Animals on The Farm
Literacy Unit
By: Marsha Thoe
Lisa Ness
Rachel Martin
Tiffany Gingold
Ryan Fell
Presented to: Prof. Pickel
5-6-03
Thematic Unit Objectives
Theme: Farm Animals
Objectives/Goals:
Grade Level: 1st
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Students will learn the animals that are found on the farm.
Students will learn what different farm animals eat.
Students will understand the importance of the profession of farming.
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Students will review the sounds that farm animals, machinery, and make.
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Students will be aware to the different types of farms that exist
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Students will learn how to conduct a survey about favorite farm animals.
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Students will be able to enhance their creative skills through farm art projects.
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Students will understand the process of hatching chicken eggs.
Pre-Assessment of Unit and Student Growth:
We plan to Pre-assess our students on the knowledge of farms and farm animals
by making a K-W-L chart with them. We will ask the students what they already know
about farms, and what they want to know.
K
W
L
Post-Assessment of Unit and Student Growth:
We will complete the “L” on our K-W-L chart. We will have the students discuss
in small groups what they have learned and then we will have each group report three
facts/concepts that they learned throughout the two-week unit.
Dear Families of First Grade Students,
Over the next two weeks we will be learning about farming
and farm animals. During this unit we will be looking specifically
at the animals found on the farm, the different foods that they eat,
and the different noises they make. We will be hatching chickens
in the classroom. This unit will help students become familiar with
the different ways of life that exist between the city and the farm.
The students will be taking a field trip to a farm located about five
miles away from the school. We are looking for chaperones to
participate in this field trip. We are going to be at the farm for
most of the school day, therefore your child will need a sack lunch.
Lunches are available from the school if needed. We welcome any
help in the classroom during the next two weeks because it will be
any exciting and educational time for your child.
Sincerely,
Miss Thoe
Mrs. Ness
Miss Martin
Miss Gingold
Miss Fell
Lesson Title: Tell me what you know about farms!
Grade: First
Learning Area(s): Reading and vocabulary, writing, comprehension. Time: 30 minutes
Objectives:
At the completion of this lesson, the learner will be able to…
 Understand what a farm is.
 Know that there are several different kinds of farms.
 Each learner will be able to talk about the page they create in the alphabet class
book about farms.
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Materials needed to teach the lesson:
Large white butcher paper
Colored markers
Farm books
Colored construction paper
Crayons
Markers
Pencils
Scissors
Protective sheet covers
Three ring notebook
Accommodations:
ELL children will work with other children in the classroom and another teacher. This
teacher particularly will be able to lend the most help. The teacher will walk around the
room and help all those children that need help including those who are ELL, ESL and
special needs children. Other children in the room will also help these children
understand what they are supposed to be doing.
Procedures:
-Anticipatory activity: Get a ton of farm books from the local library and put them all
over the room. Once the children get situated into group have them take a look around to
see if they can tell what they are going to be working on for the next few weeks. Once
they have given a few ideas tell them that through the course of the day you will be
giving them a few hints. For their first few hints just read several books about farms and
the animals on the farms. Keep giving them hints until they have figured it out.
-Teach the skill:
 During group time have the students discuss their favorite parts of farms.
 Through the course of a few days read farm books whenever possible. Get the
class very familiar with farms and the different kinds of farms there are.
 Write all their answers on a white butcher paper in front of the class with their
names next to their answers.
 Next, read several farm books.
 Tell the students that they are going to create a class alphabet farm book. Each
child draws a picture of their animal or object on a farm having to do with that
particular letter and writes a short story about what they drew.
 Create a list on a large piece of white paper of things on a farm that start with the
letters of the alphabet. (Animals, people, places, things, or machinery)
 Try to get at least one thing for every letter in the alphabet.
 If the children start to have some troubles look through some of the farm books to
get ideas.
 Have each child pick a letter they would like to write about.
 Send the class off to create their masterpieces.
 After the children have created their part of the book take each page and slide it
into a sheet protector.
 Place all the sheets into a three ring binder and create a cover for the binder. (Our
Alphabet Farm Book.)
 Last, at the next group meeting read the book.
 Talk about what the children drew and wrote about. Have each child talk about
their page in the book. Let the group ask questions and discuss.
-Practice their new skill: The students will be able to tell family and friends all they
know about farms. The children can also sign the book out and take it home to show their
parents what they did and what they said on their particular page in the book. Parents can
also look at it while it is in the classroom. This maybe used during conferences with the
parents as well.
Assessment:
The learner will be able to discuss what they already know about farms as a whole group.
The main assessment will come from the pictures and the stories the children tell, which
will go into a large class book about the farms based off of the alphabet. Participation
will be looked at as well.
Lesson Title: Farm Animals Spell Jump
Learning Area: Vocabulary, Decoding
Grade: 1st
Time: 30 minutes
Objectives
The learners will be able to correctly spell some common animals and things
found on the farm. The children will be able to decode the farm words given to them.
Materials and Resources
-Teacher made computer keyboard drawn/taped on gym floor or concrete outside.
-Score board to put down points
Accommodations for Learners
-Have a picture of the item for the children with hearing impairments so they
know which word to spell without being shown the actual word.
Teaching or Instructional Procedures
Break the children into small groups—three to four maximum in each
Tell the children that the first group to reach the number ten will win the game.
Tell the children the rules:
 Each correctly jumped word will receive a point.
 One person-one word.
 First team to ten wins.
Assessment Plan
Children will be given a word to jump to spell. You will be able to assess their accuracy
by whether they get the word incorrect or not.
Lesson Title: Where the animals live
Learning Area(s): Social Studies and Writing
Grade Level: 1st –3rd
Time: All day (field trip)
Objectives/Learner Outcomes (specific and measurable)
“At the completion of this lesson, learners will be able to…” (LWBAT…)
- Know names of farm animals
- Spell the names of farm animals and other farm words
-Know where the farm animals live
-Discuss what they learned about the farm, what they liked and disliked, and why.
-Feed animals (under supervision)
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Materials and Resources Needed to Teach the Lesson/Activity.
Living on Farms by Allan Fowler. Scholastic, 2000.
Paper
Pencils
Crayons
Journals
Spelling word list for children
Accommodations
For students who have difficulties writing, the teacher can work with them one-on-one on
ideas and writing. If students have questions while working, the teacher will walk around
answering their questions, making suggestions, and supervising their writing. Those who
are ELL will work with a teacher who will help them read the book and understand it. If
it were possible to have a book in their language then I would recommend that as well.
A student that is ELL may also be paired up with a student who speaks the language and
English if that will work. One with dyslexia, Fetal alcohol syndrome, ADD, ADHD, etc.
use the same method that the rest of the class is using, just remember to give them more
time to process the words in their head. Most of all remember to help them and be
patience with them
Procedures:
A.
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Focusing Event/Anticipatory Set/Warm-up
Teacher will start with singing Old McDonald had a farm.
The teacher will ask the students what they know about farms.
Teacher will talk about the different animals on the farm.
Teacher will then tell the children that they will be taking a field trip the farm today
Teacher will talk about the words herd, stable, farmer, and barn.
The teacher will ask the students why they feel that farms are important.
The teacher will read Living on Farms by Allan Fowler, and discuss the difficulties of
living on a farm.
B.
Input - (modeling, checking for understanding, guided practice)
1. Teacher will show the students the spelling on the board of the words.
2. They will write/draw their own story or journal entry about the farm.
3. After the trip to the farm they will have a creative writing about what they liked on the
farm.
4. The teacher will discuss what the children liked and disliked about the farm and the field
trip to the farm.
C.
Evidence of Learning:
1.The teacher will discus what the children liked and disliked about the farm and the field
trip to the farm.
2. Looking at the stories that the children have written.
3. The creative writing done after/about the field trip.
D. Closure and Independent Practice for transfer of learning
1. Spelling test after learning and studying the words.
2. Write there own story using the words learned.
3. Continuing to study animals/ farms in the rest of the unit.
Assessment Plan
The children will be assessed by spelling test on the words chosen, from the farm
and animals seen there. They will write/draw their own story or journal entry about the
farm. After the trip to the farm they will have a creative writing about what they liked on
the farm. The teacher will discus what the children liked and disliked about the farm and
the field trip to the farm.
Farm Art Centers:
Learning Area: Fine Arts and Decoding, Fluency
Objectives:
 Children will improve their fine motor skills
 Children will enhance their creativity skills
 Children will understand eggs come from chickens
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Materials:
 Egg Shells
 Yarn (multicolor)
Grade: 1st
Time: 1 hour
Glue
Paint
Paintbrushes
Pins
ChickenFeathers (or duck or goose feathers)
PaintShirts
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Balloons
Mini Toy Fuzzy chicks
Glue and Water mix
Construction paper
Accommodations:
 Must know the beliefs in your class and know your students before doing the lesson
 Larger shells for students with fine motor problems
 Tape feathers to hand for students with poor hand coordination
Procedures:
Center One: Yarn Egg Shells
 Prep: Put mini toy fuzzy chicken inside the balloons before children arrive
 Prep: Blow up balloons and tie them.
 Children will start out by dipping yarn into the glue and water mixture.
 They will take the yarn and wrap it around the balloon any way they would like.
 Continue to wrap the balloon until balloon is nearly covered.
 Allow to dry overnight, help the children pop the balloon with pins
 Now you have a wonderful little egg with the chick inside!
Center Two: Egg Shell Art
 The day before: During class, hard boil eggs with the children. Show the process and
how the eggs change form. Have the children peel the hard-boiled eggs and eat them for
snack. Have them put their eggshells in a bucket.
 Crush the egg shells up that are in the bucket before the next day
 Children can glue eggshells onto construction paper.
 After they glue the shells onto the paper, they can paint a picture on the shells
Center Three: Feather Painting
 Have children gather chicken feathers on a field trip at the farm. Or they are available for
purchase at art and craft stores.
 Have the children experiment painting with the chicken feathers at the easel.
 They can try to use both ends and the sides to paint farm pictures.
Assessment:
Running Records of observations of the children while they complete their art projects
Lesson Title: Farm Animal Survey
Grade: 1st
Learning Area: Math and Writing/Vocabulary
Time: 45 minutes
Objectives:
 Children will review the animals on the farm
 Children will learn how to take part and give a survey
 The student will review counting, tally marks, and number value
Materials:
 Chart Paper
 Markers
 Pencils for each student
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Paper for each student
Accommodations:
 Make sure to know your students and the backgrounds they come from so they
have someone to survey
 For ESL students, make sure that the children can communicate the information
to their family members.
 Help students who have vision problems by placing them towards the front of the
room
Procedure:
1. Ask the students what different types of farm animals they can think of. Record
the list they come up with on chart paper.
2. Next, tell the students that they are going to take a survey. Explain that a survey
is a way of gathering information by asking questions.
3. Then, ask the children what is their favorite farm animal from the list. Record the
amount of votes for each animal right next to the name of the animal in tally
marks (assuming that children have had previous experience with tally marks).
4. Explain to the children that they are going to give a survey to the members of
their family or to their caretakers.
5. Have the students write the question “What is your favorite farm animal?” on
their paper. Show them how to make a chart and have them list the animals that
were listed on the chart paper.
6. Have the students bring the survey home with them and ask their
family/caretakers and then have them add their tally marks to complete the chart
in the classroom.
7. Ask the students which farm animal were the classes, family, and friends’
favorite? Least favorite? Any with the same amount of votes? Etc…
Assessment:
 Observe the students to see if they can list off several farm animals.
 Watch to see if the students can complete the survey with their family and finish
the survey chart with the correct number of tally marks for the people they
surveyed.
 Listen to answers of most and least favorite to see if they know number value.
Lesson Title: Hatching Eggs
Grade: 1st
Learning Areas: Science, Literacy (vocabulary, fluency)
Time: 45 minutes
Objectives:
1. To identify what an embryo needs to develop into a chick.
2. To demonstrate how to handle the eggs.
Accommodations: Provide one-on-one instruction as needed.
Materials:
1. Fertile chicken eggs
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Pencil to mark eggs
An incubator
Chick Countdown Chart
Book: “The Little Duck”
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Procedure:
1. Discuss the following vocabulary words with the students. These are big words
for children of this age, so make sure the words are explained carefully and check
for understanding.
Ventilation – fresh air
Humidity – moisture in air
Hygrometer – an instrument that measures the amount of moisture or humidity in the air.
Embryo – baby growing inside an egg.
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2. Explain to students that embryos must have certain things to help them grow.
Embryos need to be warm – the temperature of the incubator needs to be at 100 degrees.
The embryos need to be turned 3 times a day or they will stick to the shell.
The embryos need ventilation. Keep the holed in the incubator open.
Embryos need humidity, set between 50-60%.
3. Help each child place and “X” on one side of an egg and “O” on another. This
helps to ensure that each egg is turned properly.
4. Assist the children in placing the eggs in the incubator, demonstrating how to
handle the eggs in a care manner.
5. Turn the eggs at least twice a day during the first 18 days of incubation. Do not
turn the eggs during the last three days.
6. All chicks should be out their shells by the end of the 21st day. After the chicks
have been hatched, remove them from the incubator into an area with feed and
water.
7. Have the students illustrate or write about their experience with hatching eggs.
8. Read the book “The Little Duck” to the class. Have the students read the book
individually to check for fluency.
Assessment:
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Observe students handling the eggs
Create a checklist with skills such as: observing, classifying,
communicating, predicting, etc. Use it note each time a student uses that
particular skill.
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Oral discussion or informal oral test with the following questions: What
temperature does the incubator need to be kept at? How many times a day
to the embryos need to be turned? What is the purpose of the X’s and O’s
on the eggs? Why is a pan of water kept beneath the eggs?
Bibliography: Children’s Literature and
Teacher Resources
Children’s Literature
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Brown, Margaret Wise. (1990). Big Red Barn. Scholastic Inc.
 Explains what types of animals and crops you might find on the farm and what
they do during the day.
Capucilli, Alyssa Satin. (1995). Inside a Barn in the Country. Scholastic Inc.
This book shows a chain of events that occur because of one action. A mouse wakes up
a cat and so forth…
Cronin, Doreen. (2000). Click, Clack, Moo Cows That Type. Simon And Schuster
Publishing.
 Fictional story where cows type notes to their farmer demanding blankets.
Farmer will not provide so cows, hens, and ducks will not either.
Cronin, Doreen. (2002). Giggle, Giggle, Quack. Simon and Schuster Publishing.
Fictional story about farmer Brown leaving his brother to watch the farm. Animals
change Mr. Brown’s instructions and get what they want.
Gibbons, Gail. (1985). The Milk Makers. Macmillan Publishers.
The book shows how cows have babies (calves) and how milk gets from the cow to the
grocery store.
Lewison, Wendy Cheyette. (1992). Going to Sleep on the Farm. The Trumpet Club.
This book tells student how different farm animals sleep (standing, laying, etc…)
Miller, Jane. (1988). Farm Noises. Simon and Schuster Publishing.
Book has real pictures of farm animals. Helps children learn the noises that farm
animals, machinery, and nature make.
Miller, Jane. (1986). Seasons on the Farm. Scholastic Inc.
This book talks about the different season that take place on the farm (harvest, planting,
etc…
Williams, Shereley Anne. (1975). Working Cotton. The Trumpet Club.
A little girl tells her story about how her family and she pick cotton. Hints at slavery.
Teacher Resources:
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Herr, Judy. (2000). Creative Resources For Early Childhood Classrooms. Delmar.
A wealth of information on several different units. One is on the farm.
Lawton, Abigail. (2002). Down on The Farm: Thematic Unit.
Abigail created this unit in Pre-primary and it has a lot of useful information.
Thompson, Myra. (1993). Jump for Joy. Parker Publishing Company.
Physical Education book that has good ideas that can be incorporated into a farm unit.