Down on the Teaching Farm
Teaching Social Studies in the Elementary School
Spring 2009
This unit will create in the learner a knowledge base of Oklahoma farm lands and the
goods and services they provide. This knowledge will promote community awareness and
the jobs that farms provide. Students will learn how to be an effective citizen by
understanding the process that foods and goods they use must undergo.
For this unit, we are working in a first grade classroom. There are twenty-one
students, made up of eleven boys and ten girls. Eighteen of the students are Caucasian,
there are two Hispanic boys, and one Native American girl. Two of the students are
English Language Learners and one student is on an IEP for mental disabilities. There is
also one student who has high activity level and needs extra accommodations for the
increased activity. Eight of the students are six years old and the remaining fourteen
students are seven years old.
The community that the school is located in is considered a mid-level income
community. The school does have a high range of qualifying students for free or reduced
lunches. There is a total of twenty-four thousand people in the community and as whole
education is widely supported throughout the town. The parent involvement for this
particular school is high with ninety-five percent of parents attending parent/teacher
conferences. The ethnic diversity isn’t real broad with the majority of the minorities
being made up Native American and Hispanic ethnicities.
The socio-economic status for the school estimates the average household income
to be $46,532. The poverty rate is six percent and the total of students on free/reduced
lunches is 44% of the school. Approximately one-fourth of the families in the school are
single-parent families with the majority having no more education than high school. This
school educates children in Pre-K through 5th grade with a total of 403 students enrolled.
There are thirty-seven teachers and three special education teachers.
The intellectual development of these students is relatively consistent. Most of the
students in this class are in the concrete stage. They are actively involved in wanting to
ask questions and be involved in explaining what they have learned. The student with the
IEP is the exception as she tends to keep to herself and not be involved in the learning.
Overall, this class does rather well paying attention, but they are reminded often of what
they need to be doing.
For the social development, the students are engaged daily in sharing things that
happen in their lives and answering questions from their peers. They also are influencing
each other positively and sometimes negatively as well. The class does get along rather
well. Again, with the exception of the student with the IEP, she is pulled out of class so
many times throughout the day that it seems to set her aside from the rest of her peers.
She is not included in a lot of the classroom work, so she tends to sit in the book nook by
herself reading while the other students interact with each other. They are paired together
in centers daily as well as occasional group projects. There have only been a couple of
problems with group work throughout the entire semester.
There are no obvious special exceptions with the physical development of the
students in this class. All of the students are able to participate in activities that require
physical movements. The student with the high activity level does need extra activity to
decrease the activity level and the distractions that his behavior can cause.
There are twelve students who are actively participating at their grade level. They
are all able to understand the topic of this unit and are actively engaged in asking
questions about the community that we live in. The student on the IEP is three grade
levels below average. There are six students who participate in reading class and are
below grade level in reading. The students who are ELL are also below grade level in
reading.
Contextual Factor:
Instructional Implications:
Gender: 11 boys and 10 girls
Allow students to work in groups that are
mixed gender. Provide students with
information that pertains to females and males.
Incorporate activities that interest boys and girl
and refrain from placing gender specific titles
on jobs/duties included in this unit.
Provide instructions on recorded tapes. Also,
look for any of the books used in this unit
written in Spanish. Have key words translated
in Spanish so students can learn them in their
Native language. Relate material to farms/life
in their native country.
Find information about the subject in lower
level materials. Adjust activities so student can
participate at her instructional level without
getting frustrated. Incorporate the Special Ed
teacher in the unit so the student can also learn
the topic during that guided instruction.
Provide activities that allow student to move
out of his seat. Have him sit towards the back
of the classroom so his activity won’t distract
the other students. Give student extra tasks that
require him to get up from his seat, such as
returning books to the shelf or getting materials
from the cubby.
Use books that are at these students reading
level. Provide extra material that will help
students learn the topic, but also assist them in
their reading. Such as an alphabet book about
Farms. Pair students with partners during
reading activities.
Have activities that students can participate in
regardless of their developmental level.
Provide a variety of activities that are at
different developmental levels rather than
having students not participating in class work.
Use different instructional methods to reach
students who are visual, auditory, or sensory
learners.
Language Differences: 2 ELL students who
speak Spanish
Special Needs: 1 student with IEP
High Activity Level Student
Reading Level: 6 students below reading level
Developmental Levels
Farms are extremely important to our world because they produce almost
all of the food that we eat. Farms have been a part of our history for hundreds of years.
People began to learn more about the land and skill of farming, and have since
transformed the work in every way. People began to use science to make the land and the
animals more productive. New machinery continues to be invented to save time and
energy. Farming today is quite different from the farming people did hundreds of years
ago, but these lands continue to provide us with the goods we need to survive.
Crop farms have existed all throughout history. Early settlers knew that if
they wanted to survive, they would need to find a way to grow their own food. As they
traveled, they would take different seeds with them to plant wherever they moved. A crop
farm is a farm that grows food or an item that can be made into something useful. These
items can be sold for money, traded for other goods, or kept for the people on the farm.
Some example of foods on a crop farm are grains such as wheat, corn, or oats, fruits such
as apples, oranges, and peaches, nuts such as peanuts, pecans, and walnuts, and
vegetables such as potatoes, lettuce, and broccoli. Some farmers may grow food for their
cattle such as hay or alfalfa in an effort to save money, and some may grow items to sell
such as cotton or Christmas trees.
Before planting a crop, a farmer must first test the soil and be sure it is
compatible for the type of crop they want to plant. They must analyze the availability of
water. Crops use a combination of rainfall and irrigation; therefore, a farmer would not
want to plant a crop that requires a large amount of water in a place that gets very little
rainfall. Irrigation is when there is not enough rainfall, so a farmer must water his crops
with huge sprayers on wheels that spray water as they travel.
To plant a crop, you must first begin by preparing the soil and making a place for
the seeds or plants to be planted. Plowing is the process of turning over the soil to prepare
for the crops. The crop is then planted in rows and watered. A cultivator is a big machine
that is used to go down the rows and pull out the weeds that may grow in between the
plants. A farmer takes care of the crop by watering and checking for pests such as weeds,
diseases, and insects that can contaminate or ruin a plant. Hopefully, after all the hard
work, the plant will grow and flourish. The crop is then picked and separated for the parts
that are usable. Some farms sell the crop to local supermarkets or they take them to be
sold at farmers markets where fresh produce is sold to the public from local farmers.
Other farms may store it or make it into food or items for their family.
Livestock farms raise animals for food or to sell. There are many types of animals
that can be found on these farms and they are each useful in their own way. A farm may
raise cattle to use as a source of meat for their family to eat or sell, or they may raise
cattle for milk. The skin and hair of several animals can be used for leather, blankets,
clothing, shoes, brushes, and many other items. The hoofs and horns of these animals can
be used to make everyday items such as glue, combs, and buttons. Chickens and pigs are
raised for their meat and bees are raised for their honey. Other types of animals on a
livestock farm could be horses, goats, donkeys, sheep, and rabbits. Often times, the
manure from these animals will be used as a fertilizer to help the plants grow.
Farmers feed their livestock by allowing them to graze in the grass and also by
giving them feed. A farmer might add protein, vitamins, and minerals to an animals feed
if he wants to help them grow larger. For example, if he is raising cattle for meat, he
wants his cows to grow as large as possible to create more meat to eat or sell.
Poultry farms are where chickens, turkeys, ducks, and other fowl are raised for
eggs or meat. A farmer might hire a breeder to scientifically design a breeding process
that would give the farmer the best animal possible. This person might try to breed a
chicken that has very little body fat, making them provide quality meat, or they might
breed a chicken that lays the most eggs in the least amount of time.
One very important consideration for poultry farmers is the cost of food for the
animals. This cost alone accounts for 60% of the budget for raising poultry. These
animals are usually fed a combination of rice bran, maize, soy, and cereals. Poultry is
mostly used for eggs and meat, but there are many other products that these animals
provide. For example, the feathers from geese and ducks are commonly used to fill
pillows and insulated clothing. Also, eggs are used in common items such as paint and
medical vaccines.
Another type of farm is a dairy farm, where cows are raised for milk. Milk
provides us with products such as cheese, ice cream, butter, and whipping cream. The
main type of cow for producing milk is called a Holstein, most commonly recognized as
the black and white cows. This particular type of cow produced the most milk in the most
efficient amount of time. These cows must be milked 2 to 3 times everyday; usually in
the morning and the evening. They produce an average of 18-27 pints of milk daily. In
order to keep up production, cows can eat up to 150 lbs. of grass everyday. They also eat
grain, corn, alfalfa and bales of hay. In an effort to save money, farmers usually grow the
crops that feed their animals on the farm. Tall structures that are rounded at the top,
called silos, hold the grain or corn that will feed the cows. Farmers try to grow as much
of the food as they can because whatever they can grow themselves, they don’t have to
buy.
A dairy farmer’s day can begin around 4:00am. They must first clean and sanitize
all of the equipment such as hoses, connections and pipes that they use to milk the cows.
In the past, cows were milked by hand. Milking machines have revolutionized dairy
farming and it is now a much quicker, efficient process. Milking machines are connected
to the cow’s teats, and turned on. The hoses pump the milk out of the cow and into a bug
milk jar. The jar is then checked to be sure it is good, and if it is, it continues into the bulk
tank, where it waits for the tank truck to come haul it away. Before the milk hauler takes
it away, a small sample tube is taken so they can test it.
Milk used to be delivered from farms in churns. Now, they are taken in tank
trucks that can hold up to 4,400 gallons of milk at regulated, cool temperatures. They
deliver the milk to the nearest milk factory, where it is first pasteurized; this is the
process by which the milk is heated up to about 72 degrees Celsius for about 15 seconds
to destroy any bacteria that might be harmful to the people that drink it. Then, the factory
uses a centrifuge system, much like the spin cycle on a washing machine, to separate the
milk into two parts: cream and skim milk. The two parts are then put back together in
regulated amounts, called standardizing. The last step is when the milk is homogenized;
that is broken up into tiny pieces and mixed so the two parts do not separate when they
are in a container together.
After exploring this unit, students will understand the difference between the city
in which they live and the farm lands that surround us in Oklahoma. Terms such as urban
and rural will be used to distinguish between the two. We will explore dairy farms,
livestock farms, poultry farms and crop farms. The students will describe features of the
two types of areas and identify pictorial examples of each.
We will explore how the foods we eat daily and the goods we use begin on a farm
and the processes they go through. Goods are grown or developed on the farm, then,
either used for their personal needs or sold/traded for money or other goods. Students
will identify the many jobs that farms create for the surrounding community. They will
explore the many duties and responsibilities of individuals who work or live on a farm.
As a class, we will try to relate to the children who live on a farm. The differences
between the jobs of children who live on a farm and children who live in the city will be
addressed. Also, we will investigate the ways in which people on farms earn money. This
unit explores Social Studies content in a fun, creative way that is appropriate for first
graders.
References
Bellville, Cheryl Walsh. Farming Today Yesterday’s Way. Carolrhoda Books, Inc.,
Minneapolis, 1984.
Cato, Suzy (2006). Suzy's World: Cows. Retrieved February 23, 2009, from Suzy's Web
Site Web site: http://www.suzy.co.nz/suzysworld/Factpage.asp?FactSheet=22.
Gibbons, Gail. Farming. Holiday House, New York, 1988.
Halley, Ned. Farm. Random House Inc., New York, 1996.
Wendell, Joe (2004). The Inside Scoop on Farms. Retrieved February 19, 2009, from
Thinkquest Web site: http://library.thinkquest.org/TQ0312380/index.htm.
3. Standards and Objectives
A.)
PASS- 1st grade
Standard 2: The student will examine neighborhoods/communities from a spatial
perspective.
1. Name, identify pictorial examples, and describe distinguishing features
of the two basic areas in which people live: cities (urban) and the country
(rural).
Standard 5: The student will understand basic economic elements found in
communities.
1. Describe how people get their basic needs of food, clothing, and shelter
(e.g., make/grow their own, trade with others for what they need, and earn
money to buy the things they need).
2. Identify ways people in the neighborhood / community earn money
(e.g., match pictures or simple descriptions of work people do with the
names of the jobs).
NCSS- Early Grades
III. People, Places, and Environments:
h. examine the interaction of human beings and their physical
environment, the use of the land, building cities, and ecosystem changes in
selected locales and regions.
VII. Production, Distribution, and Consumption:
c. identify examples of private and public goods and services.
e. describe how we depend upon workers with specialized jobs and the
ways in which they contribute to the production and exchange of goods
and services.
B.)
1. Subject matter knowledge
The student will define words that relate to the farm such as silo, crops,
livestock, etc.

The student will identify the source from which food in their home comes
from.

The student will match farm equipment with their uses on the land.

The student will sequence the dairy process by putting the steps in the
correct order.
2. Skills
The student will construct individual components of a farm and combine
them to create a full class farm.

The student will survey their classmates and create a bar graph with a
group recording class data.

The student will imitate farm crops by planting and nurturing their own
plant.

The student will observe, care for, and illustrate the growth of their plant
weekly.

The student will perform the events that take place in Dooby Dooby Moo
by Doreen Cronin.

The student will measure ingredients to make butter using a variety of
measuring tools.

The student will construct a timeline before and after they plant seeds to
record the growth of the plant.
3. Higher-Order Reasoning
The student will compare and contrast farm life in the past to farm life
today using a Venn Diagram.

The student will determine three jobs he/she would like to do on the farm
and three jobs he/she would not like to do.

The student will conclude the needs of plants by analyzing their weekly
data of plant growth.

The student will work cooperatively in a group to analyze the data from
their bar graph.

The student will create understanding regarding the growth of a plant
using a timeline.
4. Design for Instruction
A.)
Five first grade students were given a pre-assessment to find out how much they
know about the goods that farms provide and where they come from. Twenty pictures
were placed in front of the student and they were to match each picture to create ten pairs.
There were ten pictures of animals and ten pictures of foods or goods that those animals
provide. Four out of five students knew that milk comes from cows and eggs come from
a hen. Three out of five students knew that bacon comes from a pig, apples come from
trees, and honey comes from bees.
There were ten pictures that were mismatched by the students because they had no
prior knowledge about where the items come from. Meat from the Hereford or Black
Angus cow was mistaken for the Holstein (Black and White) cow. This was the most
common misconception among the students. Holstein cows are milk producing cows.
Hereford and Black Angus are used for meat. We felt this was too high of a level for first
grade, so we decided to omit it from our lessons. This assessment shows that these
students had some prior knowledge about basic items that come from a farm, but were
unaware of many of the goods that farms can provide.
1.
Home Activity- Make a
list of 3 items from their
home that they think
comes from a farm/
Create KWL chart in
class
2. Science- Plant seeds
(learning cycle) Create time
line about process before
and after observation.
3. Language/
Literacy- Vocab
(include guest
speaker)
4. Career
AwarenessField trip to
Dairy Farm
10. ArtMaking a class
farm
Farm Life Activities- 1st Grade
5. Literature- Compare/
Contrast farm life years
ago and current farm life
9. Sensory- Making
butter/ identifying 5
senses used
8. Learning CenterMatching Activity
with the process
foods/ goods undergo
7. Creative Drama/
Dramatic PlayReader’s Theatre w/
Dooby Dooby Moo
6. Math- Groups survey
class and create bar graph
over individual topics.
Lesson #1
Title: Where do my goods come from?
Subject Area: Literature/Social Studies
Grade Level: 1st
Objectives:
PASS: Standard 5: The student will understand basic economic elements
found in communities.
1. Describe how people get their basic needs of food, clothing, and shelter (e.g.,
make/grow their own, trade with others for what they need, and earn money to buy the things
they need).

The student will identify the source from which food in their home comes from. (K2)
Time: 30-40 minutes in class after completion of home activity, Additional 15-20 minutes upon
completion of Farm Life unit
Materials:
Farm Life by Elizabeth Spurr, Paper, Crayons/Markers, Student’s list of items
Plan:
1. The students will be introduced the unit by being read “Farm Life” by the teacher.
2. The students will be assigned a home activity, they will go home and record three items
they think come from farms and bring the list to class
3. As a class, we will create a KWL chart depicting the different item they found and what
these items tell them about farms.
4. The students will think of questions they want answered during the unit.
5. Throughout the unit the students will complete the KWL chart with new information they
have learned about farms.
Assessment:
The students will be required to hand in their list of items to ensure that they
completed the activity. An informal assessment will be a check list of students
who participated in the KWL chart
Sources:
Spurr, Elizabeth. Bjorkman, Steve. Farm Life. Holiday House; New York, 2003.
Lesson #2
Title: My Own Dirt Baby
Subject Area: Science
Grade Level: 1st
Objectives:

The student will imitate farm crops by planting and nurturing their
own plant. (S3)

The student will observe and illustrate the growth of their plant
weekly. (S4)

The student will construct a timeline before and after they plant
seeds to record the growth of the plant. (K5)

The student will create understanding about the needs of plants by
analyzing their weekly data of plant growth and using their
timeline. (HR5)
Time: 20-30 minutes every day for two weeks
Materials:
Grass seeds, plastic cups, dirt, potting soil, water, paper, writing utensil,
colored pencils, The Carrot Seed by Ruth Krauss
Plan:
1. The students will create a timeline of how and when they predict the plant
will grow.
2. The students will be able to choose what they want to do for their plant:
plant the seeds in dirt or potting soil, whether or not to water it, whether to
put it in sunlight or darkness, etc.
3. The students will plant their seeds and put the plant where they choose.
4. The students will observe their plant every day. They will draw a picture
of what it looks like and label the day.
5. At the end of two weeks, the students will create a timeline of the actual
growth of their plants and compare it to their prediction timeline.
6. As a class we will discuss which plants grew the most and what factors
affected the growth of the plants.
7. We will read The Carrot Seed by Ruth Krauss and discuss the needs of
plants. We will relate the growth of our plants to the way farmers take care
of crops on their farm.
Assessment:

At the end of this lesson, the students will complete a worksheet by coloring a
picture of a plant and labeling everything a plant needs to grow.

Time line will be used to record the growth of the plant

Checklist to ensure student follows procedures when creating their own crop

Students will create weekly illustrations from their observations of their crops
Modifications: ELL students will be allowed to draw the basic needs rather than writing
them out using words.
Sources:
The Carrot Seed by Ruth Krauss
Lesson #3
Title: Farm Life Vocabulary
Subject Area: Language Arts/ Social Studies
Grade Level: 1st
Objectives:
PASS: Standard 4: Vocabulary-The student will define words that relate to
the farm such as silo, crops, livestock, etc.
4.3: Use new vocabulary and language in own speech and writing.

The student will define words that relate to the farm such as silo,
crops, livestock, etc. (K1)
Time: 30-40 minutes for 4-5 days
Materials:
4 fold chart paper, pencils, dictionary, terms given by guest speaker
Plan:
1. Have a local farmer come to class as a guest speaker and introduce vocabulary words by
demonstration/speech
2. After guest speaker is finished have students complete 4 fold vocabulary worksheet with
ten farm vocabulary words given
3. Students will then define the vocabulary words using the information from the guest
speaker or using a dictionary.
4. The students will then illustrate the vocabulary words and use the word in their own
sentence. After completing the ten vocabulary words given they will fold the paper to
create a flip book to be able to use the flip book to review the words throughout the unit
to ensure comprehension of terms.
5. Students will write thank you letters to the guest speaker
Assessment: The pre-assessment for this activity is the student completing the 4-fold
vocabulary worksheet. Upon completion of the unit there will be a formal assessment of a
vocabulary test to ensure understanding of the terms. An informal assessment would
consist of student cooperation during guest speaker visit.
Modifications: ELL students would not be required to use the word in a sentence and the
student with the IEP would be required to do five words instead of ten
Sources:
Guest speaker and www.proteacher.org
Lesson #4
Title: Dairy Farm Duties
Subject Area: Career Awareness
Grade Level: 1st
Objectives:

The student will make sense of the dairy processes and the foods
that dairy farms provide. (K4)

The student will determine three jobs he/she would like to do on a
dairy farm and three jobs he/she would not like to do. (HR2)
Time: 4-5 hours
Materials:
Field Trip permission slips, Paper, markers or crayons, cut outs of pictures
of the following dairy processes: cleaning/sanitizing, milking machines, milk truck,
pasteurization, standardization, homogenization, and packaging.
Plan:
1. The teacher will read Let’s Visit a Dairy Farm by Alyse Sweeney to the class.
2. The class will take a field trip to Braum’s dairy farm in Tuttle, Oklahoma
where a tour guide will lead us through all the dairy processes. The students
will make sense of how milk starts at the farm with cows and ends up in their
refrigerator at home after the field trip.
3.
As a class we will discuss the other foods that dairy farms provide and all the
different jobs that are required on the farm that we saw during the field trip.
4. The students will draw a picture of three different jobs he/she would like at
the dairy farm and three jobs he/she would not like to do.
Assessment: One at a time, while the other students are drawing their pictures, each
student will place the cut outs of the dairy processes in order. The teacher will have a
checklist and give the student a check for every process that he/she gets in the correct
order.
Sources:
www.braums.com
Let’s Visit a Dairy Farm by Alyse Sweeney
Lesson #5
Title: Farm Life, Past vs. Present
Subject Area: Literature/Social Studies
Grade Level: 1st
Objectives: PASS: Standard 7: Literature - The student will read to construct
meaning and respond to a wide variety of literary forms.

The student will compare and contrast farm life in the past to farm life
today using a Venn Diagram. (H-R 1)
Time: 1 hour
Materials:
“Living on Farms” by Allan Fowler, “Farm Life from the Past” by W.B.
Smith, pencils, paper, markers/crayons
1. Read the book “Farm Life from the Past” to the class.
2. Have students summarize key points about farm life from the past after the teacher
has finished reading the book.
3. Read the book, “Living on Farms” to the class.
4. Have students compare and contrast the differences between farms life from the past
and farm life today creating a Venn diagram on the board as a class
5. Students will individually write a short narrative about what they learned from the
two books and what they learned about the major differences between past and
present farm lifestyles.
Assessment: Students’ narrative paper about what they have learned will be a written
assessment. An informal assessment will be the participation in the class
Venn diagram activity.
Sources: Fowler, Allan. Living on Farms. Children’s Press; New York, 2000.
Smith, W.B. Farm Life from the Past. Scholastic; New York, 2001.
Modifications: ELL students will be allowed to make lists of what they have learned
Student(s) working at a lower reading/writing level will be allowed to verbally narrate
what they have learned or writing one or two words instead of complete
sentences
Lesson #6
Title: Math on the Farm
Subject Area: Mathematics
Grade Level: 1st
Objectives:

The students will survey classmates and create a bar graph in a
group recording class data. (S2)

The student will work cooperatively in a group to analyze the data
from their bar graph. (HR5)
Time: 1 hour
Materials:
Paper, Markers, large graph paper
Plan:
1.
The students will be separated into groups of 3-4 students.
2. Each group will decide on a topic to survey the class such as favorite farm
animal, favorite food from a farm, etc.
3. The groups will survey each student in the class and record their data.
4. Each group will construct a bar graph displaying their information
including a title and two subheadings.
5. The students will be given time to analyze the information on their graph
to assess the similarities and differences before they present it to the class.
Assessment: As each group of students presents their bar graph to the class, the teacher
will have a checklist with the following information: time on task, group
cooperation, accurate graph with title and sub-headings, and clear analysis.
Lesson # 7
Title: Dooby Dooby Moo
Subject Area: Language Arts- Creative Drama/Dramatic Play
Grade Level: 1st
Objectives:
The student will perform the events that take place in Dooby Dooby Moo
by Doreen Cronin. (S5)
Time: 30 minutes
Materials:
Dooby Dooby Moo by Doreen Cronin
Plan:
1. The teacher will read Dooby Dooby Moo to the class.
2. The class will provide two volunteers to play Farmer Brown and the duck
from the story.
3. The rest of the students will be split into the following three groups: cows,
sheep, and pigs.
4. The class will perform a reader’s theater of the book.
5. The teacher will read the book again and each group will act out the
appropriate scenes from the book.
Assessment: An informal assessment will be taken by the teacher. He/she will observe
that each student is taking an active part in the play and behaving appropriately.
Sources: Dooby Dooby Moo by Doreen Cronin, Dr. Kuzminski’s Children’s Literature
class
Lesson #8
Title: Proper Processes
Subject Area: Learning Center/Social Studies
Grade Level: 1st
Objectives: PASS: Standard 5.1: Describe how people get their basic needs of food,
clothing, and shelter (e.g., make/grow their own, trade with others for what they need, and
earn money to buy the things they need).

The student will match farm equipment with their uses on the land. (K3)

The student will make sense of the dairy process. (K4)
Time: 20-30 minutes for 3 days
Materials:
learning centers with cards identifying farm equipment and their use on
the farm, cards depicting the dairy process
Procedures:
1. The teacher will read Farm Equipment to the class
2. There will be class discussion about the farm equipment used on farms from the book and
the dairy process covered from a previous lesson
3. Students will be divided into small groups and assigned a learning center (Farm
Equipment or Dairy Process)
4. Students will complete both learning centers on different days
5. Students will match pictures of farm equipment with their use on the farm
6. Students will put pictures in order to correctly identify the dairy process
7. Upon completion of the two centers, students will be asked to demonstrate the two
matching activities by completing the process on a student worksheet
Assessment:
The completion of the matching worksheet to measure student’s learning
Informal: Participation during the learning center activities
Sources: Fuller, Deborah. Farm Equipment. Scholastic, New York; 2004.
Modifications: Allow ELL students to work with a partner, Have tape recorded
instructions for students working at a lower reading level
Lesson # 9
Title: Butter Bonanza!
Subject Area: Sensory
Grade Level: 1st grade
Objectives:
The student will measure ingredients to make butter using a variety of
measuring tools. (S6)
Time: 1-1.5 hours
Materials:
Glass jars with tight fitting lids, tablespoon, 1 cup, clean marble, heavy
whipping cream, water, salt, yellow food coloring, crackers, and paper towels.
Plan:
1. The teacher will read the book MILK: From Cow to Carton by Aliki and
discuss all the foods that can be made from milk, including butter.
2. The students will be split into groups of four, be required to wash their hands,
and provided a table to work at.
3. Each student will have one jar with a marble inside. The student will measure
each of the following items and place them in the glass jar: one cup of heavy
whipping cream, one tablespoon salt, one tablespoon of water, and two drops
of yellow food coloring.
4. The student will place the lid on the jar, make sure it is secure, and shake the
jar, with the marble inside, vigorously until the cream becomes fluffy.
5. The student will remove the lid and spread the butter on a cracker to taste.
6. While the students eat their butter, they will watch a video of Scientist Robert
Krampf explaining the process of making butter at
http://krampf.com/members/experiment-videos/making-butter.
7. The student will thoroughly clean area at which they worked.
Assessment: The teacher will complete a checklist with the following categories for
each student: followed directions accurately, correctly measured each ingredient, used
appropriate measurement tool for each ingredient, behaved properly during activity and
thoroughly cleaned area.
Modifications: Placing the student with the IEP with a partner for extra assistance and
providing tape recorded directions would be provided as a modification for the ELL
students.
Sources:
Aliki, MILK: From Cow to Carton, Harper Collins Publishers, New York, 1992.
http://krampf.com/members/experiment-videos/making-butter
www.pioneerthinking.com
Lesson #10
Title: Class Farm
Subject Area: Art/Social Studies
Grade Level: 1st
Objectives: PASS: Standard 2: The student will examine neighborhoods/communities
from a spatial perspective.
Standard 3.2: Use a variety of subjects, basic media and techniques in making
original art including drawing, painting, and sculpture.

The student will construct individual components of a farm and combine
them to create a full class farm. (S1)
Time: 30 minutes for 3 days
Materials:
construction paper, boxes, markers, scissors, glue, yarn, any additional art
supplies
Procedures:
1. Each student will be assigned a portion of a farm (animal, structure, equipment, etc.)
2. Students will use books used during the unit to get a detailed understanding of their item
3. Using any of the materials provided, students will work during class time to construct their
piece of the farm
4. After completing the farm projects the students will combine all of the individual portions
to create a class farm
5. The class farm will be on display for other classes or parents to view
Assessment:
Rubric for art project
Sources: Class books
Modifications: Provide research material in student’s native language for ELL students
and have lower level research material for student(s) with IEP and those at
lower reading level.
5. Assessment Plan
Learning Objective
The student will define words
that relate to the farm such as
silo, crops, livestock, etc. (K1)
The student will identify the
source from which food in their
home comes from. (K2)
The student will match farm
equipment with their uses on the
land. (K3)
The student will sequence the
dairy process by putting the steps
in the correct order. (K4)
The student will construct
individual components of a farm
and combine them to create a full
class farm. (S1)
The student will survey their
classmates and create a bar graph
with a group recording class
data. (S2)
The student will imitate farm
crops by planting, caring for, and
nurturing their own plant. (S3)
The student will observe, care
for, and illustrate the growth of
their plant weekly. (S4)
The student will perform the
events that take place in Dooby
Dooby Moo. (S5)
The student will measure
ingredients to make butter using
a variety of measuring tools. (S6)
The student will construct a
timeline before and after they
plant seeds to record the growth
of the plant. (S7)
The student will compare and
contrast farm life in the past to
farm life today using a Venn
Diagram. (HR1)
Instructional Activities
Assessments
Farm Life Vocabulary
4- Fold Vocabulary
Vocabulary Test
Where do my goods come
from?
KWL chart
Student’s list of goods
Proper Processes
Matching Worksheet
Proper Processes
Dairy Farm Duties
Matching worksheet
Check List
Class Farm
Rubric
Math on the Farm
Check list
My Own Dirt Baby
Check list
My Own Dirt Baby
Weekly illustrations
Dooby Dooby Moo
Participation
Butter Bonanza!
Check list
My Own Dirt Baby
Time line
Farm Life, Past vs. Present
Narrative paper
Venn Diagram
The student will determine three
jobs he/she would like to do on
the farm and three jobs he/ she
would not like to do. (HR2)
The student will conclude the
needs of plants by analyzing
their weekly data of plant
growth. (HR 3)
Dairy Farm Duties
Check list
My Own Dirt Baby
Plants and their needs
(labeling worksheet)
The student will work
cooperatively in a group to
analyze the data from their bar
graph. (HR 4)
The student will create
understanding regarding the
needs of a plant using a timeline.
(HR 5)
Math on the Farm
Check list
My Own Dirt Baby
Plants and their needs
(labeling worksheet)
Name _________________________
What does a plant need
to grow?
1.
2.
3.
Name: ______________
4- Fold Vocabulary
In this activity, students fold their papers into rows of 4 sections each. In the first
section, the student writes the word. In the second section, the student writes a definition
of the word in their own words. In the third section, the student draws a picture or symbol
to represent the word. In the fourth section, the student writes a sentence with the word
based on their definition.
Word
Ex: Oven
Definition
Kitchen appliance
used for baking or
roasting
Picture
Sentence
We baked cookies
in the oven.
Adapted from the lesson on www.proteacher.org
Name _____________________
Butter Bonanza!
Category
Followed directions accurately
Correctly measured each ingredient
Used appropriate measurement tool
Appropriate behavior
Cleaned Area Thoroughly
+ = Satisfactory
\ = Unsatisfactory
0 = Incomplete
Grading Mark
Name: _____________________
Date: ___________________
Project Title: _____________________
Teacher(s): ___________________
Class Farm - Art Project
Process
1. Understands individual assignment
2. Worked cooperatively with classmates
3. Managed time wisely
4. Acquired needed knowledge base
5. Effectively cleaned up materials/workspace
Product (Project)
1. Neatness
2. Demonstrates knowledge
3. Organization and structure
4. Creativity
Below Avg.
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
Below Avg.
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
Satisfactory
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
Satisfactory
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
Excellent
7, 8, 9
7, 8, 9
7, 8, 9
7, 8, 9
7, 8, 9
Excellent
7, 8, 9
7, 8, 9
7, 8, 9
7, 8, 9
Total:
Total Score:____________________________
Teacher(s) Comments:
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Narrative:
My Own Dirt Baby: By planting and nurturing their own plants, students will recognize
the three basic needs required for plant growth. After observing and illustrating the
growth, this assessment will ensure that students are aware of the needs of plants in a
format that is appropriate for first grade. A modification for the ELL students is allowing
them to draw the basic needs rather than writing them out.
Farm Life Vocabulary: This assessment is appropriate for the learning objective; the
student will define words that relate to the farm such as silo, crops, livestock, etc. because
it allows the student to see it, say it, read it, and write it. This assessment is a clear
representation of the students’ comprehension of the words. A modification for ELL
students is not requiring them to use the word in a sentence. The student with the IEP
would be required to do five words instead of ten.
Butter Bonanza!: A check list is appropriate for the activity in which students will
measure ingredients to make butter using a variety of measuring tools because of the
skills involved. The check list will provide an accurate assessment of the skills the
student used, the behavior demonstrated and the ability to follow directions. This is
appropriate for first grade because these are newly acquired skills and will improve over
time. Modification for the student with an IEP would be placing her with a partner.
Providing tape recorded directions would be provided as a modification for the ELL
students.
Class Farm: After the student constructs their individual component of the class farm, a
rubric is an appropriate assessment tool. It is used to evaluate the student’s
comprehension of their component and the final result. It is appropriate for first grade
because it will accurately assess the entire process of constructing a class farm.
Modifications for the ELL students would be to provide them with trade books in their
native language so they could research the material. For the student with the IEP a
modification would be made for her to work with a partner and also provide material at
her own reading level.
6. Anticipatory Planning
Student Questions:
1. Why cows drink water and calves drink milk?
2. Why farms are in the country and not in the city?
3. Where do other foods and goods come from, if they don’t come from a farm?
4. If it doesn’t rain, how do farmers water their crops?
5. Why some animals are used on farms and other animals aren’t?
6. What foods other than butter are made from milk?
Projects/Activities
1. In small groups, have students use trade books to research the diet of cows and
calves
2. Use maps for learning, show maps of local towns and discuss the attributes of a
farm such as size and terrain required for farms. Allow students to explore why
farms need land and why cities can’t provide the space required
3. Individually explore foods and good at their home and search packaging for
their origin. Have students make a list of the goods and foods they found and
where they came from to share with the class.
4. Have students draw their own invention and then explain what a sprinkler
irrigation system is and show pictures to the students
5. Divide students into small groups and assign each group an animal. Have
students draw or list what they know about the animal’s habitat, diet, and
behavior. Then have students list the advantages and disadvantages of having
that animal on a farm.
6. Have a variety of food or food containers in the classroom. Have students sort
the food into groups of those they think are made from milk and not made from
milk. Then students will check the list of ingredients to verify their answers.