skills-Team Points  Picture File Activity -Free exploration -Classify/categorize  Exploration Report-Modeled Writing  Poetry/Chant

INPUT  Pictorial Input –Dairy Cow to Milk Carton - 10/2 Primary Language - ELD Review - Learning Log  Read Aloud- Farmers Market: Families Working Together

Farmer To Consumer Level 1 OR 32 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) - Learning Log

READING/WRITING  Reading/Writing Choice - Journals/Teacher Models  Alphabet Book

CLOSURE  Process Inquiry Chart  Home/School Connection

Farmer To Consumer Level 1 OR 33 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) DAY 2 FOCUS/MOTIVATION  Cognitive Content Dictionary with Signal Word/Interactive Writing  Process Home School Connection  Review Graphic Organizer with Word Cards  Review Input Chart with Word Cards  Read Aloud

INPUT  Narrative Input Chart - 10/2 Primary Language - ELD Review - Learning Log

GUIDED ORAL PRACTICE  Poetry/ Chant-Highlighting

READING/WRITING  Alphabet Book

INPUT  Read Aloud Extra Cheese, Please: Mozzarellas Journey From Cow to Pizza - Learning Log-Text/You

READING/ WRITING  Flexible Grouping - Expert Group - Team Tasks  Phonemic Awareness Chant  Chalkboard Phonics  Reading/Writing Choice - Journals/Teacher Models

CLOSURE  Process Inquiry  Home/School Connection

Farmer To Consumer Level 1 OR 34 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) DAY 3 FOCUS/MOTIVATION  Cognitive Content Dictionary with Signal Word  Process Home School Connection  Review Input Chart with Word Cards  Act Out/ Review Narrative with Word Cards/Conversation Bubbles  Highlight Poetry/Chants

GUIDED ORAL PRACTICE  Sentence Patterning Chart - Reading Game - Trading Game - Flip Chant  Mind Map

READING/WRITING  Alphabet Book  Flexible Grouping - Expert Groups - Team Tasks  Read Aloud

GUIDED ORAL PRACTICE  Process Grid  Poetry/Chants

READING/WRITING  Cooperative Strip Paragraph/Group Frame - Respond - Revise - Edit  Reading/Writing Choice - Pocket Poetry, Retelling of Narrative, etc. - Authors Chair

CLOSURE  Process Inquiry  Home/School Connection

Farmer To Consumer Level 1 OR 35 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) DAY 4 FOCUS/MOTIVATION  Cognitive Content Dictionary with Signal Word  Process Home School Connection  Process Charts  Poetry/Chants

INPUT  Narrative Story Map

READING/WRITING  Flexible Grouping-Leveled Groups - ELD Retell-Group Frame - Team Tasks

GUIDED ORAL PRACTICE  Poetry/Chant  Strip Book-Farms are…

READING/WRITING  Listen and Sketch: If It Weren’t For Farmers  Reading/Writing Choice - Journals - Authors Chair

CLOSURE  Process Inquiry  Home/School Connection  Poetry/Chants

Farmer To Consumer Level 1 OR 36 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Day 5 FOCUS/MOTIVATION  Cognitive Content Dictionary with Signal Word  Process Home School Connection  Highlight Poetry/Chants

READING/WRITING  Flexible Grouping-Leveled Groups - At or Above Grade Level from Class Group Frame - Struggling /Emergent –Small Here, There Poetry Booklet - Team Tasks  Cloze Reading Activity  Ear to Ear Reading  Read Aloud

GUIDED ORAL PRACTICE  Poetry/Chants

INPUT  Guess My Category  Introduce Social Action Plan: Recycling Chicken Feathers - Letter To Dr Walter F Schmidt how can we help increase recycling

READING/WRITING  Focused Reading with Personal Cognitive Content Dictionary/Picture Dictionary  Read Aloud- All the Places to Love - Learning Log  Reading/Writing Choice - Big Book Tasks - Model-Total Class - Students-Write, Respond, Edit, Art CLOSURE  Team Presentations  Process Inquiry  Framed Letter Home  Evaluation of the Week  Home/School Connection - Take Portfolios Home

Farmer To Consumer Level 1 OR 37 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) - Share Work With Parents

Farmer To Consumer Level 1 OR 38 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) THE IMPORTANT THING ABOUT FARMS by Amy Erwin and Shealon Cooper

The important thing about farms is they provide products for us to use. Cattle are raised for many reasons including dairy and beef products. A female is called a cow, a male is called a bull and a baby is called a calf.

But, the most important thing about farms is they provide products for us to use.

The important thing about farms is they provide products for us to use. Chickens are raised for many reasons including egg and poultry products. A female chicken is called a hen, a male chicken is called a rooster and a baby chicken is called a chick.

The important thing about farms is they provide products for us to use. Sheep are raised for many reasons including wool and meat products. A female is called an ewe, a male sheep is called a ram and a baby sheep is called a lamb.

The important thing about farms is they provide products for us to use. Pigs are raised for many reasons including pork products. A female pig is called a sow, a male pig is called a boar, and a baby pig is called a piglet.

The important thing about farms is they provide products for us to use. Goats are raised for many reasons including milk and meat products. A female goat is called a doe or nanny, a male goat is called a buck or billy, and a baby goat is called a kid.

But, the most important thing about farms is they provide products for us to use. Farmer To Consumer Level 1 OR 39 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Farmer To Consumer Level 1 OR 40 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Farmer To Consumer Level 1 OR 41 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Dairy Cow to Milk Carton

Farmer To Consumer Level 1 OR 42 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Dairy Cow to Milk Carton  Physical Characteristics - 4 legs, hooves, ears, eyes, tail, mouth and an udder (add udder after calf is on chart)  Diet - A cow grazes on grass, grain, hay and drinks water.  Life Cycle - A cow gives live birth to a calf. - After she gives birth to the calf the cow’s udder fills with milk to feed the calf. - The udder is a bag with 4 teats that the calf sucks on for milk. As the calf gets older it also eats grass, grain, and hay.  Product - On a dairy farm the milk a cow produces becomes a product for us. - The cow is taken to a milking parlor. The milking machine is attached to the cow’s teats on the udder. - The milk then goes through pipes to a cold storage tanks. - A special truck that keeps the milk cold takes the milk from the milking tanks and transports it to the dairy plant. - At the dairy plant the milk is pasteurized to kill the bacteria and then packaged. Some milk is packed in cartons like the milk we have in the school cafeteria. - The milk can also be used to make cheese, ice cream, and pudding.

Farmer To Consumer Level 1 OR 43 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) THE VERY NEEDY GROCER (Narrative Input Text) Story Adapted From King Bidgoods In the Bathtub By Amy Erwin and Shealon Cooper

“Help! Help!” cried the grocer when the sun came up. My customers are in the store and there is no bacon! “Oh, who knows what to do?”

“I do!” cried the farmer when the sun came up. “You can buy my pigs for a 100 bucks.”

“Help! Help!” cried the grocer when the sun got hot. My customers are in the store and there are no eggs! “Oh, who knows what to do?”

“I do!” cried the farmer when the sun got hot. “You can gather my hen’s eggs for not a lot.”

“Help! Help!” cried the grocer when the sun went down. My customers are in the store and there is no milk! “Oh, who knows what to do?”

I do!” cried the farmer when the sun went down. “You can milk my cows, do not frown.”

“Snore! Snore!” went the grocer when the moon shown bright, the grocery store was closed and all was right.

Farmer To Consumer Level 1 OR 44 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Poetry Book

Farmer To Consumer Level 1 OR 45 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) GABBY’S FARM

This is the farm that Gabby built.

These are the sheep That provide the wool On the farm that Gabby built.

This is the sheep shearer, Who shears the sheep, That provide the wool On the farm that Gabby built.

This is the wool room worker, Who washes and spins the wool. Taken from the sheep shearer, Who shears the sheep, That provide the wool On the farm that Gabby built.

This is Gabby’s sister, Who knits a warm sweater, Using the wool she loves, Taken from the wool room worker Who washes and spins the wool. Taken from the sheep shearer, Who shears the sheep, That provide the wool On the farm that Gabby built.

S. Cooper

Farmer To Consumer Level 1 OR 46 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Farmyard Boogaloo

I’m a farmer and I’m here to say, I work on my farm everyday. Raising livestock is what I like to do, Providing products for your family and you.

Livestock, farmers, equipment too, Doing the Farmyard Boogaloo!

Feeding calves and cows, there is milking to do, Mucking out stalls full of lots of poo. Gathering eggs from the chickens’ nests, Shearing the sheep, no time to rest.

Goats in a herd chewing their cud, Piglets in the pen wallowing in mud Different types of farmers working hard every day, Bringing important products to the market for their pay.

S. Cooper & A. Erwin

Farmer To Consumer Level 1 OR 47 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) FARMERS HERE, FARMERS THERE

Farmers here, farmers there, Farmers, farmers everywhere!

Busy farmers shearing, Happy farmers milking, Tired farmers gathering, And hungry farmers working.

Farmers in the field, Farmers by the milk parlor, Farmers on a tractor, And farmers around the farm.

Farmers here, farmers there, Farmers, farmers everywhere!

Farmers! Farmers! Farmers!

A. Erwin

Home School Connection #1

Farmer To Consumer Level 1 OR 48 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Farm Unit

Name: ______Date: ______

Talk to your family and find out what their favorite farm animal is. Sketch or write what your family shared.

Parent Signature: ______

Farmer To Consumer Level 1 OR 49 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Home School Connection #2 Farm Unit

Name: ______Date: ______

Discuss with your family if they have ever been to a farm. Sketch or write what your family shared.

Name: ______Date: ______

Survey your family and find out what their favorite farm product is. Sketch or write their answer.

Name: ______Date: ______

Retell the narrative to someone in your family. What was their favorite part? Sketch or write their response.

Farmer To Consumer Level 1 OR 52 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) CONECCION DE Y ESCUELA #1 UNIDAD DE GRANJA

Nombre: ______Fecha: ______

Habla con su familia y se informe de cual es su animal de granja favorite. Di buja o escribe que su familia compartio.

Firma de padre______

Habla con su famila para se informe de ellos han visitado una granja. Dibuja o escribe que su familia compartio.

Pregunta su familia para se informe de cual es su producto de granja favorite. Dibju o escriba sus respuestas.

Repite el narrative a alguien en su familia? Cual era su parte favorite? Dibuja o escribe su respuesta.

Farmer To Consumer Level 1 OR 56 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Chickens

Physical Characteristics Chickens are birds with two legs, two wings, a beak and bodies covered in feathers called plumage. Chickens have two wattles hanging under their chin and a comb on the top of their head.

Life Cycle Female chickens called hens lay eggs in nests. Hens keep the eggs warm by sitting on them. After 21 days the chick will hatch by breaking the shell apart. Chickens can live to be seven years old.

Diet Chickens are omnivores. Omnivores eat both plants and other animals. Chickens will eat insects, worms, slugs, and snails. They also eat corn, leaves, seeds and grains.

Products Chickens are raised all over the world to produce meat and eggs. The meat and eggs from chickens are called poultry products. Some poultry products are: chicken nuggets and eggs.

Interesting Facts Even though chickens have wings they do not fly well. Today there are more chickens in the world than there are people

Farmer To Consumer Level 1 OR 57 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Sheep Physical Characteristics Sheep are mammals with a thick coat of hair called wool covering their body. Sheep have four legs and hooves. Female sheep have udders. Some sheep have horns that curve out from their head.

Lifecycle Female sheep called ewes usually give live birth to one or two lambs at a time. Sheep are considered full grown at approximately a year old. Sheep can live to be twenty years old.

Diet Sheep are herbivores. They do not eat other animals. Sheep are grazers eating grass hay and grain from the ground. Lambs drink their mother’s milk and at 4 months will also graze like their parents.

Products Sheep are raised primarily for their wool and meat. The wool is sheared from the sheep like a haircut and then used to make clothes like sweaters and socks. Lamb chops and mutton are both meat products that come from sheep.

Interesting Facts Sheep have many predators. To protect themselves they gather into large groups called flocks. Guardian dogs are used in many countries to protect the sheep from predators.

Farmer To Consumer Level 1 OR 58 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Pigs Physical Characteristics Pigs are mammals with four short legs, hooves, and a short tail. Pigs have snouts and thick skin that is partly covered in bristly hair.

Life Cycle Female pigs called sows give live birth to litters of 10 or more piglets. Pigs reach their adult size at about two years of age. Pigs can live from 9 to 15 years of age.

Diet Pigs are omnivores, eating both plants and other animals. Pigs eat what they can find including fruit, insects, mice, and worms. Piglets nurse their mother for approximately 4 weeks then they begin to eat solid food. On a farm they may be fed pig food, which contains grains and soy.

Products Pigs are raised primarily to provide meat, which is called pork. Pork products include: bacon, pork chops and ham. The skin of the pig may be used for leather and the bristles are used for brushes.

Interesting Facts Pigs are considered smarter than dogs. They learning very quickly and they make excellent pets.

Farmer To Consumer Level 1 OR 59 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Goats Physical Characteristics Goats are mammals with a thick furry coat of hair, short upturned tail, four legs, and hooves. Both male and female goats grow beards from their chins and have pointed horns. A female goat has an udder.

Lifecycle Female goats called a nanny or doe give live birth to kids in the spring. The average number of kids a doe will birth is two, but they can give birth to as many as 5 kids. Goats can live 16 years.

Diet Goats are herbivores; they eat only plants not other animals. Goats eat the leaves and bark of trees, shrubs, berry brambles, thistles and other plants and grass. Kids nurse their mother for a few months.

Products Goats are raised around the world primarily to provide food products. The milk from goats can be used to make cheese and other dairy products. Goat meat is often called chevon.

Interesting Facts Goats require little space and are often raised where cattle and sheep can’t be. Around the world people drink more goat milk than cow milk and goat meat is eaten more than chicken, beef, or pork.

Farmer To Consumer Level 1 OR 60 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Farmer To Consumer Level 1 OR 61 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Farmer To Consumer Level 1 OR 62 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Process Grid Physical Interesting Animal Characteristics Life Cycle Diet Product Facts

Chicken

Farmer To Consumer Level 1 OR 63 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Guess My Category

Cow Sheep Goat

Pig Chicken

Farmer To Consumer Level 1 OR 64 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Guess My Category

Cow Sheep Goat Wool Nanny Milk Lamb Beard Beef Wool Room Kid Calf Shear Eats berry brambles Milk Parlor Ewe Billy Graze on grass Ram Meat called chevon Raised where there is little room for cattle

Pig Chicken Pork Hens lay eggs Omnivore: eat worms and mice Has two wattles Litter of 10 or more piglets Wings Bacon Poultry Ham Chick Short legs Smarter than dogs

Farmer To Consumer Level 1 OR 65 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB) Farms (1)-Alphabet Book

Agriculture Beef Cow Doe Egg Farmer Goat Hen Ice Cream Jerky Kid Livestock Milk Nanny Omlette Pig Qual Rooster Sow Turkey Udder Veil Wool FoX a predator of sheep Yolk Zoologist

Farmer To Consumer Level 1 OR 66 Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB)