Acknowledgements
Written by:
Denise Ford – Leiston Primary School
Madeline Johnson – Castle Hill Infant School
Thanks to:
James Moldon – Stanaway Farm
Janet Fendley – County Advisory Service, Science
Linda Nixon – Education Business Partnership
Linda Cartwright – Education Business Partnership
Hannah Williams – Suffolk Agricultural Association
Brigit Parker – Suffolk Agricultural Association
1
Farming and the Countryside
Farming and the countryside provide a unique context for learning in a formal sense through the
delivery of the National Curriculum and in an informal sense by enriching a child’s understanding of
the world around them.
Through this pack we hope we have given you some ideas to deliver the primary curriculum in new
and imaginative ways which will also help pupils to develop key skills.
Ideally, this pack should be combined with a class visit to Stanaway Farm.* As well as farm tour,
teachers can also take advantage of the dedicated on site class room facilities at the farm.
A farm visit literally allows the teacher to extend the classroom outdoors and to study so many
different aspects of the curriculum as the diagram below illustrates.
farmer
lifestyle
community
family history
employees
products
sowing
harvest
cultivation
husbandry
People
age
uses
design
farmhouse
out
buildings
Crops
Your
Farm
Buildings
Land
Wildlife
animals
habitat
plants
methods
conservation
Machinery
landscape
land use
soil type
fields
access
location
climate
safety
design
mechanics
electrics
uses
It also allows children to begin to understand the delicate balance between their future demands as
consumers and the natural world around them – an ideal way to introduce concepts of citizenship
and sustainability.
A farm visit helps a child to develop thinking skills, to process information and to gain confidence
by asking questions and participating in the group visit and discussions. Finally, a visit to a working
farm gives a child a whole range of new and exciting experiences such as the sights and sounds of
nature and farm machinery.
* Or any other suitable farm.
2
Stanaway Farm
Stanaway Farm is a 780acre arable farm at Otley, six miles to the north of Ipswich.
The soil type is mainly heavy clay-loams and sandy clay-loams over chalky boulder clay.
The farm grows the following crops for human and animal use:
Crop
Milling Wheat
Feed Wheat
Winter Barley
Winter Oil Seed Rape
Winter Beans
Sugar Beet
Average Acres
123 acres
173 acres
50 acres
74 acres
50 acres
17 acres
Stanaway Farm is owned by the Felix Thornley Cobbold Trust – a charity formed in 1909 to
promote agricultural education and good farming practices. It aims to combine consideration for
wildlife and the environment with economic crop production.
The farm carries out an active programme of conservation including tree and hedgerow planting.
Wide shelterbelts provide abundant wildlife habitat and movement corridors between scattered
woodland areas. Recent entrance into the Countryside Stewardship Scheme has meant grass
margins gave been added to, Hedge planting has increased and field and hedge maintenance has
been improved.
The farm has recently invested in the Felix Cobbold Centre which provides dedicated classroom
facilities for schools to combine a tour of the farm and the use of the facilities.
The farm is a member of LEAF (Linking the Environment and Farming) and has recently been
appointed a LEAF innovation site demonstrating that it represents best practise in terms of
commercial farming and care for the environment.
3
Introduction
Welcome to the Countryside Curriculum, a resource for primary
school pupils of all abilities. It is designed to be used in the
context of a visit to Stanaway Farm or any other suitable farm.
However, there are many other activities which can be carried out
in the classroom, school grounds or the environment of the school.
The pack is in two sections. Firstly, a series of “hands on”
investigative activities designed to be carried out during, and
immediately after, the visit. They involve the class in the
following ways:
 fact finding by asking the farmer questions;
 observing and note taking with follow up possibilities in the
classroom.
Secondly, the pack contains some curriculum specific lesson plans,
from reception to year six, to explore aspects of farming and the
countryside in greater depth through science and
design/technology.
4
Farming and Art!
The class could be encouraged to think about their visit to the farm
and to express what they have experienced through art. You may
like to try some of these activities. Some could be carried out
during the visit and some could be developed in the classroom.
 Ask the children to work in groups to design and make a labeled model
of the farm you have visited. They should include crops, buildings and
machinery using appropriate materials.
 During your visit to the farm, ask the children to make drawings of the
outside of the barn looking closely at the building and how it fits into
the surrounding landscape. Encourage the children to show how the
building contrasts with the natural environment around it and to
illustrate the different textures, colours and patterns they observe. They
could also illustrate the inside of the barn showing the variety of
different shapes and textures and note how the different areas of the
barn are used. Ask them to annotate their drawings with key words to
describe the buildings. Alternatively, this project could be done in the
classroom if a series of photographs of the barn are taken during your
visit.
 As a class, follow a sound trail around the farm listening for different
noises such as birdsong, farm machinery and any other sounds. You
could make a tape of the sounds you hear to listen to back in the
classroom or simply ask the children to make notes listing all the
different sounds they hear [during a timed session at different locations
around the farm]. Discuss the different sounds back in school and what
they might mean. For example, can the children identify different
reasons for birds to be singing.
5
Farming and the greenhouse effect
Farming raises many issues about sustainability and the
environment. As a class, ask the farmer prepared questions about
these and any other issues you can think of. Make notes during the
visit for a discussion in class.
 How can the growing of oilseed rape be beneficial to the environment?
Examine the table below. Where could you find more information?
www.defra.gov.uk/farm/acu/energy/energy.htm
Product
Crop
Transport fuels
Transport fuels
Transport fuels
Wheat
Sugarbeet
Oilseed rape
Benefit to
environment
Reduce
greenhouse gas
emissions.
 Why do greenhouse gasses need to be reduced?
 What effect has there been on the farm with milder/wetter winters?
 What effect on farming and wildlife does planting a new hedgerow
have?
 Is ‘set-aside’ beneficial to just wildlife or does the farmer benefit too?
 How does encouraging wildlife onto the land have positive effects for
the farm?
 What effect can pesticides have upon the local environment?
6
Farming – Now and then
A visit to the farm allows children to explore how past farming
methods differ from the present. Here are some activities putting
farming in a historical context to carry out during the visit and
back in the classroom.
 As you visit the farm, look out for the different farm machinery and
encourage the children to ask the farmer what they are used for. Back at
school, ask the children to make a list of the different machines and
what they do. As a class, discuss the changes that have occurred over
the last 50 or even 100 years. Consider how the job of a farm worker
might have changed over this time and how machinery has changed.
 Compare the prices of threshing corn as reported in The Times 1851
illustrated in the table below:
Amount of Corn
Date
Price
Method
Per quarter
1794
11p to 17p
By hand
Per quarter
1811
27p to 35p
By hand
Per quarter
1850
18p
By hand
Per quarter
1850
8p
By Horse power
Per quarter
1850
3p
By Steam power
Ask the class to discuss reasons for the drop in the cost of threshing
by hand.
 Ask the class to investigate how, over the years, threshing machines
were developed from manual drive, through the horse power era, to
7
engine drive. In recent years they have been replaced by combine
harvesters. Consider the effect this has had upon farming today.
 Discuss how the knowledge of soil structure has changed the way fields
are ploughed today?
8
Investigative activities to do on the farm visit and back in class.
A visit to the farm raises many cross curricular investigative ideas.
Some are more suited to during the visit and some are ideal for
follow up in the classroom.
 During the visit, ask the children to collect grasses, seeds, leaves, berries
etc. Back at school ask the children to stick their samples onto card.
Ask the children to identify and label them using books and the Internet
etc. There are about 8000 different grasses in England.
 During the visit ask the children to collect a variety of grasses and
identify them. There are more than 10,000 species of grass in the UK.
Encourage the children to ask the farmer which ones he encourages and
which ones he tried to eradicate. Cultivated cereals such as wheat and
rice are all grasses. Back in the classroom, make a list of “good” and
“bad” grasses.
 During the visit, look for all the different shapes around the farm,
discuss the different building structures with the farmer and name the
materials they are built from. Investigate the properties of the materials.
Back in the classroom, design and make a structure to hold grain using
different materials.
 Whilst on the farm, ask the group to stand with their backs to the barn
and observe the view and ask the children to draw what they can see.
Ask them to make a labeled diagram of the landscape. The children
could be asked to repeat the activity to compare and contrast the view
from outside their school.
 After the visit, ask the children to think about the advantages and
disadvantages of living in the countryside. Get the children to make
notes to support their ideas and have a class debate making a list “for”
and “against”.
9
 Many different species of birds visit the farm and the RSBP have
conducted a survey of bird activity at Stanaway. During the visit
persuade the children to ask the farmer about which birds visit the farm
and construct a list. Ask the farmer about the effects of birds on crops
and why birds are also encouraged to the habitats at the side of the
fields. After the visit, work in groups to design and build a bird scarer,
which could keep the birds away from the seeds and crops in the middle
of the fields.
 Ask the class to investigate why the farmer rotates his crops and
whether this is a new method. Consider the benefits of crop rotation and
work in groups draw and label a crop rotation diagram.
 During the visit, ask the class to find out why fertilisers are used on
farms. Discuss the positive and negative factors of fertilisers.
Investigate the effects of putting fertiliser on the fields in various
weather conditions. Back in the classroom, hold a debate about using
fertiliser and make a list “for” and “against”.
 Before the visit, ask the class to research the effect pesticides have upon
the local ecology. Ask the farmer why they use pesticides when they
are encouraging wildlife onto their field margins.
 During the farm tour, ask the children to look at the farm buildings and
consider if they stand out or blend into the landscape.
Impact on the Landscape
Stands out strongly
Stands out
Makes little impression
+2
+1
0
Contribution to Landscape
Excellent
Good
Neutral
Poor
Very bad
10
+2
+1
0
-1
-2
For each of the following features assess their impact upon
the landscape.
Trees
Hedgerows
Telegraph poles
Fencing Woodpile
Electrical pylons
Can you add to this feature list?
Feature
Table 1 Score
Table 2 Score
Total
Trees
Hedgerows
Fencing
Woodpile
Telegraph poles
Electrical pylons
 In the classroom, investigate the journey some foods take from
the farm to your table. Look on a map to see how far some
foods in a typical lunch or evening meal travel. Ask the
children to consider the problems of transporting food long
distances. Has food always traveled long distances?
11
 Back in the classroom work in groups to design a poster
encouraging people to care for the environment. Ask the
children to make a list of all the information they need to
include. Encourage them to think of an eye catching slogan and
to use bright and stimulating graphics.
 Take the school’s microscope and/or hand lenses to do some
field work during the farm tour. Place a hoop onto a field
margin and ask the children to make a list of all the different
living things they can see. Back in the classroom make a list of
all the different plants and creatures the children have seen and
sort them into different groups.
12
Notes on Lesson Plans
Content
The lesson plans focus on four areas of the primary curriculum and include individual lesson plans
for years reception to six.
Science – conservation
Science – growing plants
Science – habitats
Design & Technology – farm vehicles
Learning Types
All lesson plans contain references to learning types denoted by :
A = best suited to a child who learns through listening
V = best suited to a child who learns through looking and observing
K = best suited to a child who learns through doing
I = best suited to a child who learns through co-operating with others/discussion
Timing and Pace
None of the suggested lesson plans contain the length of time that introductions, main parts or
plenaries will take. It is assumed that teachers will adopt these plans to suit the classes they teach
and allocate their own times.
Tips for Handling Invertebrates


Ensure the children handle them carefully using a plastic teaspoon and a fat paint brush
Make a pouter
Health & Safety
For visits to farms follow the advice detailed in this pack. Teachers should also refer to CLEAPSS
guidelines and follow County guidelines relating to school visits.
13
Science – Conservation
Lesson Plans
Reception to Year Six
14
Year Group: Reception
Subject: Knowledge and
understanding of the World
-Science - Growing
Date:
Learning Objectives: To learn that a seed grows into plant.
Early Learning Goals:
To understand that the environment is precious and that we can have an effect upon it.
Suggested Activities
Introduction: Read ‘Jasper’s Beanstalk’ and discuss with children how things grow.
Make a class mind map of children’s knowledge about how things grow. (A,V)
Main: Children each plant a bean using: flower pot, compost, water, stick to support and
bean. When children have planted their bean they begin their weekly bean diary. Page 1
‘Planting the bean’. (K)
Plenary: In talking partners children predict what is going to happen to their bean. (I)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Book – ‘Jasper’s Beanstalk’, flower pots, compost, sticks, beans, labels, weekly diary.
Vocabulary:
Grow, compost, flower-pot, stem, leaves, beans, shoot (E), water, warmth, light, predict
(E), soil.
Lesson evaluation:
15
Subject: Science –
Conservation 1C
Learning Objectives: To understand that we have a responsibility of care and
consideration towards the environment.
Programme of study:
Sc2 – 5c – To care for the environment.
Year Group: Year 1
Date:
Suggested Activities
Introduction: Discuss different materials found in packaging. Discuss which materials
will decompose (change) in a month. Which ones can be recycled? Which ones can be
put on the compost heap? Which ones have to be thrown away? Discuss the amount of
rubbish thrown away each year. What happens to that rubbish? (A)
Main: Children choose some items to bury. Wrap each item individually in a paper
towel with a laminated label or directly into the ground marked with a label. Dig a large
hole in the school grounds and bury the items. Mark the area where the items have been
buried. Keep a record of items buried. Children draw items in books and predict what
will happen.
Plenary: In talking partners children discuss their predictions.
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Paper towels, laminated labels, items to bury (apple core, plastic yogurt pot, bread, foil,
plastic carrier bag, paper bag, drinks carton, baby’s disposable nappy (clean!), sticks to
mark area.
Vocabulary:
Recycle, reuse, bury, decompose (E), break down, rot, prediction, label.
Cross Curricular Links:
16
Subject: Science –
Conservation 2B
Learning Objectives: To understand that we have a responsibility of care and
consideration towards the environment.
Programme of study:
Sc2 – 5c – To care for the environment.
Year Group: Year 2
Date:
Suggested Activities
Introduction: Read ‘Dinosaurs – and all that rubbish’. Discuss with the children how the
planet changed when the man cut down all the trees and built the factories. How did the
dinosaurs change the planet? (A,V)
Main: Children look at the school pond or the pond on the farm. Does it need clearing
out? How could we improve the environment of the pond? Would this encourage more
wildlife? What effect does any rubbish have on the wildlife? In the classroom discuss
the damaging effects of rubbish on wildlife. Talk about how tiny animals can crawl into
bottles, are unable to get out and eventually starve. Discuss how fish get trapped in the
plastic can holders, fish are unable to get free and eventually as they grow bigger the
plastic cuts into their flesh. (I,V)
Plenary: Children design a poster, alerting parents and adults visiting the school to the
possible dangers and effect upon the wildlife, of being careless with rubbish. (K)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Rubbish (bottles, plastic can holders etc.), school pond, coloured paper for posters.
Vocabulary:
Rubbish, wildlife, danger, environment, plastic, glass, flesh, starve, eventually.
Cross Curricular Links:
English/National Literacy Strategy – Write a persuasive letter to your local newspaper
asking people to be careful with their rubbish.
Geography – Locate various recycling bins in the local environment.
17
Subject: Science –
Conservation 3C
Learning Objectives: To understand that we have a responsibility of care and
consideration towards the environment.
Programme of study:
Sc2 – 5a – To understand the ways in which living things and the environment need
protection.
Year Group: Year 3
Date:
Suggested Activities
Introduction: Read ‘Dinosaurs – and all that rubbish’. Discuss with the children how the
planet changed when the man cut down all the trees and built the factories. How did the
dinosaurs change the planet? (A,V)
Main: Children look at the school pond. Does it need clearing out? How could we
improve the environment of the pond? Would this encourage more wildlife? What
effect does any rubbish have on the wildlife? In the classroom discuss the damaging
effects of rubbish on wildlife. Talk about how tiny animals can crawl into bottles, are
unable to get out and eventually starve. Discuss how fish get trapped in the plastic can
holders, fish are unable to get free and eventually as they grow bigger the plastic cuts into
their flesh. (I)
Plenary: Children design a poster, alerting people to the possible dangers and effect upon
the wildlife, of being careless with rubbish. (K)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Rubbish (bottles, plastic can holders etc.), school pond, coloured paper for posters.
Vocabulary:
Rubbish, wildlife, danger, environment, plastic, glass, flesh, starve, eventually.
Cross Curricular Links:
English – Write a persuasive letter to your local newspaper asking people to be careful
with their rubbish.
Geography – Locate various recycling bins in the local environment.
18
Subject: Science –
Conservation 4B
Learning Objectives: To understand how a tree can support and provide countless
habitats for wildlife.
Programme of study:
Sc2 – 5b – To understand about the different plants and animals found in different
habitats.
Year Group: Year 4
Date:
Suggested Activities
Introduction: Discus that wildlife like different types of habitat. Make a class list of the
variety of habitats, which can be found in an oak tree (i.e. dark, damp, light …). Did you
know that an oak tree could provide approximately 500 habitats for wildlife? (I)
Main: Using books and the internet investigate the variety of creatures, which can be
found in an oak tree. Interesting Facts About Trees:
'423 species of insects live in or feed of (or from) Oak trees in Britain'.
'One of the tallest trees ever was a Eucalyptus in Australia, which was estimated to have
been 132.6m high!'
'The oldest living tree is a Bristlecone Pine, which is 4300 years old!'
'One mature Beech can filter as much as 75% of particulate pollution such as dust and
soot'.
'Tropical deforestation accounts for 30% of global carbon emissions'.
'20 trees can offset the pollution effects of one car driven for 60 miles'.
(www.fishing-in-wales. Mushroomsrus.co.uk (V,K)
Plenary: Children share the information they have found and make a class poster. (I)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Books about conservation and wildlife, access to internet.
Vocabulary:
Habitat, support, variety, creatures, animals, damp, light, dark, wildlife.
Cross Curricular Links:
Geography – Mark the large trees on a map of the farm/school.
Art – Make an oak tree mobile showing the variety of wildlife an oak tree can support.
Literacy – Describe a journey from the roots of the oak tree to the top, describing the
creatures and homes they might meet in the inside or outside of the tree.
19
Subject: Science –
Conservation 5B (links
with 5A)
Learning Objectives: To understand that many fruits and seeds provide food for
animals including humans
Year Group: Year 5
Date:
Programme of study:
2(1b),2(2b),2(3d)
Suggested Activities
Introduction: Brainstorm in groups the fruits and seeds eaten by humans. (A,V,I)
Main: Identify the food groups supported by these fruits and seeds. (V)
Plenary: Identify the fruits and seeds eaten by animals (E and how this impacts on the
life cycle of the plant.) (I)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
A selection of fruits and seeds.
Vocabulary:
Dependent, protein, vitamins, minerals
Cross Curricular Links:
Food Technology
ICT
20
Subject: Science –
Conservation 6B
Learning Objectives: To understand that micro-organisms are living organisms that are
often too small to be seen, and that they may be beneficial or harmful.
Programme of study:
Sc2 – 5f – To understand that micro-organisms are living organisms that are often too
small to be seen, and that they may be beneficial or harmful.
Year Group: Year 6
Date:
Suggested Activities
Introduction: Discuss how we can identify a ‘healthy’ pond and an ‘unhealthy’ pond.
What are the similarities and differences? Children look at the school pond or the pond
on a farm visit. Does it need clearing out? Discuss the harmful and beneficial effects of
micro-organisms upon a pond. Discuss how fertilizers contain chemicals called nitrates
and phosphates (children may have seen these on the farm). Explain that whilst these
chemicals help plants on land to grow, if they get into ponds and lakes they can make
water plants grow extremely fast. Soon the lake is covered by a green slime called algae.
Tiny organisms called bacteria feed on the algae, they spread quickly and use up all the
oxygen. This kills the fish and pond snails, which need oxygen to live. (I,A)
Main: How could we improve the environment of the pond? Is our pond affected by
chemicals? How would this effect the wildlife? Dip for micro-organisms in school pond.
Identify the living organisms they find using books and microscopes. How do these
organisms contribute to the health of the pond. (K)
Plenary: Children discuss their findings with the class. Were they surprised with their
findings? Were there a lot of micro-organisms? Were there any unexpected finds? (I,A)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Microscopes, pond dipping equipment and bowls.
Vocabulary:
Living, organisms, micro-organisms, microbe.
Cross Curricular Links:
History – Link to Louis Pasteur and Penicillin.
Please see item 8 in the Health and Safety section and refer to the school policy on pond dipping.
21
Science – Growing Plants
Lesson Plans
Reception to Year Six
22
Year Group: Reception
Subject: Knowledge &
Understanding of the
World: Science
Date:
Learning Objectives:
- To show curiosity
- To have strong exploratory impulse
- To have a positive approach to new experiences
Programme of Study:
To develop knowledge and understanding of the world around us.
Suggested Activities
Introduction: Read ‘Jasper’s Beanstalk’ and discuss with children how things grow.
Make a class mind map of children’s knowledge about how things grow. (A,V)
Main: Children each plant a bean using: flower pot, compost, water, stick to support and
bean. When children have planted their bean they begin their weekly bean diary. Page 1
‘Planting the bean’. (K)
Plenary: In talking partners children predict what is going to happen to their bean. (I)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Book – ‘Jasper’s Beanstalk’, flower pots, compost, sticks, beans, labels, weekly diary.
Vocabulary:
Grow, compost, flower-pot, stem, leaves, beans, shoot (E), water, warmth, light, predict,
soil.
Cross Curricular Links:
- Art – make a class beanstalk using hand prints as leaves
- Literacy/drama – retell the story of Jasper’s beanstalk within a play setting.
23
Year Group: Year 1
Subject: Science 1A
Date:
Learning Objectives: To understand that we have five senses which allow us to find out
about the world.
To make careful observations
Programme of Study:
SC1
Suggested Activities
Introduction: Read ‘The Little Red Hen’ and discuss the process of growing wheat.
Show children examples of ears of wheat, stems, leaves and seed. Have samples of
wheat, flour and bread for children to touch. Discuss the process from wheat to flour to
bread. (A,V)
Main: Children have a go at grinding the wheat between two flat stones. How does their
ground wheat compare to the flour? Children record the process from wheat to flour to
bread. (K)
Plenary: Children try a variety of breads and discuss flavour and texture. Teacher
records the observations in a class mind map of senses. (A,V,I)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Book – ‘The Little Red Hen’, flat stones, ears of wheat, flour, variety of breads, grain.
Vocabulary:
Bread, wheat, ears of wheat, grain, grind, flour, flavour, texture (E), process (E).
24
Year Group: Year 2
Subject: Science 2A
Date:
Learning Objectives: To recognise that plant growth is affected by the medium on
which it is grown.
Programme of Study: SC2 3a
Suggested Activities
Introduction: Read ‘Jack and the Beanstalk’ and discuss how a bean grows and what it
needs. Revise the growing needs of the bean. Hand round beans for children to
investigate and look at under a magnifying glass. Investigate variety of growing
mediums and discuss similarities and differences. How high does the bean grow on
different media ? (A.V)
Main: Discuss ‘fair test’ and how we can make our experiment ‘fair’. Children plant
beans into three different soil types. Sand, stones and compost. (Children work in
groups and plant beans into different mediums). Children draw a labeled diagram of
what they have done. (K,I)
Plenary: Children discuss their diagrams and predict which medium which will make the
plant grow highest and give reasons for their predictions. (A,I)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Book – ‘Jack and the Beanstalk, clear pots, compost, sand, stones, beans, variety of
seeds, magnifying glasses.
Vocabulary:
Bean, stalk, grow, leaves, germinate (E), medium (E), compost, stones, sand, prediction,
fair test (E), diagram (E), label, instructions.
Cross Curricular Links:
Literacy – to write simple instructions to re-tell the story of Jack and the Beanstalk.
Numeracy – to sort beans and seeds according to own criteria. To use standard and non
standard units to measure beanstalks.
ITC/Numeracy - to use graphs to represent data to show rate of growth over a period of
time.
Art – to make a collage using a variety of beans and seeds.
25
Year Group: Year 3
Subject: Science 3B
Date:
Learning Objectives: That plant growth is affected by temperature
Programme of Study:
I.C.T. –2a, 3a, 3b.
Suggested Activities
Introduction: Discuss variety of crops. If possible have samples for children to
investigate (e.g. beet, wheat, barley, beans and oil seed rape.) Children suggest the
products derived from these crops. Make a class list of possible uses. Children use the
Internet and books to find out variety of uses for these crops. (I,V)
Main: Children plant barley into compost, but present the plants with different growing
conditions. (i.e. temperature). Children record how they have planted their barley –
Using these headings: Labeled diagram, What we did and Prediction. (K,V)
Plenary: In talking partners children discuss the predictions they have made and the
reasons for their predictions. (I,A)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Variety of samples of crops, barley, compost, pots, access to the internet, information
books about crops.
Vocabulary:
Grow, compost, flower-pot, stem, leaves, barley, shoot (E), water, warmth, light, predict,
soil, growing conditions, temperature, diagram, labels.
Cross Curricular Links:
Art – To do close observational drawings of ears of barley.
26
Year Group: Year 4
Subject: Science 4A
Date:
Learning Objectives: To plan and perform a fair test (with help) in terms of observing
how plants grow well
Programme of Study:
I.C.T. –2a, 3a, 3b.
Suggested Activities
Introduction: Discuss variety of crops. If possible have samples for children to
investigate (e.g. beet, wheat, barley, beans and oil seed rape.) Identify variables in terms
of growing conditions with the class. (A,I,K)
Main: Children carry out the investigation by planting barley into compost, but present
the plants with different growing conditions. (i.e. temperature, light, water). Children
record how they have planted their barley – Using these headings: Labeled diagram,
What we did and Prediction. (K)
Plenary: In talking partners children discuss the predictions they have made and the
reasons for their predictions. (I)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Variety of samples of crops, barley, compost, pots, access to the internet, information
books about crops.
Vocabulary:
Grow, compost, flower-pot, stem, leaves, barley, shoot (E), water, warmth, light, predict,
soil, growing conditions, temperature, diagram, labels.
Cross Curricular Links:
Art – To closely observe ears of barley and draw a representation.
ICT/Literacy - children use the Internet and books to research different crops and to find
out variety of uses for these crops.
27
Year Group: Year 5
Subject: Science 5B
Date:
Learning Objectives: To understand the lifecycle of flowering plants including
pollination, fertilisation, seed production, seed dispersal and germination.
Programme of Study:
 Science SC 2a – Investigative skills –To ask questions that can be investigated
scientifically and decide how to find answers.
 Science SC 2f – Obtaining and presenting evidence – To make systematic
observations and measurements including the use of ICT for data logging.
Suggested Activities
Introduction: Discuss variety of crops. If possible have samples for children to
investigate (e.g. beet, wheat, barley, beans and oil seed rape.) Children suggest the
products derived from these crops. Make a class list of possible uses. Children use the
Internet and books to find out variety of uses for these crops. (I,V,K,A)
Main: Children plant barley (for example) into compost. Then draw a lifecycle diagram
to illustrate the lifecycle of barley. (K,V)
Plenary: Teacher to re-inforce lifecycle terms with the children. (I,A)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Variety of samples of crops, barley, compost, pots, access to the internet, information
books about crops.
Vocabulary:
Grow, compost, flower-pot, stem, leaves, barley, shoot, diagram, labels, lifecycle,
reproduction, pollination, seed dispersal, fertilisation.
Cross Curricular Links:
28
Year Group: Year 6
Subject: Science 6A
Date:
Learning Objectives:
 To know that fertilizers are often added to soils to provide plants with the nutrients
they need.
 To make careful observations of plant growth and to explain these, using simple
scientific knowledge and understanding.
Programme of Study:
 SC1a – To establish links between causes and effects.
 SC2a – To ask questions that can be investigated scientifically and decide how to find
answers.
 SC2d – To make a fair test or comparison by changing one factor and observing or
measuring the effect while keeping other factors the same.
Suggested Activities
Introduction: Show children labels from fertilizers or plant food, or labels from house or
garden plants. Children suggest reasons why fertilizers are needed. Children could make
a class mind map which can be added to at the end of this programme of study when
childrens’ knowledge has been developed. Discuss that plants take in nutrients as well
as water through their roots. (A,I)
Main: Children devise an experiment which shows
 Fair testing
 Need for fertiliser (K)
Plenary: Children make predictions about the outcome of the experiment with reasons (I)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Variety of fertiliser packages, variety of plant food labels, variety of labels from house
and garden plants, beans, pots, variety of growing mediums.
Vocabulary:
Fertilizer, nutrients, growing medium, plants, growing environment, fair test, experiment,
health.
29
Science – Habitats
Lesson Plans
Reception to Year Six
30
Year Group: Reception
Subject: Knowledge and
Understanding of the World
Date:
Early Learning Goals:
 To encourage observation, problem solving, prediction, critical thinking, decision
making and discussion.
Programme of Study:
To develop knowledge and understanding of the world about us.
Suggested Activities
Introduction: Read ‘After the storm’ and discuss with children the variety of places the
animals live (i.e. trees, hedges, bushes). Develop children’s’ thinking skills with the use
of questioning to focus on the adaptations of an animals body determining where it lives
i.e. why does the rabbit live at the bottom of the tree and not at the top? (A,V)
Main: Go for a ‘Habitat Walk’ finding out what animals have made the school grounds
or farm you have visited their home. Children draw a picture of any animal homes they
have found. Write a sentence about the animal home they have drawn. F – can do this
with support. (K)
Plenary: Discuss the animal homes they have found and the variety of places they were
found. Discuss the types of animals, which may live in those homes. (I)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Book – ‘After the Storm’ by Nick Butterworth.
Vocabulary:
Animals, homes, habitat (E), trees, hedges, bushes, ditches, logs, moss.
Cross Curricular Links:
 Literacy – Retell the story of ‘After the Storm.
 Literacy – Speaking and listening area – Percy’s Shed.
 Art – Large oak tree with all the animals and their homes.
 P.S.H.E. – How did the animals feel when they lost their homes?
 Numeracy – Sorting the animals by own criteria.
31
Year Group: Year 1
Subject: Science 1B
Date:
Learning Objectives: To make simple descriptions, simple charts and drawings.
Programme of Study:
 Sc 2, 1c – To relate life processes to animals and plants found in the local
environment.
 Sc 2, 2e - To know how to treat animals with care and sensitivity.
Suggested Activities
Introduction: Read ‘Are you my mum?’ and discuss with children the variety of animals
in the story. Make a class mind map of children’s knowledge of young animals and their
parents. (Return to this mind map at the end of this programme of study to see if
children’s knowledge has developed.) (A,V)
Main: Discuss with children animals they would expect to find on a farm. Look at a
variety of pictures and plastic models of animals (including invertebrates). Children
choose an animal and its young to draw. (K,I)
Plenary: In talking partners children share their drawings and discuss what the young
animal is called. (V,I)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Book – ‘Are you my mum?’, variety of pictures of animals and their young.
Vocabulary:
Animals, young, mothers, environment (E), local area, different, same, living, young.
Cross Curricular Ideas:
Literacy – Animal poetry (poems attached)
Numeracy – Sorting to own criteria.
Music – animal sounds and songs.
Art – Animal collages – feely pictures.
P.S.H.E. – Caring for animals.
32
Year Group: Year 2
Subject: Science 2B
Date:
Learning Objectives: To investigate animals in the local environment and explore the
similarities and differences of that environment which affect the animals.
Programme of Study:
 Sc 2, 1c – To relate life processes to animals and plants found in the local
environment.
 Sc 2, 2e - To know how to treat animals with care and sensitivity. Remembering to
leave the environment as it was found.
Suggested Activities
Introduction: Discuss the variety of animals which may be found within the farm or
school environment. Ask the children to think about the differences between animals
found on the school playing field, in a field and within the pond area. Go for a habitat
walk around the local environment. Turn over stones, look under damp bushes and by
damp walls and dig up soil to look for earthworms. (I,K) See tips on handling wildlife
Main: Record using drawing and writing the variety of animals found in the different
areas. Ask children to think of reasons for the animal’s chosen environment. Was it
what they expected? (K,V)
Plenary: In talking partners children share their writing/drawings and discuss what they
found and how this differed from their expectations. (I)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Vocabulary:
Worm, snail, fly, under, next to, below, environment (E),damp, dry, dark.
Cross Curricular Ideas:
Literacy – Animal poetry (poems attached)
Numeracy – Sorting to own criteria.
Music – animal sounds and songs.
Art – Animal collages – feely pictures.
P.S.H.E. – Caring for animals.
I.C.T. – Intel microscope to examine wildlife
33
Year Group: Year 3
Subject: Science 3A
Date:
Learning Objectives: To understand that all animals, including humans need to feed
and that animals find their food in the habitat in which they live.
Programme of Study:
 Sc 2, 4c – To understand how animals in two different environments are suited to
their habitat.
 Sc 2, 4d - To use food chains to show feeding relationships in a habitat.
Suggested Activities
Introduction: Discuss the meaning of ‘habitat’. Explain to the children they are going to
walk around the local environment or farm environment looking for animals. Stress the
need to take care with these animals so that they do not become damaged and can be
released later. Children make predictions about the animals they expect to find and the
habitat in which they live and identify food sources found in the habitat(s). (I,A)
Main: Help children to collect invertebrates from around the school or farm, and record
locations of finds on a map. Ask children to observe and record conditions (light, water,
food availability, temperature, soil, shade), use of a ‘Logit’ would be useful. (K,V)
Plenary: In talking partners children discuss habitats and if their predictions regarding
these habitats and animals found were correct. (I,A)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Logit, Bug Boxes, clip boards, map of environment.
Vocabulary:
Animals, environment (E), local area, different, same, living, conditions (E), shade,
temperature, light, soil, invertebrates (E).
Cross Curricular Ideas:
I.C.T. – Using a Logit, investigate various websites for information regarding habitats
and invertebrates.
Literacy – Children record information in the best way possible (i.e. spidergram, grid
etc.)
Geography – Plot finds upon map.
34
Year Group: Year 4
Subject: Science 4B
Date:
Learning Objectives: To investigate how animals are best suited to their environment.
To explore food chains and feeding relationships within a habitat.
Programme of Study:
 Sc 2, 4c – To understand how animals in two different environments are suited to
their habitat.
 Sc 2, 4d - To use food chains to show feeding relationships in a habitat.
Suggested Activities
Introduction: Discuss the similarities and differences between the field margins and the
hedgerows. What sort of habitats are they? Which offers the safest habitat? Would you
expect to find the same wildlife living in the different habitats? (A,I)
Main: Children plot on the map of the farm the places where they would expect to find
certain types of wildlife. (Extension Group – To give reasons for their choice). Use
books and internet for information. (K,V)
Plenary: In talking partners children discuss their maps and how the animals are suited to
their environment.
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Map of farm, book about wildlife and conservation, access to internet.
Vocabulary:
Animals, environment (E), local area, different, same, living, conditions (E), shade,
temperature, light, soil, habitat, condition.
Cross Curricular Ideas:
I.C.T. – Investigate various websites for information regarding habitats.
Literacy – Children record information in the best way possible (i.e. spidergram, grid
etc.)
Geography – Plot finds upon map.
35
Year Group: Year 5
Subject: Science 5B
Date:
Learning Objectives: To understand about the parts of the flower, and their role in the
life cycle of flowering plants, including pollination, seed formation, seed dispersal and
germination.
Programme of Study:
 Sc 2, 3d – Pupils should be taught about the parts of the flower (e.g. stigma, stamen,
petal, sepal) and their role in the life cycle of flowering plants, including pollination,
seed formation, seed dispersal and germination.
Suggested Activities
Introduction: Review children’s knowledge of flower structures, pollen dispersal,
pollination, fertilisation and seed development and dispersal. Look at the life cycle of a
sunflower. Plant a sunflower as a class. (A,V)
Main: Children investigate crops on the farm. In groups children record the life cycle of
the various crops. (See table overleaf) (V,I)
Plenary: In talking partners children discuss the life cycles they have investigated. (I)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Sun flower seed, books about crops and life cycles of plants; web sites
(www.felixcobboldcentre.org/visitor.html).
Vocabulary:
Life cycle, pollination, dispersal, seed dispersal, reproduction, reproduce, germination,
germinate, pollinate, fertilisation, fertilise, disperse.
Cross Curricular Ideas:
I.C.T. – Investigate various websites for information regarding life cycles.
Science – Investigate the various uses of sunflower seeds and other arable crops.
36
Year Group: Year 6
Subject: Science 6B
Date:
Learning Objectives: To understand that micro-organisms can cause food to decay.
Programme of Study:
 Sc 2, 5f – Pupils should be taught that micro-organisms are living organisms that are
often too small to be seen, and that they may be beneficial or harmful.
Suggested Activities
Introduction: Look at examples of bread, cheese and apple. Discuss how these food
need to be stored to keep fresh. Children predict what might happen to these foods if
they are stored incorrectly. Why does the mould grow? Refer to conditions of growth:
i.e. water, warmth, food.
Main: Children look at examples of mouldy bread, cheese and apple. Examine these
under a microscope. What have they observed? Can the children give reasons for the
growth of the mould?
Plenary: Where might the micro-organisms be found on the farm. Discuss the storage of
the grain (humidity levels, drying method, timing of harvest) and crop diseases.
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Bread, apple, cheese (fresh), bread, cheese, apple (stored for 1 week in plastic bag in
warm conditions), bread cheese, apple (stored 2 weeks in plastic bag in warm conditions),
microscope.
Vocabulary:
Mouldy, micro-organisms, microbe, germ, virus, humidity (E), warmth, conditions.
Cross Curricular Ideas:
English – Discuss the effects of diseases on crops and how it effects the farmers.
Geography – Investigate the climate of the local environment.
37
Design & Technology
Lesson Plans
Reception to Year Six
38
Subject: D.T. – Farm
Vehicles
Learning Objectives: To make a farm vehicle with moving parts and a trailer.
Year Group: Year 1
Date:
Programme of Study:
D.T. 2c – To measure, mark out, cut and shape a range of materials.
D.T. 2d – To assemble, join and combine materials and components.
D.T. 3a – To talk about their ideas, saying what they like and dislike.
Suggested Activities
Introduction: Discuss range of vehicles found on the farm. If children have visited the
farm discuss the vehicles and farm machinery they have seen, the trailer they had a ride
on. Explain to the children that they are going to make a farm vehicle with moving parts
and a trailer using a variety of materials such as boxes, cardboard tubes, straws and
various containers. (A,I)
Main: Children make their choice of farm vehicle. Children select the materials they
will use. (K)
Plenary: In talking partners children discuss their vehicles and say what they like or
dislike about the vehicle. (I)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Large variety of boxes and containers etc., glue, variety of joining methods (such as
paper fasteners etc.0, masking tape, sellotape, straws, card wheels, pipe cleaners, split
pins, treasury tags.
Vocabulary:
Wheels, machinery, vehicle (E), moving parts, 3D model, axle, join, make, construct,
trailer, hook, link (E).
Curriculum Links:
Numeracy – Explore the 2D and 3D shapes which make up their models.
Literacy – Draw and label their design. Make a list of things they need to construct their
vehicle and trailer. Identify what they could have done differently.
Art – Paint a field for your farm machinery to work in. Make people to travel in the
trailer.
39
Year Group: Year 2
Subject: D.T. – Farm
Vehicles
Date:
Learning Objectives: To make a farm vehicle with lights.
Programme of Study:
D.T. 2c – To measure, mark out, cut and shape a range of materials.
D.T. 2d – To assemble, join and combine materials and components.
D.T. 3a – To talk about their ideas, saying what they like and dislike.
Suggested Activities
Introduction: Discuss range of vehicles found on the farm. Which vehicles might have
lights? Why would a farm vehicle need lights? Where on the vehicle would the lights be
positioned. Discuss farm vehicles seen on farm visit. In talking partners look at books of
farm vehicles and discuss the positioning of the lights. (A,I)
Main: Children make their choice of farm vehicle. Children select the materials they
will use. Remind them that they need to accommodate the lights and to think about their
positioning. E. could make a switch for their lights. (K)
Plenary: In talking partners children discuss their vehicles and say what they like or
dislike about the vehicle. (I)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Large variety of boxes and containers etc., glue, variety of joining methods (such as
paper fasteners etc.0, masking tape, sellotape, straws, card wheels, pipe cleaners, split
pins, treasury tags, batteries, light bulbs, crocodile clips, wires.
Vocabulary:
Wheels, machinery, vehicle (E), moving parts, 3D model, axle, join, make, construct,
trailer, hook, link (E), light, crocodile clip, light bulb, wires.
Curriculum Links:
Numeracy – Draw vehicle and include measurements within the diagram.
Literacy – Draw and label their design. Make a list of things they need to construct their
vehicle and trailer. Identify what they could have done differently.
Art – Paint a picture of the farm at nighttime.
40
Subject: D.T. – Farm
Vehicles
Learning Objectives: To make a farm vehicle with windscreen wipers which move.
Year Group: Year 3
Date:
Programme of Study:
D.T. 2a – To select appropriate tools and techniques for making their product.
D.T. 2d – To measure, mark out, cut and shape a range of materials and assemble, join
and combine components and their materials accurately.
D.T. 3a – To reflect on the progress of their work as they design and make, identifying
ways they could improve their products.
Suggested Activities
Introduction: Discuss range of vehicles found on the farm. Which vehicle might have
windscreen wipers. Why would the vehicle need wipers. Look at examples of levers
from previous work. In talking partners children discuss how they are going to construct
their vehicle and include windscreen wipers. (A,I)
Main: Children make their choice of farm vehicle. Children select the materials they
will use. Remind them that they need to accommodate the windscreen wipers and to
think about their positioning. (K)
Plenary: In talking partners children discuss their vehicles and reflect the progress of
their work and how they could improve it. (I)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Large variety of boxes and containers etc., glue, variety of joining methods (such as
paper fasteners etc.), masking tape, sellotape, straws, card wheels, pipe cleaners, split
pins, treasury tags, strips of card.
Vocabulary:
Wheels, machinery, vehicle (E), moving parts, 3D model, axle, join, make, construct,
trailer, hook, link (E), lever, windscreen wiper.
Curriculum Links:
Numeracy – Draw vehicle and include measurements within the diagram.
Literacy – Draw and label their design. Make a list of things they need to construct their
vehicle and trailer. Identify what they could have done differently.
Art – Use a variety of techniques to show a stormy sky.
41
Subject: D.T. – Farm
Vehicles
Learning Objectives: To make a farm spray vehicle with pneumatics which move.
Programme of Study:
D.T. 2a – To select appropriate tools and techniques for making their product.
D.T. 2d – To measure, mark out, cut and shape a range of materials and assemble, join
and combine components and their materials accurately.
D.T. 3a – To reflect on the progress of their work as they design and make, identifying
ways they could improve their products.
Suggested Activities
Introduction: Discuss spraying vehicles and why they are used on farms. Discuss how
the sprayers arms move up and out. Look at pictures and books to get ideas. (A,I,V)
Year Group: Year 4
Date:
Main: Children make their spray vehicle. Children select the materials they will use.
Remind them that they need to assemble a pneumatic system to lift and open the arms.
(K)
Plenary: In talking partners children discuss their vehicles and reflect the progress of
their work and how they could improve it. (I)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Large variety of boxes and containers etc., glue, variety of joining methods (such as
paper fasteners etc.), masking tape, sellotape, straws, card wheels, pipe cleaners, split
pins, treasury tags, strips of card, syringes, tubing, dowel.
Vocabulary:
Wheels, machinery, vehicle (E), moving parts, 3D model, axle, join, make, construct,
trailer, hook, link (E), lever, spray, pneumatic movement, syringes, tubing, dowel.
Curriculum Links:
Numeracy – Make up real life problems (i.e. how much spray would you need for a
field?)
Literacy – Draw and label their design. Make a list of things they need to construct their
vehicle and trailer. Identify what they could have done differently.
Art – Using Monet as a stimulus paint a field, which has not been sprayed with weed
killer.
42
Subject: D.T. – Farm
Vehicles
Learning Objectives: To make a tractor and trailer with children going up and down.
Programme of Study:
D.T. 2a – To select appropriate tools and techniques for making their product.
D.T. 2d – To measure, mark out, cut and shape a range of materials and assemble, join
and combine components and their materials accurately.
D.T. 3a – To reflect on the progress of their work as they design and make, identifying
ways they could improve their products.
Suggested Activities
Introduction: Discuss their trip on the trailer. Was it bumpy? Did they bounce up and
down? Explain to the children that they are going to make a model of a tractor and trailer
with cams, which move the children in the trailer up and down. (A,I)
Year Group: Year 5
Date:
Main: Children make their tractor and trailer. Children select the materials they will use.
Remind them that they need to assemble a cam system to move the children in trailer up
and down. (K)
Plenary: In talking partners children discuss their vehicles and reflect the progress of
their work and how they could improve it. (I)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Large variety of boxes and containers etc., glue, variety of joining methods, masking
tape, sellotape, straws, card wheels, pipe cleaners, split pins, treasury tags, card,
corrugated plastic, prepared cams (shaped and off centre), wooden wheels, doweling,
bench hooks, saws, hand drill, G-clamp, round file.
Vocabulary:
Wheels, machinery, vehicle (E), moving parts, 3D model, axle, join, make, construct,
trailer, hook, link (E), dowel, cam, mechanism, movement, linear motion, rotary motion,
pivot, off centre, force, frame work, follower, guide, off set, shaft.
Curriculum Links:
Numeracy – Make up real life problems (i.e. how much spray would you need for a
field? How long would it take do a whole field if it takes ¼ hour to do 1/3 etc.)
Literacy – Draw and label their design. Make a list of things they need to construct their
vehicle and trailer. Identify what they could have done differently.
Art – Make models of people to go in trailer.
43
Year Group: Year 6
Subject: D.T. – Farm
Vehicles
Date:
Learning Objectives: To make a tractor with a motor.
Programme of Study:
D.T. 2a – To select appropriate tools and techniques for making their product.
D.T. 2d – To measure, mark out, cut and shape a range of materials and assemble, join
and combine components and their materials accurately.
D.T. 3a – To reflect on the progress of their work as they design and make, identifying
ways they could improve their products.
Suggested Activities
Introduction: Discuss the farm machinery seen on their school trip. What jobs does the
tractor do on the farm? What equipment does it have to pull? Focus the children’s
attention on the engine and discuss how it needs to be strong and reliable. (A)
Main: Children make their tractor. Children select the materials they will use. Remind
them that they need to include a motor for their vehicle, which will drive the wheels of
their vehicle. The motor needs to switch on and off. (K)
Plenary: In talking partners children discuss their vehicles and reflect the progress of
their work and how they could improve it. (I)
Focus on learning types:
A = auditory learners, V = visual learners, K = kinesthetic learners, I = intrapersonal
learners.
Resources/Special considerations:
Large variety of boxes and containers etc., glue, variety of joining methods, masking
tape, sellotape, straws, card wheels, pipe cleaners, split pins, treasury tags, card,
corrugated plastic, wire, crocodile leads, switches, aluminum foil, batteries, battery
holders, battery snaps, motors, motor mounting clips, pullies, elastic bands, square
section of wood, doweling, wheels, card triangles, plastic tubing.
Vocabulary:
Wheels, machinery, vehicle (E), moving parts, 3D model, axle, join, make, construct,
trailer, hook, link (E), dowel, circuit, series and parallel circuits, control, motor, chassis,
secure connections, switch, short circuit, pressure switch, speed, motor spindle, pulley,
wheel, motor mounting clip.
Curriculum Links:
Numeracy – Make up real life problems (i.e. how much spray would you need for a
field? How long would it take do a whole field if it takes ¼ hour to do 1/3 etc.)
Literacy – Draw and label their design. Make a list of things they need to construct their
vehicle and trailer. Identify what they could have done differently.
44
Planning a School Farm Visit
Ideally, this pack is designed to be used in the context of a visit to Stanaway Farm. However, it may
also be used in conjunction with a visit to another farm should Stanaway be inconvenient or if your
school already has a link with another farm. Many activities and lesson plans can also be carried out
in the classroom, school grounds or environment of the school.
To arrange your school farm visit you should contact the Suffolk Agricultural Association on
(01473) 707119 or (01473) 707118. They will link you with Stanaway Farm or another suitable
farm and give you the farmer’s contact details to arrange the visit. Funding of £50 per trip may be
available to assist with transport costs and details and an application form are included in this pack.
When you contact the farmer to arrange the visit they will need to know the following:




the age and abilities of the children
any specific learning outcomes or topics to be covered
if any of the children have special needs which will impact on the visit
the number of children and accompanying adults in the party
Please read the health and safety guidelines included in this pack to plan your trip safely. You are
encouraged to make a pre-visit to assess any health and safety issues, in particular the route the
children will follow around the farm and to familiarise yourself with any no go areas.
You should also note that the county guidelines for planning school trips also apply to school farm
visits and make sure that there is adequate adult supervision.
To prepare the class for the visit, you should ensure that:


children know to wear appropriate outdoor clothing and footwear
children understand the rules that will apply to the visit and appreciate the Country Code
45
Health and Safety
A farm is a unique working environment and we would ask you to read the following health and
safety guidelines and to advise parents, colleagues, helpers and children of the risks.
If you have any queries, please do not hesitate to contact the farm manager.
1. Arrival
The farm is a working environment and there may be farm vehicles moving about. Care should be
taken as the children leave the coach. Please ensure that they are supervised and remain in their
group.
2. Keep together
It is important that children remain in their group and do not wander off unsupervised.
3. Tractor and trailer rides
Your group may be taken on a tour around the farm on a trailer pulled by a tractor. Please make
sure the children climb on and off the trailer sensibly and remain seated whilst the trailer is in
motion. You should check that they are not leaning over the side of the trailer.
4. Farm machinery
As part of the visit, children may be shown farm machinery and how it works. Please ensure that
the children follow the instructions of the farmer and do not allow them to get too close or to climb
onto the machines.
5. Restricted areas
There may be some areas of the farm where it is unsafe for the group to visit. The farmer will
highlight these areas and you should ensure that children do not break away from the group and
wander unsupervised into these areas.
6. Injury, accident or acute illness
Before the visit, you should check whether any of the children in your group suffer from any illness
or allergies that could be made worse by visiting the farm. If they need any special assistance or
medicines you should make sure the person responsible for them has them to hand. Please advise
the farmer of any arrangements for children with special needs.
Please make sure the children in your group do not run, enter restricted areas or climb on any
straw/hay bales, machinery, pallets, fertiliser bags or any other items.
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7. Dust, pollen and spores
In the Summer, care needs to be taken if you have children in the group who suffer from allergies
such as hay fever or asthma. If any children require medication the person responsible should have
it to hand. Please ensure children wash their hands before eating or drinking.
8. Pond
If your tour of the farm includes a visit to the pond you should ensure children are closely
supervised and understand the dangers of being near water. If your visit includes pond dipping it is
essential that children wash their hands afterwards. You should also be aware of the risk of Weils
Disease which can be contacted through contact with rats’ urine in bodies of water. It can be very
serious in humans and should you come down with flu like symptoms following the visit you should
see a doctor as soon as possible advising them that you have been near a farm pond. To reduce the
risk of catching Weils disease you should ensure the party wash their hands thoroughly after pond
activities. Any cuts on hands should be protected with waterproof plasters. Remind children not to
put their hands in their mouths or near their eyes.
9. Weather
Please make sure the children dress appropriately for the weather. Extra water, sun cream and hats
are essential on hot sunny days. In poor weather please ensure the group have appropriate footwear
and take care not to slip on muddy wet ground.
10. Hazardous substances
Please ensure children do not approach any bags or containers holding hazardous substances.
11. Animals
If the farm visit involves contact with animals only allow the children to pet the animals once the
farmer has given his permission. Ensure children are supervised and that they wash their hands
afterwards.
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Funding
A grant of £50 may be available to assist with transport costs for a visit to Stanaway Farm or another
suitable farm to work on the activities in this pack. To apply for your transport funding you should
contact the Suffolk Agricultural Association to arrange your visit and then complete the form below:
APPLICATION FOR TRANSPORT FUNDING FOR FARM VISITS, CLOSING DATE 27
JUNE 2003
PLEASE COMPLETE IN BLOCK LETTERS and be sure to complete BOTH SIDES.
NAME OF SCHOOL
ADDRESS
TELEPHONE NUMBER:
E Mail Address:
FAX NO:
NAME OF SCHOOL CONTACT
PLEASE TICK IN BOX TO INDICATE THE GROUP OF PUPILS VISITING FARM
 FOUNDATION
 KS1
 KS2
How many pupils?
PROPOSED DATE OF VISIT
MAXIMUM AMOUNT OF FUNDING TO BE APPLIED FOR £50
OUR INCOME CODE TO BE USED FOR A JOURNAL TRANSFER IS:
……………………..
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NAME AND ADDRESS OF PROPOSED FARM VISIT:
TELEPHONE NUMBER:
NAME OF FARMER OR CONTACT:
Please detail the objectives for your visit to the farm and briefly outline the outcomes you expect
from the visit. We will use these to monitor the reasons that schools have for visiting farms e.g. links
with citizenship, science, geography etc. This will help to inform future developments for farm
links.

OBJECTIVES FOR VISIT (identify any curriculum links)

INTENDED OUTOMES OF VISIT
PLEASE RETURN THE COMPLETED FORM TO:
L Shipp/A Wood
ENVIRONMENTAL EDUCATION CENTRE, C/O OTLEY COLLEGE, OTLEY, SUFFOLK,
IP6 9EY
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50