DOC D1ENT
ED 128 082 008 760 AUTHOR Lewis, Ann; And Others TITLE Farm Animals: Unit Manual Eight. Curriculum Guide. INSTITUTION George Peabody Coll. for Teachers, Nashville, Tenn, Demonstration and Research Center for Early Education. SP -S AGENCY National Institutes of Bealth (DHEW), Bethesda, Md. Bureau of Health Profe$sions Education and Manpower Training.; Office of Economic Opportun_ty, Washington, D.C.; Office of Education (DI1Fr), Washington, D.C. PUB DATE 72 CONTRACT NETCE-70-006 GRANT 0E0-CG-9995 NOTE 106p.; Fox other manuals in ttis series, see PS 008 758-63 AVAiLABLE FROM CEMREI, 3120 59th Street, StLouis, -issouri 6 139 (Paper, $2.50)
ErEs PRICE MB-$0.83 HC-$8.01 Plus Po ta DESCRIPTORS *Basic Skills; *Cognitive Development; Concept Teaching; *Curriculum Guides; *Ear)4 Childhood Education; *Instructional Materials; Learning Activities; *Livestock; Perceptual Motor Learning; Resource Guides; Skill Development; Social Studies Units; Teaching Techniques; Thought Processes IDENTIFIERS *DARCBE ABSTBACT This is nuaber eight in a series of resource manuals consisting of 11 sequenced curriculum guides developed by the Demonstration and Research Center for Early Education (DARM) for use in early childhood education programs. Emphasis is placed on tbie development of sensory, abstracting and aediating andresponse skills. The projected order of the units is:(1) All About Me, (2) Plants, (3) Autumn, VO Home and Family,(5) ;linter,(5) Forest Animals,(7) Neighborhood and Community,(3) Farm Animals, (9) Spring, (10) Transportation, :11) Farm Crops. Each unit is intended to build upon skills developed in preceding ones. The eighth unit, "Earn Animals's" is primarily a social studies unit covering animals frequently found on farms. The major content objective is to develop the childos understanding of farm animals, how they live, and how they are used by people. The sUggested tine for the unit is three weeks. Instructional activities are presented side by side with basic skills to be developed, and space is provided for teachers tooutline additional activities and skills. A list of instructional materials and their sources is given. The appendix includes patterns for teacher-made materials. (MS)
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Demonstration and. Research,cURRICULUM Center GUIDE :Johnon Elduation E. Kennedy and CenterMuman Development for Research Early Education. for - NATIONAL COOZONATION MN=
44' "1'41V'4 rti:44P444 1'47"":..44.741aSS474;14174i4 11'4_14, P,Ff. . 4-7 . . '44 FARM. ANIMALS Unit 8 by Mary Anne.. Downey. Lenore GabelAnn.Janet Lewis Camp john F. Kennedy. Center for The. Demonstration. and. George Ftabody Colle2e for Research Oil EducationResearch and Center for. Early. 1972 Teacherg Human Development Education A manual such as this requires the cooperation of rany people. Acknowledgements We. are grateful to the teachers, children and parents with whom we. worked_ TheSpecial work thanks represented go to, inCynthia. this manual C. Williams was funded for art in work,part byand Office to Martha of EconomicLisle for Opportunity proofreading, Grant and CIStyping. 9995 sponsorshipandPoints Office of ofvieware Education encouragedor opinions Contract to stated express No. do NPECE-70-006. freelynot, therefore, their professional represent judgmentthe official of the policy conduct of eitherof the office.product. Contractors undertaking such piojects under government Professions, Education. and Manpower Training, NationalTheS015 work institute.RR0308746 represented fromof Health. inthe this, general publication support grant,was, additionally Division of funded.Reg.4.-!Arch by. Blo-Medical Resoures, BuroauSciences. of Health.Support Grant The Use of DARCEE FOREWORD, Resource Unit Manuals units, moving The series of . the child to higher resource: unit manuals consists levels of development of 11 curriculum and understanding. guides. Each unit builds upOn preceding sequence of units is, as follows: 2)1) AllPlants About. Me The projected order of the 6)5)4)3) ForestWinterHomeAutumn andAnimals Family 10) 9)8)7) SpringFarmNeighborhood Animals. and Community restated that each unit Although it is not buildssuggested upon that Skills the 11) developedunits be individuallyinFarm.Transportation preceding. Crops, followed. "recipe hooks," it should be andtheskillsUnit teacher.give 10presented, herwould in a number ofThe IllustratiOns presentfirst five problems; units, for the preceding, units- are written in, Another reasonOfchildren Skill for development. if they have a. great deal of detail to h "beginning at the beginnine had no opportunities ones. Thus, beginning with very supportive of the teacher to develop and refine the is the development of activities in. tionsareUnitscreative planned list.6, 7,in asanddesigning "skeletal" 8 will her They will leave present more opportunities guidesown activities indicating and materials,a lot to the discretion, skills and concepts, for the teacher's imagination, and abilitiesthe, text becomes activities- a few suggested activities original ideas. less;As she descriptive betomes and. The: final three units more confident and and a publica- detailed. interpreted.number of weeks as: "law."for Each: unit begins with covering, the, material The: most appropriate an introduction stating, the is suggested. way for a teacher to specific goals and These are suggestions, use the units is in the: objectives, of Chat unit. however, andof should the individual teacher.A.not certain he coverbasismost valuablethe,of geographic desired to each material. location, teacher and her particular the range of the children's, experiencesgroup of students. Adjustmentsand may the need amount of time way that willto bebe made on the . The teacher may decide to substitute some oi her own. activities. required to . makingsome: theseunits adjusbetter than others; prefer some sections OVer others. She should feel free She may like . and comfortable in iii Should the teacher decide to follow the units rather closely at first, she should, do, so bearing in mind iv motivationalofsame:that any theonereason. subjectunit, level. all matter day, theyeveryday, cover couldwas meant be a todisaster be only It would als be advisable to skip a day of unit related acttvity oca'sionally for the asa partfar as,ol amaintaining, full day's. interest,activity. attentiveness, and . Three solid weeks, The basic layout oi the resource units, runs approximately according 2)1) ConceptsIntrndu..7.tinn and. Understandings to, the following pattern: 4)6)5)3) AppendixListSequenced.Skills of. Stggested Instructional Materials Guide I. SENSORY SKILLS--"Input" Receiving information II. ABSTRACTING AIM 'Organization'DARCEE Curriculum- Organizing -An. MEDIATING SKILLS-- Info informationmation Processing. Model I. RESPONSE SKILLS--"Output"Expressing information AttentionalOrienting. and Auditory.Visual iasic shapeCOIOT Concept Development volume,.length. speedtaste A. Articulation. Tactile- Kinesthetic positionnumbersize weighttexture (aud) . timeflavor . odors Synta.:..c Single-word level-- Discriminatory VisualTaste-Olfactory Association. pitchvolwne motiontemperature affectage b. Phrase level sounds,objects7identification concepts actions, of Taste-OlfactoryTactile-Auditory Kinesthetic 2.1- Labels Objects with with objects, spatially, temporally objectsfunctionally, sounds, C. Complete sentence level negativessimpleinterrogatives .. declaratives . Relational AuditoryVisual Classification! 3- Labels, with labels, actions, concepts "I."if-thee "or'""and"don't statementsknow"statements statements Sequential Visual Seluencing 2.1. InductiveDeductive classification . complex sentencesadverbial.statements, clauses, Auditory 2-I. Verbalsequencing Motorsequencing ofactions, concepts, directions, events, series ofa. series, events B. Motor Small-Motor(eye-hand coordination)Coordination Critical Thinking, 1. Drawing relationships coloringpaintingmodelangpasting . solvingtracinglaoing mazes weaving, 6.5.4.3-2- Analyzing,SynthesizingHypothesizing Making..Making, inferencespredictionsproblem. ideas situations cuttingdrawingstringing printingfollowing dots. 9.S.7. DrawingAnalyzing Evaluating analogies, absurdities Orientation front-to-backtop-to-bottomleft-to-right progression.progression . Basic. Skill Development v motivateyoungdevelopmentdeveloped children, and through encourageof basicthereby the childrenskills- activities providing to, ofusechildren each basic unit withskills. understanding. manyThe opportunitiesInformation Processing, for. developing Model SENSORY,provides ABSTRACTING,a framework forand an emphasis on basic skills to be extended and Instructional activities utilize materials and experiences of interest to, most Mastery of unit content, then, is secondary to the The primary purpose of the unit content is to . mentimposeorRESPONSE use,of intellectual.order informationSKILLS--those and structure, competency.in skillsa meaningful upon necessary the way.environment to receive in information,which they find, to organize. themselves. information, and to respond to, Mastery of the basic skills, will make it more possible for children to These axe the skills necessary fox cognitive growth . and the develop- Abstracting,tion. and Response Skills, it is important toWhile. note the.that DARCEE,in reality CurriculumThe therediagram isdiagram isno asuch conceptualizationhas clear-cutcategorized separa- specific of a process; skills underand, asthe such, headings is aof representation Sensory, of a way to organize Thebasicskillstheany categorization timedevelopmentskills, (receiving a. childin order of ofinformation)would color basicto bethink concepts skills,expected aboutand perhaps is(abstracting tothem simplyuse in also,one, relationintended skillskills),his: to, response.only.to curriculupointthe child outskills. ,the,is using, (expressingemphasis at theof information asame particular time, abouthis activity sensorycolor). while Far example, even though an activity may emphasize develop. ent- It does not imply that at assuming that in any endeavor the child is actually using a variety of skills to reach a. particular outcome. GROSS COMPL X FINE Development. of Sensory Skills. SIMPIE childone,feeling,they or feelsare aand combinationthe thattouching.. same a pincolor. ofis MOTesharp than because one, itof sticksthese senses.him.Sensory skills, refer to those skills which involve the senses, of seeing, bearing, tasting, smelling, They are, basic to, allA child skill hears development that two, because sounds all are that different is learned because is received one is loudthrough and one is soft. Generally speaking,A however,child sees simply that receivingtwo cubes informs-are alike because he, sees A tion through the senses does not require the. child to think about the information- The child can see that to . prickcolorcubes without ofare the alike, knowingcube oror thehearsaying, words that that, sharp,two onesounds orsound pin. are different without knowing, or thinking about, the name of the . is, loud and one is, soft. The child can sense the pain of the . pin in a physical When activities that emphasize sensory skill development are presented, the child is, expected sislevelright is, offor on skill the childdevelopment. sensory: skill development is in, way rather than to: respond to: respond verbally for he What is important, verbally (withterms words, of a physical rather: is, in fact,though, letting, is that the phrases, or sentences). behavioryou know: usually thatthan hea.expected isverbal ready action. for It is certainly: all when the empha- the next to behave anddevelopment describe, in provides the DARCEE Activities, emphasizing the foundation Curritulu the receiving of information . upon whiel A.the wide child range builds of sensory experiences, throughwith the the senses represent the first level of teaCher close by to, label skill ability to take in information through all Development of Abstracting the senses is, fundamental and Mediating Skills; more complex skills, and to the future learning of understandings. the child- The mentorincoming event.of these information skills, helps in Abstracting and mediating such a way: that it the child pull skills refer to: those out the, mostcan importantbe readily available for: skills which make it factors to remember about present and future use-possible to organize and The develop- store already:the key known. elements, of Impressions received information. through the senses,New: information becomes are soon lost unless the child more meaningful when it canhas buildsome wayupon of what is, a person, object, organizing . mediating.to sort outskills. what is, most The level of a child's Being able to organize i. portant about it- language development is information requires the very closely related to the child to think About development of Abstracting, incuming, information and wordspeak round the toword associate at this In fact, the ability paint- balls, apples, He, may: have, a much oranges, circles.to associate labels with The child does not objects, is a mediating: necessarily: have to: be able skill; e.g., using the to and . Whichhadtovocabulary. manyorganize one opportunities information--to s round. It is often by: his to experience round objects, associate, classify, and physical action, an observablelarger behavior, understanding, thathe may: be shownsequence things: in his environment- a ball and a. cube and be askedvocabulary than he does the child indicates he When tbe child has, a speaking to: show is able seenroundrespond a objectglobe; by: pointing whetherbut when to, OT pickingOTIf not up,indeed he the has theball. knowledge childshown has ofa. theglobe and a. cube, he will be able: in some way organized He will respond in particular object. to pick out the globeinformation about roundness,a. similar way to the presentationFor example, the child as something. round. may never havehe will of any: hea the secondmay quantity be levelexpected andof skillquality Activities, emphasizing to respond either: non-verbally developmentof hisin thesensory DARCEE experiences: the organization of information orCurriculum. verbally. through abstracting and According, The,to the response individual the child mediating skills represent uses is dependent upon child's skill level, and his level of language development- vii Development of Response Skills viii motorbe,organized. physical (physical) actions.; responses, e.g., orcutting, a combination pasting, of painting, both, Responseand etc. are sequencedskills refer to: tohelp: the theways child in which refine the his; child is, able. The responses, may be verbal, moving from single words; to complex; sentences, All unit activities call for either verbal or to use or express the: information he has or the responses, may skills cuttingof responding, on a line moving with. from scissors). gross responses. (single words, Levels of Skill Development tearing, paper) to fine responses (complex sentences, toactionobjects. place, indicating, like objects that together, through onerequires of his the senses, child heto,Discriminates: is discriminate, aware of likeness such and difference. The child may point to something, pick it up, turn his, head in the, direction of the ability to: make: some distinction of likeness and difference between people and as, between a red cube next to anothei Matching,it, etc.--a the physicalabilit) response.red cube and a red cube on top of a piece of paper.Recogni2es: Neither discriminating nor matching requite a. verbal. to; him- placedtion before,does not the require child- a verbal responsethe, teacher supplies: the, label. The child indicates, by a physical action that he understands what is; said The teacher says, "Show me the yellow cube." The child recognizes Athe red, concept a yellow, of and a. blue cube are Recogni- . yellow if he points; to: or picks up the yellow cube.Identifies: The . theteacher word holdsyellow. up the yellow cube and asks, "Nhat color is this?" The child is expected to give a verbal responseto supply The. Child identifies when he responds with a. label for a given. object. . children follow a. sequential. order. Throughout. the. DARCEE Curriculum. Guides, it will be; noted that the expectations for the development The child must be able to,Sequencing discriminate Within and the match Curriculum objects, before he is, of expected to recognize them. He must be able to recognize objects before he is expected to:match.discriminate identify them. -->recognize =,Oidentily Additionally, sequencing principles levelsresponsesimultaneously,develop of entskills. understanding activities. skill development and skill is Each unit builds Unit content is developed in development-upon the: concepts andproceeding skills of from preceding simple, determine the order of he an order of iacreasing complexity and gross, sensory skills, to, complex and presentation of unit content and skill units, moving the: child to higher abstraction while, abstract informationinstructional,Aboutthe childthe child awayto activitiesbecome himself-eafrom himselfincreasingly provide topic into manyofthe obvious opportunitiesHome andconcern Family andfor refinedand interestthe then. skillsand. complex. of Fox example, the content of the Within each unit, the: instructional the Neighborhood- to hi.. receiving, organizing, and expressing: Succeeding units about people first unit,Proceeding All. About throughMe, the units, take was activities are . introduce:immediate:utilizingordered to, thelevel thecoincide principleschild of development, withto higher ofthe levels sequencing,continuing the DARCEE growth Curriculum and developmentand, by reviewing and extending of skill development in. a Avarunrmakes appropriate it possibleof for more the to abstract previouslyindividualbegin and learnedcomplex. concepts skills. and skills, at the child's, child,In to more quiet, sedentary activities extended activitiessharedabstract materials stimuli complex tasks perceptual-motor e phasis gross discriminationgross: coordination fine:conceptual-languagefine coordination discrimination emphasis external reinforcement and control dependent on teacher direction . independentinternal reinforcement of teacher directionand control action-involved activities, individual materialsshortconcrete activities stimuli simple tasks . ix skills children will be developing through doing, theFor activities.each experience described under Suggested instructional Activities, there is a list of specific How to Use DARCEE. Curriculum. Guides. 8, 9, 10, 11 activity in the following mannerl SKILLS TO BE, DEVELOPED SUGGESTED INSTRUCTIONAL ACTIVITIESSpecific basic skills are related, to each Visual1. Nhole-pa t-whole relationship Givepaperof aeach bear. to childmake aan bear. envelope with cut-out body part:s Have the child paste the parts on manila 2.,3.Concept Development Recognizescepts (big and identifies size con.- middle size, little) Readstory. The. Threecontent. Bears. In sequence. Have the children recall the . 1-AssociationSequencing Associatescharacteristics. the animal with its underthemGive the pasteeadh children bear.the appropriate a .litto ofsi2e The bowl,Three chair,Bears. and bed Have Verbal2.,3.2. Response RecallsUses single the order words of andstory. phrases content 1.,3. or Response. ModelsCoordination couplete sentences makeByskillnumeralLook referring it at "whole-part-wholepossible thecorresponds tocoluiin theto planCurriculumheaded. to anactivitiesrelationship" activlty"Skills diagram, Tothatin Be. isthe youmeet DEveloped-"the columncan thenumeral then skillheaded determine 1, development indicating"Suggesred the category needsthatInstructional thisof ofyour ski_ithe particular Activities";specific is emphasized skill.group e.g., inof activitybesidechildren the 1 Notice that there is a numeT-1 beslde each. skill. This shoul This Table of T. ineroluction Papo h -1 ITT. II. Concepts&Ins and UnftI51 ... 11 5 h -8 mV. Sequenced inarructionai. Guide Unitunit. UnderstandingUnderstanding BeA 0000pon .o o b-1412-22h-12 Unit UnderstandingUnderstanAng Bb 1.1-16 Unit Understanding)ld 4 h.".h-18 20 Unit.Unit UnderstandingUnder-at nding B 11,-24h-22 Unit Understdins as ..,1110010,10 '0 It 0 4 4 It 4 tr Z15 Unit. un rtiMtg . 171 -241 Unit UnderstandingUnderstandingUnaeratanding ElFE lo itt***sto** s. b-34hh-30 -32 V. Unit Understanding G h-36 VI_ innandfxInstructi na 1 M ateriai 44,44 0 11,111h k h-lh xi I. rms. tntmoductionThe eighth Unit UM AntMals is pri. arily a social studies unit. It covers animals frequently Eound on howskills they which are usedthe childby people, has previously developed. The DIRiOr content obJective is.Like. to earlierdevelop DARCEE units) it, 1.6 intended, The major tidal objectives fot the thild he to renew and elsten d. the understandings, unaerscanang of farm animals, how they live, contents, and and Verbal.sensory. Response Skills andSkills to encourage: the development ofUnlike his Abstracting, earlier units, this unit is intended to be a "skeletal" guideehild1s for the teacher. Mediating, and, ReF;p0ase are tO further develop and refine! hin, Where possible, blankalternativepaying areas careful have activitie- attentionbeen left fOr tofor each sections the unit teacher understanding.II, III,to write and V.inIt, theher is expected, as with preceding units, that this, teacher should be ownable activities to develop and additional skills to be developed. or By soof aschildren to be appropriateand to a particular for the group,geographic, of children andIt the.is suggested that three weeks ba devoted area. to this unit-The content of the unit understandings, should he altered unit mill need, to be area.adapted t.0 a. particular group pointbasicaccording Whereskills tothe are the content ordered interest, or from skill attention the develop. most simple ent becomes too complex span, and skill level of your children. to the most co plex SD that the unit can be terminated You will need tO adjust the: length of ti, The, unit, understandingS and at any . emphasi2ingInstructional concrete materials, first-band commercial experiences: or teacher-made, insofar' should be as. possible. adapted for your particularor abstract group for ofthe children children to. grasp. . :Concepts and Understandings h -2 A. Farms1. are areas of land., uaually in the: country,homesFarms mayfor Where containanimals, plants fields, and (crops) storage for andraising buildings animals crops are,for and cropsraised. animals, and machinery. and buil ings--the 2 arme house, B. There:2. are many kinds of farm animals. People who, raise crops and animals on farms are called farme horse.cattlehog (hogs)(horses) chicken.goatsheep, (goats) (sheep) (chickens) gooseduckturkey (ducks) (geese)(turkeys) 2.I. Each kind,kind ofof farmfarm animalanimal haahas its:its own,own physical.na characteristics. 11,111 e. h.a. Each has aits,its certain specialspecial general. shape.color size.and markings. U.c. EathEach haaha a certain number, shape, and type, of body parts. a certain body covering. g.f. ZachEach has makes,its own its distinctIve own distinctive. sound- v ants- I.There are families, of farm animals, A farm animal family includes mother, father, and baby animals. u: t like families, of people. 2. MeMbersa. of the: farm animal families are alwaysAn animal changing, begins its life as a baby. (2)(1) Baby cattle,chickens, horses, turkeys, sheep, ducks, and . hogs, and goats are horn alive from their mothers,' bodies,. geese are hatched from eggs laid by the mother. h.c. The babymother animal, and father animals care, for their grows into a, big, adult an al just likebaby its animals- other or father. Thee.d. mother, father, and baby animals ofTheThe: adultadult animalsanimals, then become grow old and die or are killed to: be used by people- parents by having, babies of their awn. a farm family often have different names. Animal boarFather. . Mother. Baby horsehog stallion sow are foal,pig or colt. piglet ( ) (f) cattle bull . cow call goatsheep buck,ram. (billy) doeuwe (nanny) kidiamb: . turkeychicken, torooster turkey hen chick . gooseduck ganderdrake . hengooseduck, turkey ducklingpoult 4. Farm animal families: eat different kindsBogs: of food.eat: corn, grain, root s,. and garbage. gosling b. Cattle and horses eat grass: and grain- h -3 h-4 d.c. Chickens,Sheep, and turkeys, goats, eatducks, grass and and geese bushes. eat grain and. meal. 5. a.There are special places, on, farms to keep the, different animalrns families. are large buildings which serveThe, animalsas homes usually for some stay farm in animals-barns in very cold and wet weather and often at night. h. Barnyards(2) are fenced areas around barns for the chickens,Each kind turkeys, of ani alducks, has aand stall, pen, or room in the barn fcr a. home, geese. d,c. :CoopsStys, are are small pens, bulldinss outside ain barn which for some the hogs.farmers Reap chickens. D. Far e, animals: are tame animals, Pastures are grassy fields where horses, cattle, sheep, and goats graze in nice w a. h. I. Animalsa. are called, tame (or domestic) if Tame,they ere,animals raised have and homes, cared food, for byand people. protection provided by people. 2. Animalsb. are called, wild if they do nOt WildneedPets animals,people and farm to have animalscare homes, for are, them. food, tame and animals. protection provided by people. E. Farm, animals are, used by people in many ways.b.a. Forest animals and jungle animals are wild, animals, 1. a.Some farm animals are raised for food.We get meat called pork, ham, sausage) chitterlings, bacon, etc., from, hogs. b. We get meat and dairy products fro cattle. (2)(1) Wefrom get dairymilkmeat forcalledcattle, drinking beefground and for beef, procesaing steak, roastinto creabeef, etc., from beef cattle_ , ice cream, butter, and, cheese c. We, (3)get meet called mutton or lamb fto The gelatin in jello comes from cattle hoofs. sheep. 2. d.Some farm animals are: raised for materialsWe get used eggs in, and making meat fromclothing chickens, and household ducks, turkeys,articles. and geese. b.a. Hogcoats,Cattle, hair gloves, isgoat, used. hog,etc. to andmake sheep bristles skin fox is, brushes used to make leather for shoes, belts, purses, saddles, Somedio. farm animals are raised for transportationChicken,Sheep, wooland duck, foris andusedwork, goose to make feathers, wool cloth are usedfor clothing,to make: down blankets, for pillows. rugs, furnitu e fabric, etc, 3. b.a. Goats,Horses areare usedused toto transport. transport goods.people and goods and to pull farm machinery. 4. a.Some: farm animals are: raised for pleasure:Horses: and are entertainment. raised: for riding, and, racing. F. Farm, animals, like people, plants, pets, b.and forest ani All farm animal can be rals d. fel: show animals. Is, are living. things. 1- Farm animals grow and reproduce their own kind- h-5 h -6 G. Animals,2. Which share common characteristicsFarm belong animals, to special need food, anlial water, groups. and air in order to live- 1. a.Some animals are mammals. body,Mammals and are drink animals which are covered with hair or fur, are born alive from the mother's ilk from the mother's body asi bables. b Some pets, forest ani als, and farm animals which aredogcat mammals are: heardeer horsecattle beaverwoodchuckopossumskunk sheep,hotgoat . 2. Some animals are birds, porcupinerabbit b.a. SomebyBirds their pets: are mothers. animals which have two legs, wings, and feathers and are hatched from eggs laid forest and farm animals: which are birds are: parakeetcanaryparrot animals, woodpeckerchickadeebluejayrobin goosechickenduckturkey c. Birds, that people eat are often called poultry or fowl. sparrowowl S e animals areReptiles ftomreptiles. eggs are laid animals by their which mothers. are covered with snales or bony plates and are usually hatched . 4. b.Same animals' are amphibians. Snakes, and turtles are reptiles. b.a. FrogSAmphibianslaid andby their toadsare animals motheralare amphibians. vAlich live areIn watercovered with as babies; and live on land as: adults. smooth, tough skin; are hatched fram egts Visual. Skills III. Farm. Ani, IsSkills What'sLikeness, missing?' and difference skills: position,pictures: (coloredexternal andpart, black internal and white)--color, part, orientation shape, si2e, number, Patterning,WordPicture:Whoin-part-wbule: matching reading(if and. possible, recognition to work, in) puzzins, pasting animal . parts Auditory Skills, MapDiscriminating reading (with among field animal trips) sounds; recognition and identification initial.Rhyming:Rhythm patterningsongs,sounds,: 2.1. give.find words rhyming Which pnl rhyme: with: a. given word Discriminate and reproduce, voice Intonations in dramatic play 2.1... giveability words to whichdiscriminate begin with and the,identify sa e wordssound that begin with the as a, given. word same sound Concept. Development Color stress:review: primary,light and secondary; dark shades black, white, tan, gray, pink Shape introduce: review: circle,cream. .quare, triangle, rectangle star, moon, bell, heart introduce: review: linearhorseshoe,spots,rectangle,cube, sphere, spotted;shapesstraight, ovalcylinder, cone, stripes, cylindercone) curved, striped (paper parallel, folding perpendicular activitymake barn for clay an els-- SI 4e review:stress: colarge, paratives small, with middle three sizei or more long, objects short.; tall, short; wide, narrow; fat, thin . er review:stress: naturaltion--findingfamilies)sets 1-10; order numerals of thenumerals; remaining 01-10 greaterwith set sets; than, fractions: less, than; story problemssethalf, fourth,union, third;set subsets, (far separa-animal Position stress:review: co4binations,all of position words; ordinal position--first to fifth; near, nearest, nearer Volume review: beside;than; closer, corner, closest, in or at closer the thanl far, farthest, corner; in the middle, between; here, there farther than; rigbt, lefti next to, Auditory introduce: stressl cup,some, quart, more gallon; tablespoon,1 teaspoon st; so e, less, least; full recipes forelipty ilk pr ucts) Texture stress:review: allloud, soft comparisons; long, short comparisons; high, low comparisons Temperature stress:review: all.comparatives; (when appropriate) vocabulary expansionfuzzy, velvety, silky, fluffy, ruffled Weight stress:review: allcalparativescomparatives Taste and Odor review:flavors (those appropriate) sweet, sour, bitter, salty, spicy h-9 Motion stress:review: waddle,all strut gallop h-10 Tiiiii.e stress: fast, slow comparisons review:stress: week,daysnight, next, of day; the week, morning,week; last seasonsfall, week;noon, early,night; winter, lateafternoon, spring eveningl yesterday, today, tomorrow; this . Age introducel review: young,time of old dayi comparisons; numerals on years clocki of farmer'sage. (animals) day Association Skills Affect ive any emotions Which can be emphasized in stories, Classification Skills Twenty.RiddleschildrenAnimals Questions,with sound, making quiz protective gsmes riddles devices, food products, distinctive. characteristics, AnimalsAnimals vs. by plantsprotective devices; number of legs; haircategory-- or feathers; ammals, habitat--home, birds, reptiles, forest, amphibians far 1.2. with pictureswords only--teacher names class; child names class members . formal Sequencing Skills (using ordinal position. words)Book. events DramatizationLifeEventsTripSteps events.cycle inin farcookingof linesanimalseris demonstrationsday CreatingDays of theoriginal week . s cries Critical Thinking Skills (stress) Interpreting stories and events: interpreting emotions, creating drawing relationships, anticipatingan alternative story ending, creating titles for and predicting, predicting endings, original stories, Verbal. Response Skills AbsurdityProblem-solving: games creating an alternative title for commercial mathe atical, social, scientific stories Fluency:ClearComplete articulation. sentence" structure'. writerole stories,play situations, description contests experience chart stories, discussions, dramatizations, Motor Response Skills, Sentence structure.: questions"if-thee (Twenty.state'. emt.Questions), completion, negatives, (with comparatives, with all basic concepts classification and Twenty. Questions), Coordination Skills modeling,pasting, painting,drawing, cutting,coloring paperlacing, folding or weaving crayon.tracing, rabs or solving mazes, Orientation. Skills front-tobaCktop-to-bottomleft-to-right h -12 UNITIV, UNDERSTANDING1 Sequenced inst uctional Guide A. areFarms, raised. are areas of land, usually in the country, where plants (ctops) and animals SKILLS TO BE DEVELOPED, 1. Read appropriate sections of the. book Ten Big Farms to SUGGESTED INSTRUCTIONAL, ACTIVITIES, AuditoryVisual1.,2.,3. Likeness and difference anndescribe,the.fning5 thechildren. places thatwhat area, where farm found themight on ani farms.look. als like.are kept- After reading, have the children . Show pictures of fa. Discuss some 6.2.,4. Animal.Rhythm sounds, patterning--song 2_ If possible, take a. trip, to barnyard),pointa local(farmhouse, out farm. and the, label barn,different the silo, different animals, pen, fence,parts and eachofcoop, the. animal's pasture, farm. While there, Concept2. Development. Number:, counting countits,thecharacteristics. soundbody the covering.legseach onanimal each makes,type of to ani its al- movements, and to, Direct the children's attentionCount the antto els of each type and . When you return Association2.,4. Animalscharacteristics with their identifyandsaw,to school,sounds describe it. ofdiscuss aneach animal animal.the andtriprecall see if the.what Childrenthe children can Then have different children pantoie Panto. ime the move.. ents Sequencing.5. Persons with occupations Construct,anInclude animal. aa farmhouse,large model barn,of a. pasture,farm on the and classroom the pens wall.. for du 6, Song verses discussparts:different of the theani word scene,als- "fare such and as thethe differenthouse. parts, of a Help, the children to identify the Lntroduce and . 1.,2.Verbal Response Fluency: discussions,experience chart/listrole play, drensceneDuringfarmbarn, to as namethe they farmhouse,unit,any are farm aniintroduced. animals alspasture, can theybe pen,added already etc. to the:.Askknow. farmthe chil- (See Appendix.) 5. Sentence structure: comparisons 4.. Picture read a. simple book about the farm and farm Motor Response theGoodanimals; sound Morning, (The it makes. AnimalsFar ). of Farmer. Jonts; The. Farm Book; As: Emphasize each animal's name and TEACHER'S4. NOTES: Coordination: crayon rub PlacePasterubs,each child themakeanother figure,doa silhouette onepiece orin ofmorethe newsprint of centercrayon. a figure of rubs. ofa forpiecethe each, of newsprint.child. a. review of the animals, have same(ro size make on crayon . alltop fourof the sides- figure- When the top sheet is rubbed withStaple the the two sheets together on . 5- To establish the role of theofappear.)side persons.farmer, of a. (e.g.,crayon, a thedoctor, outline nurse, of the,policeman, hidden fireman)figure will use six pictures his.tureeacband role. ofpersona. thepicture farmer..and describeof a farmer. his role. Make a list of their ideas about what the, Have the children try to define Have the children identify' Then show the, pic- withdescribedoriginalLittlerole the. of children-Farm), ainideas farmer the check. withhook. is- thosethe Children:Is now. ideas with those Let ene children compareUaing their a hook about far.Redaffne ers the role of the farmer 6. Sing "The Farmer in the Dell"Rearrangethe children.charactersand playthem theand in havethis thesong children to be used sing for the sequencing. You can also make flannel figures of game with song in figures.the new inorder the (e.g.,proper . "Theorder. mouse takes the.."). Then have the children help arrange the (See Appendix.) nurse, UNIT UNDERST NG: B. There1 are many kinds of farm ani els. h-14 SKILLS, TO BE, DEVELOPED a. Hogs SUGGESTED INSTRUCTIONAL ACTIVITIES Visual1. ,3 Likeness and difference 1. Using models, pictures of hogs,Animaldren (Teaching toFamily help posters),describe Pictures, a. or Farmhog. books, ask different chil- Ask questions involving AuditoryS. Whole.-part-whole motherCallcepts.color, attention(sow), shape, and number,to babysize (pig)differences,position, hog andtexture, in label the, andeachthree. sound one- hogs- con- Show the children . a figure of a father (hoax), Concept4, Development Discriminateintonation and in reproducedramatic playvoice 2. Ask the children if they knowham-showingShow why thea. pictures farmerchildren raises of a porkchart hogs chops, Which sausage,you have bacon,constructed and Help the children, identify these. foods- Explain 2.1, TextureSizel comparisons, afact the:thathair that bristles.allbrush hog's these made hair meats of is, hoar come very. bristles, from stiff, the andhog. have them feel Show the children Emphasi2e the Association Animals with their charac- 3. Have each child begin a. bookletorGive picture each of .farmchild products. a sheet of paper with the silhouette, of a hog at the. top. Then let the children 2.1.6. Animalsteristics with their. products, canthemfromlook be onhogs.in joined the.maga2ines page. to make for apictures booklet- of products which come Have them cut out the pictures and paste . At the end of the unit, the pages, 4.Sequencing Story events 4, Using the. 4ARCEE flannelboardstory,the set story . have of the.the childrenThree. Little. recall Pigs. the events in the story. or large1 book, tell . Following the1 4. Dramatization lines Help,storyalater record them ofusing ofthe.put the.pictures theThree story.story Little of inthe order.Pigs. story events (Ginn. Kit) Or Have the children drallll,latizle, the (See Appendix.) Review the story Verbal Response, l.,4.,6. Fluency: dramatizationsdiscussions, 5. Plan a pasting, activity. Wherechildpartsthe thechildrenofa pieceachildren hog,hog of likefindcut constructionassemble froma.each puzzle. tanpart construction. aspaper you with thepaper. outline of Give each child the body name it- Give each Have the Motor3.,5.,6. ResTonse Coordination: crayon.cutting, rub pastHrig, 6. See if the children can tellthea. hog parts drawn to onform it, a andwhole ask hog, them to assemble and paste you where the hog lives. TEACHER'S NOTES: rubischildrenReferis a ofplacedfull-grown toa cardboardathe picturein pig it pig. penfor cut-outof onthea troughthe hogs. of bulletin a andhog. explain board. that food Have the children do a crayon Emphasize that the hog Show the h-lb UNIT UNDERSTANDING: B. b.There Horses are many kinds of fau- animals. Visual. SKILLS TO BE. DEVELOPED. Recall the trip to the farm. SUGGESTED. INSTRUCTIONAL. ACTIVITIES. Have the: children . Concept3. Development Likeness: and difference Showsoundscuss;describe largeand that anycompare colorful each horses animalthe picturesthey size: makes saw. of and/or horsesand how models and each hogs, of.moves- horses.the Let the children dis- 2. Position.Size: comparison!, 2- Play a following, directionshorse.cepts game using with modelsposition or con-flannel cut-outs: of a man and a 3.4. Motion:Nu er: slow,sets fast reviewusedanimals.Explain on. later tofarms- the in childrenthe. unit. ehat horses are useful farn Have them think of some ways horses are Write down some of their ideas, and Then have the children name Association1 3.,4. Animals,Characteristics with. their horsestellthe body howwear parts,partsthey shoes, are ofof andthe.a.alike horsewhy. horse. and with different. those of people and . Find someLet pictures the: children of compare Discuss; how 2.Sequencing Following verbal directions 4, Have the children recall somehorses.paste television sets of programshorses- that . Let. the Children cut them, out and make and 1.,3Verbal ,4. Response Fluency: discussions,experience chart whichIfarehavein appropriate, usedenable:whichhorses, in they themraces-in them-helpshow to, farmers.arun film very of fast h2ises, ane longand somedistances- ways Stress that horses Reviewhave strong the races legs and how horses: Motor esponse Coordination: cutting, pasting TEACHER'S NOTES: TEACHER' S NOTES: UNIT UNDERSTANDING: B. There are many kinds of farm animals. h-18 SKILLS TO BE DEVELOPED, c. Cattle SUGGESTED INSTRUCTIONAL ACTIVITIES, Visual.Concept1.,4- Development. Likeness and difference 1. Using cowsofthe the withword characterisZics the "cattle." sizes, of ofhorses, cows. and hogs. . several models of cows, introduce and explain Have the 6iildren describe some: Compare the size of Discuss the 1. Size: comparisons things,FOTcow's, recall, distinctivethe childrendo an experiencesounds, can think body chartof parts,about. (list) andcows- ofcolors. all the Then . 1.,3.Association characteristicsAnimals with their 2. Read a book about. cows, (e.g.,Mountain)have The.them Cow. sayand Wen...things,discuss. Over that the cows are. not- 4.3. ,,4. ,5. CowAnimals part withwith productscut of beef LetAskCow?thick the orchildren thin. to,tell tell what what color liquid milk weis getand fromif it cows. is, Show colorful pictures, of how the cow is milked. Next, read the book Who Will Milk My 2.Sequencing Book events Givetocomes thethe from breakfastlabel for tablethe special using dairybody partcouncil that posters. milk Discuss how the milk gets from the farm . 6.3. TripMilk eventsfrom farm to table Havetures,farm the to ofchildrenthe the family. milk review process the. anditilk have sequence the children from the arr3nge Then give each child several pic- . Verbal7. Response Making butter 4. Have the children think ofbine productsthethem thempages. from thatinto the comeafirst booklet from step andto the.let thelast. children color Afterward, com.7- 3.1. , 4.2. , 6. Fluency: discussions,experience. chart. diagramne.nefromcows. thosewhich of a products differentcow, mark that meatsthe are special come.meats- parts: of the cow Use food model cards to help them- Using a large Have them 1, Sentence structure: negative . statements, weAlso get discussfrom hogs the is word called "beef." pork, and the meat from Mention that the meat . Motor3.,5, Response Coordination: pastingcutting, coloring, 5. Give each child a magazine showingroast,cows is, other called. beef beef. products, milk, and milk products. hamburgers, steaks, ondrenUse a picturescutsheet the of pictures ofpaper canned with from meats a the:cow atmagazine the top. as well. Have the chil-and paste them . TEACHER'S, NOTES:, 6. Take the children on a fieldgoin!:Have tc.ip them on thethink trip. of some things they might Encourage them to look closely at to a dairy farm. see before wherepasteurizestioeCOWSthings the areand theymilk fedhave milk. seeis.and them atput.milked, thelook dairy atthe the bestfarm, machine milking espeoially time, and Explain the word. "pasteurize.- that how the. whattoHave thethey the dairy sawchildren infarm- the do correct an experience chart of their Encourage: tht: children to tell selutnce, trip h-20 UNIT ERST. . ING: B. Thered. Sheep are many kinds of farm. animals. Visual SKILLS, TO BE DEVELOPED 1. Introduce sheep with the following, riddle.: SUGGESTED INSTRUCTIONAL ACTIVITIES 5,1. LikenessWhole-part-whole and. difference andI coatIam, amcoats. an whiteof animal fur or that that.black., is I go bee used. lives, tobaa, ommake bee.the sweaters farm- I have a thick Who. Auditory3. Rhythm patternin, --songs Usetinctive, pictures, characteristics and/or models of to sheep. help dIscuss some dis- Have the children Association3. Rhyming byandthe,think having, different- picture, of howeaeh the andchild horse,tell draw five cow, a. things; picturehog, andabout. of sheep a sheep,sheep, are alikecolor . Review the, Characteristics of sheep 7Trite. 1-,4.1. CharacteristicsRiddles with animals 2. Show the. film. "Wooly, the; statements,down.Lamb." What each. to the child picture. says, and attach the descriptive Discuss with the Sequencing,4, Ani. als witb. products, 3. Using the song "Mary. Had ahappenschildren Little. as whyLamb," lambs the discusslamb grow. was. the called "Wooly," and what, . 4.2, WoolLife cyclefrom farmof animals, to store 4. Using ChildcraIc OT other sourcethatlines rhyme, ofthat information rhyme and aboutlet the ehildren think of words Verbal.1.,2.,4. Response. Fluency: discussions,tive statements descrip- dertheprocess-sheared.sheep, care sheep's readand abouttoback the, ishow childrentaken the thickto aboutthe coat factory how of sheep wool end needisprocessed. ten- ExplainShow the that children the wool pictures they see of comingthe shearing, off Motor Response Coordination: drawing, coloring, outintoIf possible, ofyarn. wool. have a. demonstration of how wool is spun . Mave them name, some things,List the that things are made they . say. Show some HES,: pasting 5. Eraw outlines of. Sheep on shcntsthearticles sequence of. of paper. clothing of wool thatfrom are, farm made to store.of. wool- Give Review TEACHER eachtheonclothing, thechildchildren silhouette aOT sheet woolento stay anduntil scraps- inside show it ishimthe, filled. samples outline in. of of woolenthe. sheep. Let the. paste the soraps Encourage UNIT UNDERSTANDING: B. There are many kinds of farm animals. h-22 SKILLS TO BE DEVELOPED e. Goats SUGGESTED INSTRUCTIONAL, ACTIVITIES Visual Likeness, and difference 1- Explain to the children that childrenfarm-there are look goats at onthem some. closely and describe their color, Showing a good picture of some goats, let the Auditory1. Animal sounds; numbersoundsheep,tics. of ofhogs, legs,a goat- and. size, cows. and other -Important characteris- Review sounds made by such farm animals, as, Teach the children to make the 3.2. playVoiceRhythm intonation patterningsong in dramatic. 2- Explain to the children thatgoats.thetram we(e.g., childrencanwhich get"The we milk discussAdventuresget from.milk. goats of andTwo recallLittle whatGoats"). they saw See if they can tell you another farm animal . Show a film about goats Have 1-Association. Animals with characteristics 3, Discuss the movement of goatsGrogan's,and and beard mention Goats."in the that film. they Introduce and. sing. "Bill. Sequencing. AnimalsStory eventswith products Gruff,"UsingThensometimes:have readhoofsthe let flannelboardthe Lsedlike the story inhorses.children gelatinof setThe tell ofThreeor thejellothe Billy."Three. story to make Goats inBilly. sequentialit Gruff. gel. Goats EXplain that the hoofs are, 3.,2.3. Lines in dramatization . TEACHER'S,order. NOTES: Later dramatize the. story. Verbal1.,2.,3, Response Fluency: discussion,tion, story. dramatiza- telling TEACHER'S. NOTES.: UNIT UNDERSTANDING: ; There are many kinds of farm animals- h -24 SKILLS TO BE DEVELOPED. f. Chicken, turkey, duck, goose SUGGESTED INSTRUCTIONAL ACTIVITIES VisualI. ,2., 1. Discuss and describe separatelyduceduck, the andthe label goose.chicken, "poultry" turkey, and discuss the characteris- Use pictures and/or models. Intro- Auditory9,6.,B.,9. What's.Likeness missing? and difference Lurkey,poultryraisetelltics ofthe theirDucky-Lucky, poultry.with story hands other of when Chicken farmand they Goosey-Loosey.animals. Little. hea.s: the names Turkey- Using the DARCEE flannelboard set, Have the children Compare 1-9. RhymingInitial sounds. 2. Review what name we, give to cussandchickens, geese. its distinctive ducks, turkeys, characteristics- Let each child choose an animal and dis- Discuss how they 2. Voice,Animal. intonations. sounds 3. Show the children picturesLittle areof chickensalike and dramatize.and. and different. chicks. it. Recall the story. of Chicken 4.Concept Development NuMber: ordinal. position. chickenschickens.justRemind, as people.theto be,children, fed.dO. that, baby farm animals grow up Demonstrate how a farmer might call his, Have them make the sounds of the Association 4. USing the flannel cut-outs, ofreview chicks, ordinal have positionthe children on the flannelboard. . 1.,2.,3.,9. Anicharacteristics als with productstheir 5. Display pictures of the chicken,friedagoose. pillow turkey,thiCken, stuffed duOk, roast with and turkey,down, feathers, baked duck, pictures, etc. of Show examples of how we use these farm antmaist Review withThenfry the,in bring, afrying chickenChildren an chicken. electricfor some lunch- ways fl-ying in, which pan towe theuse classroomfowl. and Review the seluence of steps, 2-Sequencing Lines in. dramatization 6. Visit a poultry farm. seeexperience. some, of theChart fowl when being you fed-return. If possible, aet the children Write a sequenced Or show the chil- Life cycle of animals drenCompare a. film the "Let's poultry Visit farm a withPoultry. the Farmdairy farm the and. discuss. . 6.5. TripFrying events chicken. ReviewReadchildren a. that story visited. just about as babyducks chickens (e-g., Theare Fuzzycalled. Duckling). Chicks Verbal Response. ducklings-and baby turkeys are called poults, we call baby ducks, Have the children recall their trip to the . 6.,7.,8.1. , 2. , Fluency: discussions,tions, experience dramatize- chart webbedducklings.likeofpoultry ducks. ducksfeet farm ofaround andducks- tellthe classroom.whether or not they saw any Have all Demonstrate,the children or form draw a a linediagram and ofwalk the . Then, have them make the sound Motor7. Response Coordination: duck walk 8. Ask the children what they hadfrom.one forsays breakfast- eggs, ask them where they think eggs come Then, tell them that we eat mostly chicken eggs, If any- TEACHER'S NOTES: buteggs.Childrenthem that examples other name asfowlof manythe also different,ways lay as, eggs- possible kinds of that eggs. we, use, Write, down what, they say and later make one of if possible, show Let the, 9. Review the mane of the, specialgiving.the fowl itens we. they;14at named- at Thanks- See if the. Children can name some other fbods weandchildrentures, eat head). that of discuss a.have prepared the the "t" turkeymissing sound. and parts a live (feathers, turkey. feet, Have the children make, the turkey sounds now the, children pic- Have the childrenandonturkey. theuse tapelater discuss recorder. fox the,auditory. various discrimination. characteristics of the Make other farm animal sounds Have the UNIT UNDERSTANDING: B. There axe many kinds of farm animals. h-26 SKILLS TO BE DEVELOPED g. Evaluation Activities; SUGGESTED INSTRUCTIONAL ACTIVITIES Visual2. What's issing? ReadchildrenChildren the book. supplythe song.Old the MacDonald sounds, ofHad the. a Farm animals. and have the As the children sing, place felt Teach the . Auditory5. Likeness and. difference. 2. Play a. what's, missing game.farmthe animalsf.lannelboard. on the flannelboard. Ask the children to look at all the . Place felt an'. als, on 1-I. ,3. RhythmAnimal patterningsounds untilchildrenAsk,animals "What all andcan theanimal. thenidentify animals close did the,areOld. their removedmissing.MacDonald, eyes. from,animal- lose?" the board. Remove one animal. Continue . See if the 4,Concept Development! Position. 3. Use, a record of sounAs on a identify"Muffinfarm ("Sounds inanimals the AroundCountry"). by the Us," sound they. make. Encourage the, children to Association7. Animals with their 4- Use a. farm animal flannelboardgames.can setfind to the play horse recogni on the ion flannelboard?"; "Who can put . Ask questions and give: directions such as "Who 6.Classification feathers,thither of etc,legs, hair vs. products morethe"Put difficultchicken."' cowthe onhorse the by beside, flannelboard?"giving themore hog."; elaborate. "Put thedirections: goat under The games can be made Sequencing4. Following, verbal directions 5. Use. the Ed-U-Cards Farm. Lottoanimals.ability game to to match, develop recognize, the and identify the farm. TEACHER'S NOTES: 6. Play classification games; usinghairothertheirclassified or PLDKsuitable ownfeathers, cards categories. in material.aor; varietyetc. any; of ways: Let the children thinkThe up farm aniAtals can be by number of; legs, . 7. Play an association game placingwithandthe pictures,foodanimals animal model from productsPLDK cards. which cards, with they flannel come. figures (ani als), This could be done 4=1.0
h.-27 h -28 UNIT - ERST , SKILLS TO ING: C. E,There DEVELOPED are faadlies of farm animals, just like, families SUGGESTE INSTRUCTIONAL ACTIVITIES of people, Visual 1. Review what fa ilies ; of people consist of, Have the . 4. 6. 03. Likeness, and difference. includes.children think of what a. family of farm, ani. els Recall the, field trip to the farm and the . 4.7. Wholepart-wholeWord. matching. babyandchildren farmlet them anicolorful els,discuss, seenpictures; thewith pictures. theirof some, families- farm ani al families Show the Auditory9. What's, missing 2. Using models, flannel figures,Oranimals-fa. Ginn orilies- pictures;Kit), associate (PLDK cardsbaby farm ani. als with their Have the children name the families of farm Concept.3. Development Rhymi.. g HaveRead.See themifthe they bnnktell can Make.how give, many Way all ducklings;for the. Ducklings names there ofto thewerethe ducklings. children.in all. 3, Numberl greatercounting; than, subsets; less than havethe,Have namesthe children aloud. make subsets, of given sets, listen for rhyming patterns When they say all Using flannelboard cut-outs of ducks, Have . 10.7, Position.Shape.: basic 4. Read a. bonk about, horses (e.g.,Baby.the Horses;Whatever Misty, Happens, the toWonder Pony; etc.). co. pare, subsets, according to number of Explaine exc. 2.Association Baby ani els, with. parents childrentocyclethe seelabels: ofsnme horses-to colt,horses,observe pony, colts,the foal,horses and. etc- andfillies- tell how the colt Take the children to a riding stable Discuss, the life Encourage, the 6. Animals; with. feed chartand horse story are, of aliketheir andtrip, different- (Stress sequencing.) Do an experience, When . Ana als with. homes ofltheforthe smallit.children story cards. is do co some pleted, word have the children make a title Select some words from their stories and let etching with words printed 4.,5.Sequencing, Animal life cycle 5- Show a. film about a baby farmorthe. "Woolyanimal, Calf," the such. "Mary Lamb." Had a. Little La Discuss the life, cycles of ani.- ,," "Sparky the. Colt," as, "Frisky. Critical4. Thinking, EXperience chart. 6- Discuss the kinds of: foodmals- eat-that different farm animals andiox models of farm. animals. Show samples and associate them with pictures, . Verbal.4. Response. stories:Creating title fox original withetc-) hogs, gxass with cattle, horses, sheeps, and Discuss, likenesses and differences in ele foods- (Example: Place corn goats, 7. Have, the: children look at the, farm scene on the wall a . 7.10.4.,5.,6., Fluency: experience.discussions, chart. drenanimals.there,and describe na are e somespecial what animals: they.places; see-that to livekeep indifferent barns. families, of Talk about the barn first, and have the, chil- Explain that on the farm Read the Mot7. OT Response Coordination: pasting basicwhole-part-wholebook Bigshapes, Re&Barn for review..pastingor another activity book aboutof a barnbarns. using Do a TEACHER'S. NOTES: mals,outtotheIntroduce eachmightthe, sty, place. farm livebarnyard, the scene indesignated.other that onpasture, special particularthe wall. andplaces place,the oncoop a farmby referring such Ask them to tell what ani- Let the, children pick as 9. Using, a large colorful far.blindfoldsquares,game.look at the andcover barnyard.have something the child on tellthe farm.what is hidden- Select and blindfold a, child. Then play a "what's, hidden" picture, have the children Using s,. allRemove the, 10. Discuss, pastures with the. children-Playandto howthink"put they theof getanimal,all theirthe infar food the inpasture." cold winter weather. animals that graze in pastures Ask, the children Use a large actuallvdonkey."Blindfoldoutpicture pictures of placethe: a, of barn, child thedifferent animals. barnyard,and play. farm and likeani pasture "pinals that.the and tail graze.small on the,cut-, use position concepts in discussing where they UNIT UNDERST SKILLS ING:TO BE, DEV OPED 0. Far animals. are tame animals. SUGGESTED INSTRUCTIONAL ACTIVITIES. Association1.,2. Animals with characteristics ring.Reviewoutsome, backwhat dieforest. to"tame"concept, forest animals. means; ofani. "wild" andals, name with some the familiarchildren tame.refer-; Next, help the, children figure Let the children recall Classification2. Tame vs. wild 2. Have a. good selection of familiarsidered.animals. forest tame andand discuss,farm . Why this would be: true. Emphasize again tbat farm animals are con-; Verb1. al Re sp ons e Fluency: discussions Placeselectanimal all cardscards; vbe animaland one have at cards athe time; childrenin anda bag. tell identify. whether the, the ani al Let the children T ' CHER'S; NOTES1 orisin tamewild. two; or rows, wild: accordingand why. to whether the animals; are tame Let, them assemble the cards 4 4 UNIT UNDERSTANDING: E. Farm animals are used by people in many. ways. h.-32 Visual SKILLS, TO BE iIEVELOFED 1. Discuss the ways in which farm animals: are used by. SUGGESTED INSTRUCTIONAL ACTIVITIES Auditory.1. Likeness and difference people-animalshog, cow, areand sheep, ustheir ed. goat, products. and. chicken. Compare the ways: in. Which forest and. farm 4 iscuss, foods that we get from the Have a tasting party with . Use pictures of Concept.5. Development. Rhythm patterningsong 2- Review some vegetables thatandsome animalare haveprepared. familiar itthem comes tastemeats. to from-the and chil- identify the. Blindfold the children's eyes, eat, and the Association4.1.,3. TextureTaste. and odor: flavor. Readcome:lunch,dren. a.fro and. book dinner. about cows; (e.g Who Will Milk, My Caw?). Using the food model cards, plan,the a farmbreakfast, animals. In the meals, include meats that 3.4.,6I. , 2 , uses.Animals with products, and cheesecheese,Discuss tasting etc.,how we from partyget thedairy with milk productsthe that children cows such withgive. as milk,several butter, . Have a Verbal.5. Response Animals with characteristics 4. Show the children a brushwith woolkinds,made down. sweater,fro of cheese- leather articles, and pillows stuffed Discuss which animals these articles come hog bristles, a Motor4.1. ,,3.,,5.,6. Response. Fluency: discussion. 5. Review how we get wool fromwooldescribe from.the yarnsheep. whetherof different it is colors,soft or lethard, the, rough children or s ooth.follow Have the children touch each article and Then using 5. Coordination: pasting,following, a. line. yarnof"Baa,the sheep.carefullyoutline: Baa, Blackof on a. top Sheep,"sheep. of the and outlined discuss model.characteristics Encourage them to paste the Sing, TEACHER'S NOTES: 6. Discuss how so e fa_ apulledand, thatfilm, pulling long theto illustrate agofarm, when machinery. peoplethis concept. did not have achinery like: plows- animals are used for transporting Explain to the children If appropriate tractors, horses show UNIT ERST ING: F. Farm animals, like people, plants, pets, and forest animals, are living things- -34 Visual SKILLS TO BE DEVELOPED 1. Discuss the differences between living and non-living SUGGESTED INSTRUCTIONAL ACTIVITIES Association1, Likeness, and. difference livinglive.thingsthings. andgrow, non-living, reproduce, things. need food, water, and air to Have a. classificationUse concrete.game using examples. pictures of Emphasize that living, Classification.1. Living,tics things with characteris- 2. Read See Haw It Grows and needdiscusstheyliving to grow.wnatthings the need farm to animals live and grow. say. Have the children tell what things all Write down what Verbal.1. Response Fluency:Living vs. non-living discussions, TEACHER 'S NOTES: experience chart UNIT UNDERSTANDING: G. Animals which share common characteristics belong to special animal groups. 11-3k Visual &KILLS TO BE DEVELOPED SUGGESTED. INSTRUCTIONAL ACTIVITIEs Association.2.,3, Likeness, and difference 1- Review and list pets, forestmammals withani; four als,and legs,whyand farmpeople hair ammals" orare fur. and explain why these animals are considered ammals- Introduce the word Using pictures, of animals, 2..41. 4. BirdsMammals, with with. characteris characteristics its, 2. Have the children name someDiscussaccordingani. animals als, some havetothat characteristicswhether the: are Childrenbirds. they are identify; of mammals birds: and or classifynot- them, how female 3. ,4. ,4. AmphibiansReptiles with.with characteristics hatchingparebirds birds,lay from eggs with eggs and mammals andhow mammalthese by showing eggs,babies: are picturesbeing hatched. born, of birdsalive. Com- Classifica5. ion. Quiz game discussUsingbirdsHave andpicturesthe the sochildren characteristicse. ofthat snakes,name: are iammals-some, toads, of farmreptiles; frogs, animals; and thatturtles,amphibians, are 4.1. MaPetsfarm vs. ani forest als animals vs. al vs, non-mammal alikereptiles,PLDKhowthe they pictures childrenand are anddifferent. alike,a or tellphibians; flannelboard andverbally howwith they waysmafigures, are. in Which different,to compare they are als and. birds. LetUse. 4. Mammalsvs. amphibians vs. birds vs. reptiles 4. Using the: animal cards of pets, forest animals, and . Verbal. Response: Fluencyi rod-basket.severalfarm animals, cards withplay. paper the "Goclips, Fishing on them Game," in a large, Let each child have a turn fishingAttach a a.card magnet from to the card on the fishing. Place, discussions, the basket. When they fish out a card, have them . quizexperience gaiie chart, . byinidentify category and why. the (mamual, animal bird, and tellreptile, what a.class phibian). it would be Have the children classify the animals, TEACHER'S NOTES: 5. To review the, entire unit drenstripsgameofcan farm with,canand of animals, take answeringpaperthe turnschildren. andplay drawingtheplaced a. questions.qui2 instrips; a small of papercan- from the, Have questions written on The chil- h-38 Instructional Materials BOOKS SGURCE Animals;The Animals on aof Farm Farmer Jones Seibert,Starry, R.J. Ill.) Golden1964Encyclopedia Press, 1953Britannica Press, Best,Baby FarmWord Animals,Book. Ever Williams,Starry, R.G. Golden Press,Press, 19631958 (GiantLittle Golden)Golden) Big and Little Creatures. Henny-PennyThe Cock, the (p. Mouse, 112)and the Little Red Hen (p. 96) Untermeyer, B., & Untermeyer, L. (Eds ) Golden. ress, 1961 Big Red Barn The ThreeStory of the Three Little Pigs (p. 46) illy-Goats Gruff (p. 30) Brown, M. W. E. M. Hale & CO., 1961 Chicken Little Rutherford,Starry, R. (Ill-)B., WhitmanGolden(Small PressPublishing World Library Co., 1966.Book) 1960 (Little, Golden) ChildcraftChicken Little Count to Ten Friskey, M. & Rutherford, B. FieldChildrens Enterprises Press, Educational1946 Country. Noisy Book VolumeVolume. 74 - LifeHow WeAround. Get ThingsUs. Brown, M. W. Harper.Corp., 1966, & Row, 1940 The Cow Went Over the. Mountain BOOKS SOURCE Don'tCurley Countthe Pig. Your Chicks Pezzi,Drensley,d'Aulaire, M. P.J. 1., Golden.Golden Press,Press, 19631964. (Little(Big Golden) Golden) Everybody Has a. Houseand EVerybody Eats. Green, M. M. & Perin, E. YoungDoubleday. Scott & Co.,Books, 1943. 1961 TheFluffy Far. and the. Flyaway. Fly. Book Carlson,Pfloog, J. V. F. Whitman.Golden(Big Press, Tell-a-Tale)Publishing 1964 (Golden.Co., 1966 Shape) 1.1.16 The Fuzzy. Duckling Werner, j, Golden Press, 1949 (Little Golden) TheThe Golden. Gingerbread Goose, Man Tenggren,Rutherford, F. B., 6. Rutherford, B. (111.) (Ill.) GoldenWhitman.(Giant Press, Co., Tell-a-Tale) 19631954 (Little Golden GoodThe Golden Morning, Happy Farm Book. of Animals Wright,Scarry, B. R. R. WhitmanGolden(Giant Press, Publishing Tell-a-Tale) 1965 Co., 1964 TheGreen Great. Eggs Big. and Animal. Ham Book Rojankovsky,Seuss, Dr. F. (I11.) Beginners.Golden. Press, Book, 1950 Inc-, (Big 1960 Golden) 1Gwendolyn and the. Miracle1 ant To Hen. Be a: Dairy. Farmer. Greene,Sherman, C. N. ChildrensGolden Press, Press, 1961 1957. BOOKS SOURCE 11-40 I Wish That I Had Duck Feet LeSieg, T. Random(Beginner) House, Inc-, 1965 Little Black, A Pony. Farley, W. Random(Beginner) House, Inc , 1961. MakeTheThe. LittleLittleWay for Farm,Red lucklings Hen Miller,McCloskey,Lenski, J. L. P. R. (Ill ) Golden.HenryScholastic Z. Press, Wick, Book 1954. Inc., Services, (Little 1942 Golden)1941 MilkMisty, for theYou Wonder Pony McKindley,Schloat, G.C. W.(Ill.) Rand.Charles(rip-Top McNally Scribner's! Elf & Co.,Book) Sons,1956 1951 My.My. Friend. Nursery the Tale Cow Book Lenski,Scarry, L. R. NationalGolden. DairyPress, Council, 1949 (Big 1967 Golden) Old. Gray and. rhe Little White Hen The Country Mouse and. the City Mouse Francois, P. Golden(Read-It-Yburself) Press, 1966 AOld SeeTale MacDonald How of It.Tails GroHad. s a Farm Macpherson,Walters,Crawford, M. M.E. GoldenGrosset Press, & Dunlap, 19621967 1954(Big(Golden Golden) Square) Three.Ten Big Bedtime Farms Stories. Williams,Ipcar, Di. G. (111.) GoldenAlfred Press,A. Knopf, 1953 1958 FILMS SOURCE TheSparky, Three the Little Colt Pigs(11 min.,(II b/w) min., b/w) Coronet.Coronet FilmsFilms. Wooly,Uncle Jim'sthe Lamb Dairy (11 Farm min., (12 b/w) min., color) CoronetNational Films, Dairy. Council Bought. Me. a Cat and Other RECORDS Folk Songs (7" L.P.) Scholastic. Records Co. SOURCE 1C,0 ChickenBurl Ives; Little Sings (45 Littlerpm) White Duck (12" L-P.) Golden.Columbia Records, Record. (Book, Co. & Record Set) A A,Golden45 Golden. Children:'s. Treasury Treasury. ofFavorite of Mother Nursery Rhymes (12" L.P.)Songs (12" L-P.) Goose. and Nursery Songs (12" L-P.) GoldenBrigade RecordsRecords MuffinLittle. in Redthe RenCountry (45 rpm) (12" L.P.) Golden.Golden RecordsRecords, SoundsNursexy Around and. MotherU. Goose (album) Songs (3 - 78 rpm) Scott,BowmarYoung People's. Records.Foresman, Record. and Company Co. Three, Little Pigs, (45 Sounds Around the. Farm rpm) Golden Records, (Book. & Record Set) h-42 The Three Billy Goats Gruff BOOM Maxey, D. (Ill.) Whitman(Giant Publishing Tell-a-Tale) Co., 1966 SOURCE. TheThe: Three Ttue Little: Book of Pigs Farm Animals WaltLewellen, Disney J.Studio (111.) GoldenChildrens Press,Press, Press, 19651948 1954 (Big,(Little Golden) Golu WhoWho.Whatever WillTook. Happens,Milk the Farmer'smy toCow? Baby. Hat Horses? Jackson,Nodset,Hall, B. J.J. L. Follett,Harper 61: 1964Row, 1963 FILMS, (Beginning-to-Read) SOURCE TheAnimals Adventures and Their of Two Foods Little (11 Goa s 11 min., b/w) CoronetCoronet. Films,Films FarmThe DairyAnimals Farm (b/w) (13 1/2 min., b/w) NationalCoronet. Films,Dairy. Council. FarmyardF isky, the Calf (11 min., b/w) abies (11 min., / ) Coronet.Coronet. Films Films. MaryTheLet's Little Had Visit a RedLittle a PoultryHen Lamb(11 Farmmin.(11 min.,(11 min., b/w) colo ) CoronetCoronet. Films,Films,Films SONGS SOURCE Exploring Music, Volume 1. Old. MacDonald Had a Farm, (Fp. 10) Boardman, E. (Ed.) Holt,1966 Rinehart, & Wins on, Inc., 50 Songs for Children . graham, M. N. whilman Publislying Co 964 LittleThe, FarmerBo Peepaa, in (p. the 10) Dell (p aa, Black Sheep 19) 13, circle g Mary.Little Had, Boy aBlue. Little (p. La 16) b (p. 15) Fireaide Book of Children's; Songs. BingoBill (p.Grogan's 54, circle Goat (p,game) 151) Winn, M. (Ed.) Simon and Schuster, 1966 LittleIThe Bought Farmer White Me ina DuckRooster.the Dell.(p. 56)(p, (p. 47) 180, circle game. TbeMyMary. Old, Old Had.BenGrey (p. aHen. Little 42) (p. La 30) (.p. 77) Six Little Ducke (p. 106) h -43 S'GS, SOURCE h-44 Fireside Book. of Children's Songs (cont.) Winn, M.TheThree, Turkey. Little (p. Piggies 86) (p. 50) Simon and Sch 1966 Music Round the Clock WhyBaby Shouldn't Chicks (P.My Goose31) (p. 169) Krone, M. T. (Ed.) Follett Publishin Co., 1963 Mnsic Round the Town The. Farmer in the Dell (p. 40, circle game) Krone, M. T.
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