Possible Learning Activities:
Wh o
1. Review the names of the stages of the human life cycle discussed in Lesson
5 using pictures. Create a visual presentation of the human life cycle.
Brainstorm some of the changes that happen to humans in their life cycle
(e.g. grow bigger, taller, stronger, get permanent teeth, more hair, learn, get
wrinkles, go gray or bald).
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2. Set up the life cycle stations before the children arrive with models, pictures,
tactile samples of each animal, non-fiction and fiction books and a life cycle
card. Explain to the children that animals too have life cycles, but they have
different names and lengths than the human life cycle. In small groups rotate
the students through the five animal life cycle stations. Students use Student
Activity Sheet 6.1 to record the names of the developmental stages of the
animals.
3. Have students choose an animal and make a life cycle poster by dividing the
paper into the number of stages for that animal and illustrating the changes
in the animal's life cycle. Students present their finished products to the class
and discuss various changes during the life cycle of their particular animal.
Display the posters so students may observe the differences among a variety
of animals.
4. Introduce the concept of a life span and what an “average” life span means.
Research the life spans of various animals and compare them. Which
animals live longer than humans? Which animals live less than humans?
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5. Student Activity Sheet 6.2. Complete the bar graph comparing the age at
which farm animals are full grown.
Extension and Accommodation Ideas:
1. Name Game - Provide students with a set of flash cards with the names of the stages of development for a
particular animal. Students place the flash cards in the correct order of development for each animal.
2. Ask a livestock farmer to come to the classroom to talk about the life cycle of their particular animals.
3. Student Activity Sheet 6.3, 6.4 and 6.5
4. Go to www.cattle.guelph.on.ca and check out the breeds poster. Have students compare and contrast different
breeds of cattle. Also go to www.milk.org and look at various dairy breeds. Have students compare beef breeds
to dairy breeds.
46
Assessment and Evaluation Suggestions:
1. Hold up pictures depicting stages of human growth and ask students to name the stage.
2. Check the accuracy and completion of Student Activity Sheets.
3. Conduct oral conferences to assess what the students understand.
4. Show the student a picture of a farm animal and ask them to describe its stage of life.
5. Before doing the poster, establish criteria for the poster and develop a rubric for assessing the posters.
Book Resources:
Bell, Rachel. Sheep. Chicago: Heinemann 2000
Dalgleish, Sharon. Pigs. Philadelphia: Chelsea Clubhouse 2005
Eerbeek, Ton van. The World of Farm Animals. New York: Sterling Publishing Company 2001
Hayley, Ned. Farm. New York: Dorling Kindersley Publication 2000
Hester, Elizabeth. Farm Animals. New York: D.K.Publishing 2004
Schwartz, David. Chicken, Life Cycles Science Series. Huntington Beach, CA: Creative Teaching Press 1999
Schwartz, David. Horse. Life Cycles Science Series. Huntington Beach, CA: Creative Teaching Press 1999
Resources:
www.farmissues.com
www.milk.org
www.cattle.guelph.on.ca
www.enchantedlearning.com/coloring/lifecycles.shtml
www.kidzone.ws/animals/lifecycle.htm
www.oafe.org
See more Resources
on page 88
47
48
CALF
COW
BULL
CATTLE
LIFE CYCLE ACTIVITY SHEET
6.1
CATTLE
STEER
HEIFER
YEARLING BULL
YEARLING
WEANED CALF
49
Birth
40-45 kg
75 cm
Drinks almost 2 kg of
cow’s milk a day.
Covered with hide of hair
all through life.
COW
BULL
CATTLE
CALF:
Weight:
Height:
Other:
CALF
6.1
WEANED CALF:
Weight:
Height:
Other:
CATTLE
COW: (female)
BULL: (male)
CATTLE: full grown at 2 years old
Weight: 550-650 kg
Height: 110-135 cm
Other: Eats over 10 kg of hay,
grasses, chopped plants and
grains a day.
Cows (female cattle) carry calves
for 280 days or 9 months before
calving (giving birth). They
usually have 1 calf at each birth.
Cows have one calving a year and
may have 5 -10 calves in their
lifetime.
LIFE CYCLE ACTIVITY SHEET
HEIFER:
YEARLING BULL:
YEARLING:
Weight:
Height:
Other:
STEER
HEIFER
YEARLING BULL
YEARLING
(female)
(male)
1 year old
350-400 kg
105-115 cm
Eats 8 kg of hay, grasses,
chopped plants and grains
a day. Beef cattle are ready
for market at 450-550 kg.
6 months old
200-250 kg
95-105 cm
Eats 7 kg of hay, grasses,
chopped plants and grains
a day.
WEANED CALF
50
SOW
BOAR
PIG
HOG
PIGLET
LIFE CYCLE ACTIVITY SHEET
6.2
PIGS
GILT
BARROW
YOUNG PIG
WEANED PIG
51
SOW
BOAR
PIG
HOG
PIGLET: Birth
Weight: 1-2 kg
Other: Feeds on milk from
the sow when hungry.
They are covered
with soft skin.
PIGLET
(female)
(male)
full grown at 6 months old
200 kg
Boars can weigh 270 kg or
more
Other: Fed 2 kg of feed every day.
Covered with coarse hair.
WEANED PIG
GILT
BARROW
YOUNG PIG
GILT: (female)
BOAR: (male)
YOUNG PIG: 3 - 6 months old
Weight: 37 kg
Other: Eats 2 kg of feed every day.
When they reach 100 kg
they are ready for market.
Market hogs eat 3 kg of feed
a day.
WEANED PIG: 3 weeks old
Weight: 7 kg
Other: Eats 1/2 kg of feed that
has complete nutrition.
Covered with soft hair.
PIGS
A sow (female pig) carries the
piglets for 115 days before
farrowing (giving birth).
A sow may have 8-12 piglets
in one litter. A sow may have
2 litters in a year.
6.2
SOW:
BOAR:
PIG:
Weight:
LIFE CYCLE ACTIVITY SHEET
52
HEN
ROOSTER
CHICKEN
HATCHING
EGG
LIFE CYCLE ACTIVITY SHEET
6.3
BREEDING CHICKS
PULLET
COCKEREL
YOUNG
CHICKEN
CHICK
53
HEN
ROOSTER
CHICKEN
(female)
(male)
full grown at 8 months old
as much as 2700 g
Fed 150 g of nutritious feed
pellets a day.
Covered with feathers
PULLET:
COCKEREL:
YOUNG
CHICKEN:
Weight:
Other:
CHICK
PULLET
COCKEREL
YOUNG
CHICKEN
5 months old
2000-2400 g
Eats 108 g of nutritious feed
pellets a day.
Feed pellets are made from
grains, soybeans, minerals,
vitamins and proteins.
Covered in feathers.
(female)
(male)
CHICK: Birth
Weight: 35 g
Other: Fed mash made from grains,
soybeans, proteins, minerals
and vitamins.
Covered in down, start to grow
feathers at 2-3 weeks.
BREEDING CHICKS
A hen lays one egg at a time.
6.3
A breeding hen may lay 130-260
hatching eggs a year.
HEN:
ROOSTER:
CHICKEN:
Weight:
Other:
HATCHING EGG
Weight: 52 g
Other: It takes 26 hours for the
hen to make an egg.
It takes 21 days for a
chicken egg to hatch.
Hatching eggs are
incubated in an incubator.
Those we buy in the store
can not hatch.
HATCHING
EGG
LIFE CYCLE ACTIVITY SHEET
54
EWE
RAM
SHEEP
NEWBORN
LAMB
LIFE CYCLE ACTIVITY SHEET
6.4
SHEEP
EWE LAMB
RAM LAMB
LAMB
WEANED
LAMB
55
EWE
RAM
SHEEP
WEANED
LAMB
EWE LAMB
RAM LAMB
LAMB
EWE LAMB: (female)
RAM LAMB: (male)
LAMB: 3 - 12 months old
Weight: 45-65 kg
Other: Eats less than 1 kg of
grain and more than 2 kg
of hay, or grasses a day.
Sheep are ready for
market at 40-50 kg.
WEANED
LAMB: 3 months old
Weight: 27-32 kg
Other: Eats 1 kg of grain and 1 kg
of hay or grass a day.
SHEEP
Ewes carry lambs for 145 days
before lambing (giving birth).
A ewe may have two or three
lambs at each birth.
A ewe may have 1 or 2
lambings a year.
6.4
EWE : (adult female)
RAM : (adult male)
SHEEP: full grown at 1 year old
Weight: 70 - 125 kg
Other: Eats 3 kg of hay and
grass per day.
NEWBORN
LAMB: Birth
Weight: 2-5 kg
Other: Drinks milk from the ewe
when hungry.
Has wool on body and hair
on legs all through life.
NEWBORN
LAMB
LIFE CYCLE ACTIVITY SHEET
56
FRY
ADULT
FEMALE
AND MALE
LIFE CYCLE ACTIVITY SHEET
6.5
FISH
JUVENILE
FINGERLING
57
2-3 years old
2000 g
about 43 cm
Eats 20 g of feed pellets
on demand per day.
Size: 3 mm long, weigh about 1g.
JUVENILE:
Weight:
Length:
Other:
FINGERLING: 4-6 months old
Weight: 10 g
Length: 2 cm
Other: Eats less than 1 g of
fish meal per day.
Eats several times
during the day.
FISH
EGG
Could be a few hundred to a few
thousand produced by one
female.
6.5
ADULT FEMALE
and MALE:
Weight:
Length:
Other:
Birth
1g
about 2 mm
Eats dry flakes of fish meal
several times a day.
Usually covered in scales all
through life cycle.
ADULT
FEMALE
AND MALE
FRY:
Weight:
Length:
Other:
FRY
LIFE CYCLE ACTIVITY SHEET
JUVENILE
1-2 years old
200 g
about 15 cm
Eats 2 g of feed pellets
on demand per day.
When they reach 1000 g
or 35 cm long they are
ready for market.
FINGERLING
58
6.1
THE NAME GAME
HUMANS
CATTLE
FISH
SHEEP
PIGS
CHICKENS
chick
Name of Newborn
toddler
child
adolescent
fingerling
juvenile
Name of Young
bull
ram
Name of Adult Male
Write the name of the animal stage in the correct box. Classify the animal pictures as mammal, bird, fish, reptile or amphibian.
STUDENT ACTIVITY SHEET
sow
Name of Adult Female
Lesson 7
Students will investigate the needs of animals and compare them to their own needs.
Students will consider the differences between “needs” and “wants”.
Materials Needed:
❑
❑
❑
❑
❑
❑
❑
❑
❑
Animal picture cards
Chart paper
Markers
Samples of animal feed (include hay, grain, pet foods and pellet
feeds)
Poster showing Eating Well with Canada's Food Guide
Pictures of food from the four food groups
Pictures or models of human homes (e.g. tent, brick
bungalow, igloo, cottage)
CD Virtual Farm Tours (visit www.farmissues.com)
Student Activity Sheet 7.1
Curriculum Expectations:
By the end of Grade 1, students will:
• assess the role of humans in maintaining a healthy environment
• investigate needs and characteristics of plants and animals, including
humans
• demonstrate an understanding of the basic needs and characteristics
of plants and animals, including humans
By the end of Grade 2, students will:
• assess ways in which animals have an impact on society and the
environment, and ways in which humans have an impact upon
animals and the places where they live
• investigate similarities and differences in the characteristics of various
animals
Shelter
Nutritious food
Water
Air
Sleep
Space
Health
Need: A condition or situation
in which something is required.
Want: To desire greatly;
wish for.
Balanced Diet: A diet that
supplies all the daily nutrients
that your body requires.
Herbivore: An animal that
feeds chiefly on plants.
Omnivore: An animal that
feeds on both animal and
vegetable substances.
Carnivore: An animal that
feeds on meat.
59
Farm
Animal
fac
ts:
Animals have four common needs: air, water, food and shelter. There will be differences in these needs
from animal to animal.
All animals need to eat to stay alive. Just as every animal has unique features, each animal has a unique
diet - a set of foods it has adapted for eating. Some animals are carnivores, animals that eat other
animals. Others are herbivores, plant-eating animals. Still others are omnivores, animals that eat both
plants and meat. All animals have adaptations that allow them to find and eat their food. Sharp teeth and
keen eyesight are common adaptations of meat-eaters. Plant-eaters often have a good sense of smell and
ways to defend themselves against meat-eaters or escape from meat-eaters.
PIGS
Shelter: Most pigs in Canada live in barns, some live in outdoor yards with shelters.
Air: Fans are very important to bring fresh air into the barn. Pigs are most comfortable when they aren't
too hot or too cold. Sprinkler systems can help to keep pigs cool on hot days.
Food: Once they are old enough, pigs are fed grains like barley, corn, soybeans, protein, vitamins and
minerals. This nutritious food, which looks like pellets, helps them grow and have energy. Pigs are
ommivores.
Water: Pigs can drink fresh water from drinking bowls when they are thirsty.
Environment: Pigs are often kept together in groups, in pens where they have room to move around.
Some pigs may be kept in their own pens. This is to keep them safe from other pigs. Also the farmer can
give the pigs their own food or medicine when they are not in a group. Pigs cannot sweat because they
have no sweat glands - they rely on their environment to cool them off.
CATTLE
Shelter: Beef cattle may live in barns, barn yards or on fenced pastures.
Air: Beef cattle that are kept in barns get fresh air from open windows and doorways. Beef cattle are
comfortable in cold weather and can live outside all year long.
Food: Cattle eat hay, grasses, chopped plants and grain after they are weaned (stop drinking from the
cow's milk). They are also fed extra minerals and proteins. This nutritious food helps them grow and gives
them energy. Cattle are herbivores.
Water: Cattle can drink fresh water bowls or troughs and ponds.
Environment: Cattle are kept together in a group or herd. In pastures they have open space outside to
move around and graze (eat grass). In barns and yards, they have room to move around and feed is
brought to them.
CHICKENS
Shelter: Hens live in barns often with two floors. Each floor is divided into two pens. Hens go into nest
boxes to lay their eggs and usually five hens share one nest. The eggs are collected several times a day
by the farmer and are incubated in an incubator.
Air: Fans bring fresh air into the barn and the temperature is kept very warm so the birds are comfortable.
Food: Breeding chickens are fed mash and then pellets when they are old enough. They are fed every day
or every other day depending on their age. The feed is made from grains and have added vitamins,
minerals and proteins to help them grow and have energy. Chickens are omnivores.
Water: Chickens can drink fresh water from special drinkers when they are thirsty.
Environment: Breeding chickens are kept together in groups called flocks. They have room to move
around in their pens in the barn. Barns protect chickens from cold weather and predators (like foxes).
60
Farm
Animal
fac
ts:
SHEEP
Shelter: Sheep live in barns, barn yards or on pasture with shelters.
Air: Fans or open windows and doors bring fresh air into the barn. Sheep are most comfortable when it
isn't too hot or too cold.
Food: Sheep eat hay, grains, grasses and vitamins and minerals when they are weaned from the ewe's
milk. They are fed two times a day from clean feed troughs or graze (eat grass) on pasture. Sheep are
herbivores.
Water: Sheep can drink fresh water from drinking bowls, water troughs or ponds.
Environment: Sheep are kept together in groups in pens in the barn. They have room to move around their
pen and feed is brought to them. Sheep may also be kept in groups called flocks on pastures.
Possible Learning Activities:
Wh o
1. Discuss the meaning of the terms “needs” and “wants”. Develop a chart
outlining “needs” and “wants” that the students have. Look at the list and
circle things that are needed by other animals too.
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2. Divide the class into small groups. Give each small group a picture of a farm
animal with a sheet of chart paper entitled “How Animals Meet Their Needs”.
Have the students discuss and record questions they would ask to find out
how a specific animal will meet its needs. (E.g. How does this animal get
food? What type of food does this animal like? Where does this animal live?)
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3. Share the group work with the large group and generate additional questions.
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S ma
4. Brainstorm answers to the questions generated using prior knowledge and
experience. Seek answers to the questions using the resources in the
classroom, the school library, or have a farmer or veterinarian come into the
class to speak about the needs of animals.
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Wh o
5. Brainstorm types of homes for humans (igloo, tent, and bungalow). Why do
people in different geographical locations build different types of homes? View
segments of Virtual Farm Tours to examine different types of housing for farm
animals. Why are different barns built for different animals?
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6. Look at pictures of farm animals and decide what the animal eats, how it
eats its food, what parts of its body help it to eat its food. Complete Student
Activity Sheet 7.1 to record their observations.
61
Possible Learning Activities:
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7. Introduce Eating Well with Canada's Food Guide and have students sort
food pictures according to the food guide. Discuss the primary source of the
foods in each of the food groups.
8. Have students draw or list the foods that they ate in one day, sort them into
the food groups and discover if they have eaten a balanced diet.
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9. Explain that farm animals need a balanced diet like people. Like people,
their diet has different food groups - grains, hays and grasses, meat and
vitamins and minerals. Investigate different animal feeds by looking,
smelling and touching samples. Have a guest speak to the class about
feeding farm animals.
Extension and Accommodation Ideas:
1. Interview a livestock farmer, visit a livestock farm or ask a livestock farmer or veterinarian to come to the
classroom to discuss the needs of farm animals and how the needs are met.
2. Ask a farmer to bring in feed samples for different types of animals.
3. Invite a health expert to discuss nutrition and Eating Well with Canada's Food Guide.
4. Invite a Dairy Educator to come into the classroom to talk about healthy food choices for animals and people.
Contact Dairy Farmers of Ontario by visiting www.milk.org.
Assessment and Evaluation Suggestions:
1. Observation and anecdotal records during small group sessions.
2. Check Student Activity Sheet 7.1 for accuracy to assess whether the students can recognize needs and wants.
Resources:
See more Resources
on page 88
62
www.farmissues.com
www.abcteach.com/free_shapebook_form.php
www.harcourtschool.com/activity/animalneeds/
www.farmsfoodfun.com
The Real Dirt on Farming, booklet
www.ofac.org
www.oafe.org
STUDENT ACTIVITY SHEET
7.1
How Animals Eat
Animal
What It Eats
Human
Cow
Pig
Turkey
Chicken
Ostrich
63
Body Parts Used to Help It Eat
Lesson 8
Students will look at how farmers meet the needs of farm animals.
Materials Needed:
❑ Resource books about various farm animals from school
❑
❑
❑
❑
❑
library
Resource sheets about various farm animals available on
www.farmsfoodfun.com
Animal Care Series Sheets
Student Activity Sheet 8.1
Videos, CD's about farm animal care (see Resource list)
Materials for research projects (e.g. outline templates, bristol
board, blank booklets)
Shelter
Water
Food
Care
Environment
Curriculum Expectations:
By the end of Grade 1, students will:
• assess the role of humans in maintaining a healthy environment
• investigate needs and characteristics of plants and animals, including
humans
• demonstrate an understanding of the basic needs and characteristics of
plants and animals, including humans
By the end of Grade 2, students will:
• assess ways in which animals have an impact on society and the
environment, and ways in which humans have an impact upon animals
and the places where they live
Mineral: A substance that is
neither animal nor vegetable.
Vitamin: Any of various fatsoluble organic substances
essential in minute amounts for
normal growth and activity of
the body and obtained naturally
from plant and animal foods.
Vaccinations: Inoculation with
a vaccine in order to protect
against a particular disease.
Veterinarian: An animal doctor.
Broiler Chicken: Chicken
raised for meat.
Barn: A building for storing
hay, grain, etc., and often for
housing animals.
64
Farm
Animal
fac
Silage: Fodder preserved
through fermentation in a
silo.
ts:
Farmers have helped to develop “Recommended Codes of Practice for
the Care and Handling of Farm Animals” in cooperation with animal
scientists, government and many partners. The Codes outline
acceptable standards for shelter and housing, feed and water, health
care, handling and supervision, transportation, and emergency
procedures.
Pasture: An area covered
with grass or other plants
used or suitable for the
grazing of farm animals.
Different animals have different requirements for housing and food. Some do not need as much protection
from extreme weather and temperatures as others. There is always the problem of predators like wolves
and coyotes. It's much easier to ensure each animal gets the right food, clean water, and general care in
a barn than when they are outside. Some farm animals are kept inside for the same reasons that many of
us keep our pets inside: health, comfort, safety, food and water.
There are many people with full time careers in farm animal care, such as farmers, veterinarians and
animal nutritionists. Educational programs are available on topics such as animal health and humane
animal handling. Farmers can’t take Sundays or Christmas off!. Most farmers are doing a great job caring
for their animals, every day of the year.
Tails
On some farms, the tails of pigs and sheep are docked at birth to prevent infection due to tail biting or fly
infestation.
PIGS
Health Care: Pigs are given vitamins and minerals as well as vaccinations. A veterinarian (animal
doctor) will give medicines such as antibiotics to pigs when they are sick. Piglets are born with teeth.
Farmers clip these teeth so they don't hurt each other or the sow when they drink.
CATTLE
Health Care: Calves are given minerals, vitamins and vaccinations when they are young so they don't get
sick. Farmers work with veterinarians to help keep cattle healthy and strong. For breeds that grow horns,
calves may have theirs removed so they don't hurt farmers and each other. Some breeds of cattle are
polled, which means they never grow horns.
CHICKENS
Health Care: Most chicks are vaccinated at one day old or even sometimes when they are still in the egg!
Chicks may have the end of their beaks trimmed so they don't hurt each other.
SHEEP
Health Care: Sheep are given vaccinations starting when they are newborn lambs. Farmers work with
veterinarians to keep sheep healthy and to help them when they are sick. Most young lambs have their
tails shortened to help keep them clean and protect them from biting insects.
65
Possible Learning Activities:
Wh o
eG
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ro u p
I n di v
1. Have students describe their pet (or the pet they wish they had) and the
ways they take care of it. List the needs of the pet and determine if the way it is
taken care of meets its needs. Would they do anything different if they had 80
to 100 of these pets? Are all of the pets cared for in the same manner?
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2. Student Activity Sheet 8.1 - Students choose a farm animal and a pet to
compare shelter, food and health care required.
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I n di v
3. Discuss how parents provide the basic needs for their children (food,
shelter, clothing and safe environment such as seat belts or playpens,
safe water and fresh air).
4. Have students draw and label pictures of people who help their family.
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5. Explain that there are many people who help to care for farm animals and
outline some of those people through discussion, use of video, or resource
books.
Extension and Accommodation Ideas:
1. Invite a farmer to the class to talk about how he/she cares for their animals. Prepare a list of questions to ask
about animal care before the visit.
2. Invite a zoo worker to the class to talk about how to care for zoo animals.
3. Take a field trip to a farm to see first hand how farm animals live.
4. Invite a veterinarian to the class to explain the ways in which they help to keep animals healthy.
5. Look at nutrition and compare human requirements with animal requirements. For a good farm education video
go to www.ruralroutevideos.com and check out Katherine's Farm. Or try www.outbacktoystore.com for more
farm related videos for children.
Assessment and Evaluation Suggestions:
2. Check Student Activity Sheet 8.1.
Resources:
www.farmissues.com
The Real Dirt on Farming booklet,
www.ofac.org
CD Virtual Farm Tours
www.ruralroutevideos.com - Katherine's Farm
www.oafe.org
66
67
ENVIRONMENT
AIR
HEALTH
CARE
WATER
FOOD
SHELTER
NEED
in houses, city,
town, country
fresh air, air
conditioning
doctor
medicine
vaccinations
tap or bottled
4 food groups:
meat, fruit and
vegetables, grains,
dairy
house or
apartment
PEOPLE
8.1
barn, pasture
SHEEP
ventilation (fans)
fresh air
veterinarian
medicine
PIGS
Meeting the Needs
milk, hay, grass,
grains, minerals
CATTLE
STUDENT ACTIVITY SHEET
fresh from well
CHICKENS
incubators
tanks
FISH
68
herd
pasture
fresh air
barnyard
barn
ANIMAL CARE SERIES
trough
bowls, troughs or ponds.
minerals, vitamins and
vaccinations
veterinarian
8.1
fresh air
silage
grain
grass/hay
Cattle that are kept in barns get fresh
air from open windows and doorways.
Cattle are comfortable in cold weather
and can live outside all year long.
fan
CATTLE
69
• Warm
• Light
• Kept together in groups
called flocks.
• They have room to move around in
the barn.
flock
• barns
ANIMAL CARE SERIES
8.2
Special drinkers
• Vitamins
• Minerals
• Vaccinations
fan
• mash
• pellets
• grains
• vitamins
• minerals
• proteins
• temperature controlled
barns
CHICKEN
70
• warm
• dry
• safe
pen
ANIMAL CARE SERIES
8.3
•
•
•
•
drinker
• veterinarians
• antibiotics
when they
are sick
• pigs can drink fresh water from
“drinkers” when they are thirsty
teeth clipping
minerals
vitamins
vaccinations
fan
•
•
•
•
corn
soybeans
protein
vitamins
minerals
barley
natural ventilation
• fan
• sprinkler system
PIG
71
flock
• barns
• barnyards
• pasture
ANIMAL CARE SERIES
8.4
trough
• fresh water from drinking
bowls, troughs or ponds
• vaccinations
• tail docking
veterinarian
• hay
• grains
hay
• grasses
• vitamins
Barley
fresh air
• fans
• open windows
• fresh air
SHEEP
72
• fish have lots of space to swim. The
temperature of the water is kept so
that it is good for fish growth.
clean water
• fish eggs are kept in containers
called incubators. When the eggs
hatch the fish live in large tanks
indoors and outdoors. Some fish
also are kept in cages, in ponds or
other bodies of water.
tank
ANIMAL CARE SERIES
8.5
• clean
• recycled
• fish eggs are treated with
medicine to keep them healthy.
Fish may be vaccinated when
they are very young.
medication
• flakes
• pellets
flakes
pellets
• air is pumped into the water
so the fish have enough
oxygen to breathe.
FISH
Lesson 9
Students will explore how farm animals provide us with many different
food products essential to our nutrition and health requirements.
Materials Needed:
❑ Four sheets of construction paper, labeled with each of the
❑
❑
❑
❑
❑
❑
❑
❑
four food groups
Food flyers, magazines
Drawing materials
Teaching Resource - Packed Full of Nutrition - Poster 9.1
Farm animal pictures labeled as cattle, pigs, sheep, fish,
and chickens
Student Activity Sheet 9.1
Weigh tag from the grocery store for a turkey
Weigh scale
Classroom objects
Beef
Pork
Poultry
Dairy product
Livestock
Livestock: The horses, cattle,
sheep and other useful animals
kept or raised on a farm or
ranch.
Curriculum Expectations:
By the end of Grade 1, students will:
• investigate needs and characteristics of plants and animals, including
humans
• demonstrate an understanding of the basic needs and characteristics
of plants and animals, including humans
By the end of Grade 2, students will:
• assess ways in which animals have an impact on society and the
environment, and ways in which humans have an impact upon
animals and the places where they live
Beef: An adult cow, bull or
steer raised and killed for its
meat.
Pork: The flesh of hogs used
for meat.
Poultry: Domestic fowls, such
as chickens, turkeys, ducks or
geese raised for meat or eggs.
Dairy: Pertaining to milk,
cream, butter, cheese, etc.
73
Farm
Animal
fac
ts:
The food groups in Eating Well With Canada's Food Guide were created to recognize the principal
nutrients that each group contributes to our diet.
All animals give us oils plus other edible products. Beef cattle give us various meat products such as
steak, roasts and ground beef. Dairy cattle provide us with milk and milk products. A dairy cow produces
27 - 30 litres of milk each day! Visit www.milk.org for further information on dairy cows. Sheep provide
us with milk and meat. Pigs provide us with pork such as bacon, ham, roasts and chops. Some
chickens provide us with meat, while other chickens provide eggs. Fish give us meat and eggs. When
you eat meat you are often eating the muscle of the animal.
Ontario farmers and food processors are committed to ensuring that the foods they grow, raise and
process are produced in the safest, most responsible manner possible. To this end, primary producers
and processors adhere to more than 100 regulations and guidelines ensuring safe, responsible and
environmentally friendly food production.
The organic food movement is supported by farmers and consumers who want to conserve soil and
water, enhance beneficial biological interactions, and promote biodiversity, without the use of synthetic
fertilizers, pesticides, medicines or genetically engineered materials.
Many conventional farmers share these goals: sometimes we are talking about a question of approach.
Organic food is produced under a variety of standards which vary depending on the certifying
organization. Protocols dictate which pesticides and fertilizers they may or may not use. Yields may be
lower or less reliable and more labour-intensive than with non-organic techniques.
There is no evidence that organic food is healthier or safer than non-organic. All food must meet the
same inspection and food safety standards.
74
Possible Learning Activities:
S ma
lG
l
ro u p
Wh o
eG
l
ro u p
Wh o
eG
l
1. Hang up four pieces of construction paper with the following headings
printed across the top: Grain Products; Vegetables and Fruit; Milk and
Alternatives; Meat and Alternatives. Talk about a collage and what it is.
Divide the class into four groups so that four - six students are responsible
for completing one part of the collage. They may cut the pictures from
magazines or food flyers or draw their own.
2. Review the four food groups. Look at the nutrient contributions made by
each of the four food groups by using the “Packed Full of Nutrition” poster.
3. Discuss the terms beef, pork, lamb, poultry and dairy product.
ro u p
S ma
lG
l
ro u p
I n di v
4. Place labeled pictures of different farm animals around the room (cattle,
sheep, pigs, fish, chickens). Divide students into groups and place one
group at each picture. Students look through food flyers and magazines to
find products from that animal. They cut and glue it to that poster. Students
rotate to all the pictures in their groups, taking their flyers with them.
a
idu
5. Student Activity 9.1
l
Wh o
eG
l
ro u p
I n di v
6. Review the food products that come from different animals and introduce
the word “livestock”.
a
idu
l
7. Students use magazines and flyers to cut out pictures of different types of
meats available from a grocery store or restaurant. Students sort the meat
based on the animal it came from.
Extension and Accommodation Ideas:
1. Visit a farm to see how the farm is a workplace, operated to produce livestock, crops or both. Before the visit, complete a KWL chart about livestock farmers, their daily and seasonal jobs, their machinery, the numbers of livestock
they raise and sell, to whom and where their livestock is sold, and how they decide which animal is sold.
2. Study some of the unique livestock raised for food consumption such as buffalo or elk. Check out
www.farmissues.com and visit an ostrich or elk farm!
3. Explain that in many stores the meat you buy is measured in kg. Provide a tag that reads the weight of a turkey.
Have a cardboard box ready on your scale. Students may estimate the number of items from the classroom that
will be needed to weigh the same as the turkey. They can fill the box with books, toys, etc and feel how heavy the
turkey actually feels.
4. Pizza is one food that may have ingredients from all four food groups. Study a recipe for pizza and determine the
ingredients and amounts you would need to make pizza for the class. Plan a visit to the local grocery store to
purchase these ingredients. Arrange for a tour behind the scenes. Invite parents to the class to help cook the pizza.
75
Assessment and Evaluation Strategies:
1. Use a group work observation checklist to assess students in group situations
2. Assess the accuracy and completion of student activity sheets.
Resources:
Food to Your Good Health brochure and teacher guide www.oafe.org
Eating Well With Canada's Food Guide www.hc.sc.gc.ca
Resources:
www.farmissues.com
www.milk.org
www.farmsfoodfun.com
www.oafe.org
See more Resources
on page 88
76
Poster 9.1
Source: Food! To Your Good Health, 2007, reprinted with permission of Ontario Agri-Food Education Inc.
77
78
9.1
roast
sausage
egg
pig
fish
sheep
hamburger
bacon
fishsticks
steak
leg of lamb
chicken
cattle
drumstick
Animals Meet Our Needs
Match the animal with the food producct it gives us by drawing a line between them.
STUDENT ACTIVITY SHEET
WORK OBSERVATION CHECKLIST
ALWAYS
SOMETIMES
Group members listen
to each other well
Group members share
ideas well and get along
All members of the
group are able to share
ideas easily
Group members share
tasks so all group
members are involved
in the work
Group works efficiently
and stays on task
without reminders
Group is able to
produce a desired
product
79
NEVER
Lesson 10
Students will learn that farm animals give us much more than food.
Materials Needed:
❑ collection of items from by-products. For suggestions go to
Activity Sheet 10.1
❑ Student Activity Sheet 10.1 and 10.2
Wool
Feathers
Hair
Fertilizer
Lard
Curriculum Expectations:
By the end of Grade 2, students will:
• assess ways in which animals have an impact on society and the
environment, and ways in which humans have an impact upon animals and the places where they live
Farm
Animal
fac
Hide
Cosmetics
Wool
ts:
Different breeds of sheep produce different
kinds of wool. The finer the wool, the softer it will
be, while coarser grades are more durable. Low-grade wool,
unsuitable for clothing is often used for carpets, felt and boot liners.
There are 50 -150 metres of wool yarn in the core of a baseball.
That is what gives the ball its bounce. Wool can be used effectively
to clean up hazardous spills. It can absorb 10 - 30 times its weight
in oil. Wool is almost non-flammable. It is very elastic. It can be
extended up to 30% of its natural length and when released will
return to its natural length. Wool could be considered a renewable
resource. One mature female sheep (ewe) produces three - five kg
of newly shorn wool each year - enough to make a man's suit.
Sheep are usually shorn once a year. An expert shearer can shear a
sheep in two minutes. The hair of certain species of other mammals
such as goats, llamas, alpacas and rabbits may also be called
wool when they are referring to the fleece being harvested for fibre.
80
Wool: fine, soft, curly hair that
forms the coat of animals such
as sheep, goats, alpacas.
Feathers: light, flat growth
forming the plumage of birds.
Hair: grows on the skin of
mammals protecting them from
the cold.
Fertilizer: a substance used to
make soil more fertile.
Farm
Animal
fac
ts:
Lard: the fat made from pigs
and used in baking.
Hair
Hide: the skin of an animal.
It has various uses including brushes and bows for musical
instruments. In years gone by, horsehair used to be used to make
plaster in the construction industry, but has been replaced by drywall in
recent years. The hair from beef cattle and pigs can be used to
manufacture paint brushes, shaving brushes and cosmetic brushes.
Shampoo may also be made using the collagen from the hair of
animals. The stiff hair on a pig is called a bristle. Bristles are often
used to make brushes for cleaning. Common uses for pig bristles
include toothbrushes, toilet brushes and brushes for cleaning pots and
pans. The hair of a pig is also used to manufacture artist brushes,
insulation and upholstery.
Cosmetics: lotions, powders
and lipstick used to beautify
faces, hair, nails, skin.
Feathers
Domesticated birds on the farm are called poultry. Poultry feathers from
geese, ducks, chickens and turkeys are soft and trap the heat; thus,
they are sometimes used in high-class bedding, especially pillows,
blankets and mattresses. They are also used for filling for winter
clothing such as quilted coats and sleeping bags. Poultry feathers have
long been used for making arrows and darts. Colourful feathers such
as those belonging to pheasants are used to decorate fishing lures.
Skin/Hide
Skins and hides from different animals are used for clothing, bags and
other consumer products, usually in the form of leather or furs.
Skin/hide can also be used to make products such as gelatin and glue.
Fish are generally covered in scales.
The small intestines of sheep are used to make tennis racquets.
It takes the small intestines of 11 sheep to make one tennis racquet.
81
Farm Animals are part of daily life. Here's how farm animals may play
a role in your life each day:
7:00 a.m.
Rise, shine, brush your teeth, wash your face and get ready to head out. Sheep helped to make
that toothbrush. Cattle and pigs are used to produce some shaving creams, cosmetics, soap,
lipstick and toothpaste.
7:30 a.m.
Dress for the weather and the occasion! Pigs and cattle provide leather goods for shoes, jackets,
gloves, and handbags. Chickens provide material for down filled clothing. Wool clothing is strong,
soft, warm, highly insulating and almost water-proof.
8:00 a.m.
Breakfast is the most important meal of the day! Beef, chicken, lamb, pork, veal, turkey, fish and
eggs provide protein, fat, thiamine, and B vitamins. Dairy cattle, goats, or sheep supply nutritious
milk high in protein, fat, riboflavin, Vitamin A, Vitamin D, minerals and magnesium.
8:30 a.m.
Travel to work on leather seats, in shiny cars on asphalt streets made by cattle by-products.
Before leaving home, you can turn down the thermostat in your home because pigs have been
used to make home insulation.
9:00 a.m.
Art class with paints from cattle, sheep and soybeans; brushes from cattle, pigs and sheep and
glue from pigs, cattle and corn. Pottery glazes contain egg whites from poultry.
12:00 p.m.
Enjoy a cheeseburger, potato chips, an apple and milk for lunch from dairy cattle, beef cattle,
wheat, corn, fruit and vegetables.
12:45 p.m.
Visit the doctor! Pigs are used to provide insulin, heart valves and skin for burn victims. Cattle
provide ingredients for cough medicines, pharmaceuticals for diabetes, antihistamines for allergies
and other drugs to combat leukemia, emphysema, asthma and cataracts. Many vaccines have an
animal by-product component. Sutures are made from the intestines of pigs.
3:30 p.m.
Leisure time for soccer where balls are made from cowhide, football practice where you throw
around the pigskin or baseball where cattle provide the leather gloves and sheep's wool produce
the ball! Chickens are used in making darts and fishing lures. The pepsin from pigs is used in
wine and beer production. The upholstery you relax on may be fabricated with pig skin.
6:00 p.m.
Family pizza night - cheese, tomato sauce, wheat crust, onions, peppers, mushrooms, pepperoni
or other meat! All of these ingredients are produced on farms!
7:15 p.m.
Play board games using dice made from sheep, a stringed instrument made from the intestines of
pigs, or the piano where keys are made with the bones of cattle.
9:00 p.m.
Curl up under a wool blanket in cotton pajamas. You guessed it - from sheep and cotton plant.
Enjoy a warm cup of hot cocoa in a bone china cup made from the bones of cattle.
All of these items and many more are made with the products of agriculture! Many of them involve the by-products
of farm animals. Agriculture is everywhere!!
82
Possible Learning Activities:
Wh o
eG
l
ro u p
Wh o
eG
l
1. Discuss with the students that animals give us much more than food.
Show some of the examples of items that contain animal products and
reveal the animal it was made from. Explain the importance of using
almost all of the parts of an animal instead of leaving it for waste.
ro u p
2. Have students look around the classroom and identify things that are
made from animal products. Have them bring an object from home that
was made from the farm animals studied. Create a display from all the
products brought in.
3. Student Activity Sheet 10.2
I n di v
a
idu
l
Extension and Accommodation Ideas:
1. Have students research the various ways in which these animals help people.
2. Prepare a display of products in the school or office entrance way. Make it a mystery display where people
are to guess which animal the product came from. Announce the answers daily over the school
announcements to see who are the clever animal fans in the school.
Assessment and Evaluation Suggestions:
1. Look at articles brought from home for connection to a farm animal.
2. Assess the accuracy and completion of Student Activity Sheet.
Resources:
See more Resources
on page 88
www.kiddyhouse.com/Farm/farmwsheets.html
www.farmissues.com
www.oafe.org
83
STUDENT ACTIVITY SHEET
10.1
More Than Food
lard, collagen casings for sausage, pepsin for
cheese, gum, wine and beer production, gelatin for
canned meats, ice cream, jello, home insulation,
upholstery, artist brushes, plastics for toys, crayons,
food storage, fertilizers, herbicides, antifreeze, floor
wax, toothpaste, mouth wash, cosmetics, soap,
dyes, leather goods, jackets, gloves, shoes, footballs,
insulin, heart valves, skin for burn victims, instrument
strings (intestines)
wool clothing, soap, shaving cream,
lanolin, baseballs, tennis racket strings,
sutures from intestines, fertilizers, electric
circuitry, wool grease
down-filled clothing, bedding,
fishing lures, darts, feather
pillows, fertilizers, candy, egg
retard crystallization, paints,
tempra paints and glazes,
pottery glazes containing egg
whites, cake mixes, powdered eggs, soups
and coffee, egg clarifiers, shampoos and
conditioners, eggs
fertilizers, cod liver oil, protein supplements,
pet food, calcium supplements
candles, cosmetics, crayons, jello, leather goods,
shoes, gloves, jackets, handbags, paint brushes,
glues, inks paper, buttons, bone china, piano keys,
fertilizers, glycerin for lipstick, toothpaste, cough
medicines, asphalt, cardboard, balloons, bandaids,
bubble bath, car polish, hockey equipment, pucks,
skates, gloves, camera film, video tapes,
marshmallows, ice cream, canned meats,
pharmaceuticals for diabetes,
allergies (antihistamines), leukemia,
emphysema (antitryspin), asthma, cataracts,
vaccines
84
85
10.2
Grocery Store Surprise
Look at the picture of the grocery cart below. Colour in all the products that are from animals.
STUDENT ACTIVITY SHEET
Animals and Me Achievement Chart - Grade 1
Category
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
The student displays
The student displays
limited knowledge of the some knowledge of the
needs of animals
needs of animals
The student displays
The student displays
considerable knowledge thorough knowledge of
of the needs of animals the needs of animals
The student displays
limited knowledge of the
physical characteristics
of the parts of animals
and humans and the
role that these parts play
in helping the animal to
meet their needs
The student displays
some knowledge of the
physical characteristics
of the parts of animals
and humans and the
role that these parts play
in helping the animal to
meet their needs
The student displays
considerable knowledge
of the physical characteristics of the parts of
animals and humans
and the role that these
parts play in helping the
animal to meet their
needs
The student displays
thorough knowledge of
the physical characteristics of the parts of
animals and humans
and the role that these
parts play in helping the
animal to meet their
needs
Understanding of content The student demonstrates limited understanding of the needs of
animals, including
humans
The student demonstrates some understanding of the needs of
animals, including
humans
The student demonstrates considerable
understanding of the
needs of animals,
including humans
The student demonstrates thorough understanding of the needs of
animals, including
humans
The student demonstrates a limited understanding of the concept
of healthy environment
and the role that humans
play in maintaining a
healthy environment
The student demonstrates some understanding of the concept
of healthy environment
and the role that humans
play in maintaining a
healthy environment
The student demonstrates considerable
understanding of the
concept of healthy environment and the role
that humans play in
maintaining a healthy
environment
The student demonstrates thorough understanding of the concept
of healthy environment
and the role that humans
play in maintaining a
healthy environment
The student uses
initiating and planning
skills and strategies to
investigate the needs
and basic characteristics
of animals with limited
effectiveness
The student uses
initiating and planning
skills and strategies to
investigate the needs
and basic characteristics
of animals with some
effectiveness
The student uses
initiating and planning
skills and strategies to
investigate the needs
and basic
characteristics of
animals with
considerable
effectiveness
The student uses
initiating and planning
skills and strategies to
investigate the needs
and basic characteristics
of animals with a high
degree of effectiveness
The student makes connections between science, technology, society
and the environment in
assessing the role of
humans in maintaining
a healthy environment
with limited effectiveness
The student makes
connections between
science, technology,
society and the
environment in
assessing the role of
humans in maintaining
a healthy environment
with some effectiveness
The student makes
connections between
science, technology,
society and the
environment in
assessing the role of
humans in maintaining
a healthy environment
with considerable
effectiveness
The student makes
connections between
science, technology,
society and the
environment in
assessing the role of
humans in maintaining
a healthy environment
with a high degree of
effectiveness
Knowledge and
Understanding
Knowledge of content
Thinking and
Investigation
Use of initiating and
planning skills and
strategies
Application
Making connections
between science, and
technology on animals
86
Animals and Me Achievement Chart - Grade 2
Category
Knowledge and
Understanding
Knowledge of content
Understanding of content
Thinking and Investigation
Use of initiating and planning skills and strategies
Communication
Conveying of meaning
through various forms
Application
Making connections
between science, and
technology on animals
LEVEL 1
LEVEL 2
LEVEL 3
The student displays limited
knowledge of major
physical characteristics of
different types of animals
The student displays some
knowledge of major
physical characteristics of
different types of animals
The student demonstrates
limited understanding of
the role that an animal’s
characteristic body part
plays in helping them adapt
to their environment
LEVEL 4
The student displays
considerable knowledge of
major physical
characteristics of different
types of animals
The student displays thorough knowledge of major
physical characteristics of
different types of animals
The student demonstrates
some understanding of the
role that an animal’s characteristic body part plays in
helping them adapt to their
environment
The student demonstrates
considerable understanding of the role that an
animal’s characteristic
body part plays in helping
them adapt to their environment
The student demonstrates
thorough understanding of
the role that an animal’s
characteristic body part
plays in helping them
adapt to their environment
The student demonstrates a
limited understanding of the
ways in which animals
meet the needs of humans
The student demonstrates
some understanding of the
ways in which animals
meet the needs of humans
The student demonstrates
considerable understanding of the ways in which
animals meet the needs of
humans
The student demonstrates
thorough understanding of
the ways in which animals
meet the needs of humans
The student demonstrates a
limited understanding of the
ways in which humans
have an impact on animals
and the places where they
live
The student demonstrates
some understanding of the
ways in which humans
have an impact on animals
and the places where they
live
The student demonstrates
considerable understanding of the ways in which
humans have an impact
on animals and the places
where they live
The student demonstrates
thorough understanding of
the ways in which humans
have an impact on animals
and the places where they
live
The student uses initiating
and planning skills and
strategies to investigate the
physical and behavioural
characteristics of animals
with limited effectiveness
The student uses initiating
and planning skills and
strategies to investigate the
physical and behavioural
characteristics of animals
with some effectiveness
The student uses initiating
and planning skills and
strategies to investigate the
physical and behavioural
characteristics of animals
with considerable
effectiveness
The student uses initiating
and planning skills and
strategies to investigate the
physical and behavioural
characteristics of animals
with a high degree of
effectiveness
With limited effectiveness,
the student investigates the
life cycle of animals and
observes and compares
changes as the they goes
through their life cycles
With some effectiveness,
the student investigates the
life cycle of animals and
observes and compares
changes as the they goes
through their life cycles
With considerable
effectiveness, the student
investigates the life cycle of
animals and observes and
compares changes as the
they goes through their life
cycles
With a high degree of
effectiveness, the student
investigates the life cycle of
animals and observes and
compares changes as the
they goes through their life
cycles
The student expresses and
organizes ideas and information with limited effectiveness
The student expresses and
organizes ideas and
information with some
effectiveness
The student expresses and
organizes ideas and
information with
considerable effectiveness
The student expresses and
organizes ideas and
information with a high
degree of effectiveness
The student communicates
for different audiences and
purposes with limited effectiveness
The student communicates
for different audiences and
purposes with some
effectiveness
The student communicates
for different audiences and
purposes with
considerable effectiveness
The student communicates
for different audiences and
purposes with a high
degree of effectiveness
The student makes
connections between
science, technology,
society and the
environment in assessing
the role that animals have
on humans and the
environment with limited
effectiveness
The student makes
connections between
science, technology,
society and the
environment in assessing
the role that animals have
on humans and the
environment with some
effectiveness
The student makes
connections between
science, technology,
society and the
environment in assessing
the role that animals have
on humans and the
environment with
considerable effectiveness
The student makes
connections between
science, technology,
society and the
environment in assessing
the role that animals
have on humans and the
environment with a high
degree of effectiveness
87
RESOURCES:
www.farmissues.com
www.farmingsources.com
www.abcteach.com
www.canteach.ca
www.farmsfoodfun.com
www.agr.gc.ca
www.cattle.guelph.on.ca
www.ontarioveal.on.ca
www.getcracking.ca
www.ont-turkey.on.ca
www.milk.org
www.ontariopork.on.ca
www.ontarioaquaculture.com
www.oafe.org
www.omafra.gov.on.ca
www.ofac.org
www.ontariofarmfresh.com
www.deafontario.ca
www.cdbraontario.ca
www.cpaont.org
Virtual farm tours, farm animal facts, info on farms
List of agricultural contact groups located across Canada
Teacher site for various lesson plans and activities
Teacher site for various lesson plans and activities
Kid friendly site for farm trivia, games, and arts and crafts
Agriculture and Agri-Food Canada
Ontario Cattlemen's Association
Ontario Veal Association
Egg Farmers of Ontario
Turkey Farmers of Ontario
Dairy Farmers of Ontario
Ontario Pork
Ontario Aquaculture Association
Ontario Agri-Food Education Inc.
Ontario Ministry of Agriculture, Food and Rural Affairs
Ontario Farm Animal Council
Ontario Farm Fresh Marketing Association - Great place to look for school tours!
Ontario Association of the Deaf
The Canadian Deafblind and Rubella Association
Canadian Paraplegic Association Ontario
PLACES TO GO:
Windreach Farms
Ashburn, Ontario www.windreachfarm.org
Country Heritage Park
Milton, Ontario www.countryheritagepark.com
Canada Agriculture Museum
Ottawa, Ontario www.agriculture.technomuses.ca
Western Fair
London, Ontario www.westernfair.com
Ontario Fairs
www.ontariofairs.org
Royal Agricultural Winter Fair
Toronto, Ontario www.royalfair.org
Rounds Ranch Farm Adventures Elmvale, Ontario www.roundsranch.com
Springridge Farm
Milton, Ontario www.springridgefarm.com
Downey's Farm
Brampton, Ontario www.downeysfarm.com
White Meadows Farms
St. Catharines, Ontario www.whitemeadowsfarms.com
VIDEOS TO SEE:
Katherine's Farm
Contact: Rural Route Videos, Box 359 Austin, Manitoba, R0H 0C0
1-800-823-7703
www.ruralroutevideos.com
www.outbacktoystore.com
Lots of farm related videos available on this site.
88