Down on the Farm

A unit for K-2

Designed by
Priscilla Boersma, Jennifer Dunlap, 
Patricia Lee, Kay Paul and Gloria Washington
 

Patricia Lee e-mail: pmlee725@aol.com
Kay Paul e-mail: kpaul@saukvillage.k12.il.us
Jennifer Dunalp e-mail: teachnu23@yahoo.com

Introduction 

In this down on the farm unit the students will be engaged in many authentic activities that will increase their understanding of different types of farms. The children will discuss and discover different farm animals and farm products. 
In order to "hook" the students into this unit begin by showing them  a clip from  the movie Chicken Run. http://www.chickenrun.co.uk/movies/qt1.html  Once you introduce this the fun begins! The students will be involved in a discussion about the farm and the movie. Is the movies fictional or real? What parts of the movie are real? Since this experience is geared at a younger level there is not a lot of prior knowledge. As the teacher you need to be able to help the children in the discussions and be a part of the beginning understanding of farms. 
The focus of this experience is the answer the question How are farms a vital part of a community?
 
 
 

The following activities can be used in your to enhance the experience. Use what you feel would best work in your classroom. 

• Brainstorm with the children/K-W-L
• Read stories (see resources)
• Use computer software (see resources)
• Virtual field trip  http://alanmitchell.com/farm/virtualfarm/ 
• Make your own farm  http://www.yourchildlearns.com/farm.htm 
• Have your class e-mail an expert about question they have about the farm, you may use questions that they have on the K-W-L http://www.askanexpert.com/ 
• Interact with other classrooms in other communities by using e-mail  http://www.epals.com/cgi-bin/search.cgi  Keep track of where different farms are located by locating it on a classroom map.
• Children can go to the computer and pick an animal to research  http//:www.kidsfarm.com/farm.htm ,  http://www.agr.state.nc.us/cyber/kidswrld/general/barnyard/barnyard.htm 
• Go on field trips to different types of farms such as, apple orchard, dairy farm, pig farm, zoo-childrens farm, pumpkin patch, bee farm, Christmas tree farm, snake farm, crop farm, poultry farm, sheep farm, horse farm, turkey farm, etc.
• Contact your local farmers or farm bureau to come in and speak or bring in animals.
• Hatch chicks or watch them on the site below.
• Contact 4-H groups or go on a virtual tour (excellent site)  http://www.ext.vt.edu/resources/4h/virtualfarm/main.html 

    Evaluating the Experience 
 

During this experience the children will be learning about a variety of farm animals. One of the activities above was to let the children investigate an animal. The children would be evaluated by using KidPix to show their animal and what they learned about that animal. Each child will develop one slide that will be gathered to make a slide show for the entire class to view.
 

Slide Show Rubric

Evaluating a class book

One of the objectives was for the children to learn about different farms. One way to evaluate them in this is to create class books. Children choose groups based on the farm that they would like to make a book on. In those groups each child makes one page about that farm that will be combined into that group farm book. You may send the books to other classes to show them what the children have learned about that farm.

                           Class Book Rubric
 

	Beginning          1	Developing        2	Accomplished           3	Score
Content	At least one detail is given but not written in a complete sentence.	In a complete sentence there is one detail written about the subject.	In a complete sentence there are two details written about the subject.
Appearance	The picture is not easily recognized.	The picture is neatly drawn and pertains to the subject given.	The picture is detailed and neatly drawn pertaining to the subject given.

 
 

Shared Goal Setting: During this study students will choose a farm animal as well as a type of farm that would like to study.
Authentic Tasks: The student will create an individual slide to be included in a class Kid Pix slide show about the farm animal that they selected to study. The student will also create a class book illustrating different types of farms. It is also authentic by going on field trips, virtual field trips,  and discussing how the farm is important to their community.
Assessment: Teacher will create rubric and students will help define terms in the rubric.
Instructional Strategies:K-W-L, questioning, brainstorming, compare and contrast, critical thinking.
Learning Context: Collaborative and interactive
Grouping: Collaborative and heterogeneous
Teacher Roles: Guide and designer of learning
Student Roles:Explorer, peer teacher, collaborative, user of information
 
 
 

Books:

Who Took the Farmers Hat?
Mrs. Wishy Washy
Nighttime at the farm
Down on the Farm
The Day Jimmy's Boa Ate the Wash
Pigs
Little Red Hen
Chicken Little
Three Billy Goats Gruff
Henny Penny
Farm Concert
Where do Farm Animal Sleep?

CD-Rom:

On the Farm With Barney
Fisher Price: Little People on the Farm

Web Sites:
 http://www.magickeys.com/books/farm
http://www.execpc.com/~byb/indexa.html
http://www.fsa.usda.gov/ca/agforkids.htm
http://www.sbcss.k12.ca.us/sbcss/specialeducation/ecthematic/farm/
http://www.agr.state.nc.us/cyber/kidswrld/general/barnyard/barnyard.htm
http://www.kidsfarm.com/chickens.htm
http://www.cyberspaceag.com/
http://www.mda.state.mi.us/kids/countyfair/crops/cropsold.html
http://www.mda.state.mi.us/kids/pictures/dairy/index.html
http://www.kidsfarm.com/dogs.htm
http://www.mda.state.mi.us/kids/stories/farmlife/chickens/index.html
http://www.kidsfarm.com/wheredo.htm
http://www.kidsfarm.com/sheep.htm
http://www.kidsfarm.com/turkeys.htm
http://www.agr.state.il.us/kidspage/index.html
http://www.yourchildlearns.com/farm.htm

                                     State Standards

Social Science: 
  15.C.1a   Describe how human natural and capital resources are used to produce goods and services.
  17.C.1a   Identify ways people depend on and interact with the physical environment.
  17.A.1a   Identify physical characteristics of places, both local and global.
English/Language Arts:
  5.A.1a   Identify questions and gather information.
  5.A.1b   Locate information using a variety of resources.
  5.C.1b   Use print, non print, human, and technological resources to acquire and use information.
Science:
  12.A.1a  Identify and describe the component parts of living things are their functions.
  13.A.1c  Explain how knowledge can be gained by careful observation.