Unit 1 Animals on the Farm教案

 Animals on The Farm
Literacy Unit
Thematic Unit Objectives
Theme: Farm Animals Grade Level: 1st
Objectives/Goals:

• Students will learn the animals that are found on the farm.
• Students will learn what different farm animals eat.
• Students will understand the importance of the profession of farming.

• Students will review the sounds that farm animals, machinery, and make.

• Students will be aware to the different types of farms that exist

• Students will learn how to conduct a survey about favorite farm animals.

• Students will be able to enhance their creative skills through farm art projects.

• Students will understand the process of hatching chicken eggs.


Pre-Assessment of Unit and Student Growth:

We plan to Pre-assess our students on the knowledge of farms and farm animals by making a K-W-L chart with them. We will ask the students what they already know about farms, and what they want to know.

K W L











Post-Assessment of Unit and Student Growth:

We will complete the “L” on our K-W-L chart. We will have the students discuss in small groups what they have learned and then we will have each group report three facts/concepts that they learned throughout the two-week unit.

Dear Families of First Grade Students,

Over the next two weeks we will be learning about farming and farm animals. During this unit we will be looking specifically at the animals found on the farm, the different foods that they eat, and the different noises they make. We will be hatching chickens in the classroom. This unit will help students become familiar with the different ways of life that exist between the city and the farm. The students will be taking a field trip to a farm located about five miles away from the school. We are looking for chaperones to participate in this field trip. We are going to be at the farm for most of the school day, therefore your child will need a sack lunch. Lunches are available from the school if needed. We welcome any help in the classroom during the next two weeks because it will be any exciting and educational time for your child.


Sincerely,
Miss Thoe
Mrs. Ness
Miss Martin
Miss Gingold
Miss Fell















Lesson Title: Tell me what you know about farms! Grade: First
Learning Area(s): Reading and vocabulary, writing, comprehension. Time: 30 minutes

Objectives:
At the completion of this lesson, the learner will be able to…
• Understand what a farm is.
• Know that there are several different kinds of farms.
• Each learner will be able to talk about the page they create in the alphabet class book about farms.

Materials needed to teach the lesson:
• Large white butcher paper
• Colored markers
• Farm books
• Colored construction paper
• Crayons
• Markers
• Pencils
• Scissors
• Protective sheet covers
• Three ring notebook

Accommodations:
ELL children will work with other children in the classroom and another teacher. This teacher particularly will be able to lend the most help. The teacher will walk around the room and help all those children that need help including those who are ELL, ESL and special needs children. Other children in the room will also help these children understand what they are supposed to be doing.

Procedures:
-Anticipatory activity: Get a ton of farm books from the local library and put them all over the room. Once the children get situated into group have them take a look around to see if they can tell what they are going to be working on for the next few weeks. Once they have given a few ideas tell them that through the course of the day you will be giving them a few hints. For their first few hints just read several books about farms and the animals on the farms. Keep giving them hints until they have figured it out.
-Teach the skill:
• During group time have the students discuss their favorite parts of farms.
• Through the course of a few days read farm books whenever possible. Get the class very familiar with farms and the different kinds of farms there are.
• Write all their answers on a white butcher paper in front of the class with their names next to their answers.
• Next, read several farm books.
• Tell the students that they are going to create a class alphabet farm book. Each child draws a picture of their animal or object on a farm having to do with that particular letter and writes a short story about what they drew.
• Create a list on a large piece of white paper of things on a farm that start with the letters of the alphabet. (Animals, people, places, things, or machinery)
• Try to get at least one thing for every letter in the alphabet.
• If the children start to have some troubles look through some of the farm books to get ideas.
• Have each child pick a letter they would like to write about.
• Send the class off to create their masterpieces.
• After the children have created their part of the book take each page and slide it into a sheet protector.
• Place all the sheets into a three ring binder and create a cover for the binder. (Our Alphabet Farm Book.)
• Last, at the next group meeting read the book.
• Talk about what the children drew and wrote about. Have each child talk about their page in the book. Let the group ask questions and discuss.

-Practice their new skill: The students will be able to tell family and friends all they know about farms. The children can also sign the book out and take it home to show their parents what they did and what they said on their particular page in the book. Parents can also look at it while it is in the classroom. This maybe used during conferences with the parents as well.

Assessment:
The learner will be able to discuss what they already know about farms as a whole group. The main assessment will come from the pictures and the stories the children tell, which will go into a large class book about the farms based off of the alphabet. Participation will be looked at as well.









Lesson Title: Farm Animals Spell Jump Grade: 1st
Learning Area: Vocabulary, Decoding Time: 30 minutes

Objectives
The learners will be able to correctly spell some common animals and things found on the farm. The children will be able to decode the farm words given to them.

Materials and Resources
-Teacher made computer keyboard drawn/taped on gym floor or concrete outside.
-Score board to put down points

Accommodations for Learners
-Have a picture of the item for the children with hearing impairments so they know which word to spell without being shown the actual word.

Teaching or Instructional Procedures

Break the children into small groups—three to four maximum in each
Tell the children that the first group to reach the number ten will win the game.
Tell the children the rules:
 Each correctly jumped word will receive a point.
 One person-one word.
 First team to ten wins.

Assessment Plan
Children will be given a word to jump to spell. You will be able to assess their accuracy by whether they get the word incorrect or not.










Lesson Title: Where the animals live Grade Level: 1st –3rd
Learning Area(s): Social Studies and Writing Time: All day (field trip)

Objectives/Learner Outcomes (specific and measurable)
“At the completion of this lesson, learners will be able to…” (LWBAT…)
- Know names of farm animals
- Spell the names of farm animals and other farm words
-Know where the farm animals live
-Discuss what they learned about the farm, what they liked and disliked, and why.
-Feed animals (under supervision)

Materials and Resources Needed to Teach the Lesson/Activity.
• Living on Farms by Allan Fowler. Scholastic, 2000.
• Paper
• Pencils
• Crayons
• Journals
• Spelling word list for children

Accommodations
For students who have difficulties writing, the teacher can work with them one-on-one on ideas and writing. If students have questions while working, the teacher will walk around answering their questions, making suggestions, and supervising their writing. Those who are ELL will work with a teacher who will help them read the book and understand it. If it were possible to have a book in their language then I would recommend that as well. A student that is ELL may also be paired up with a student who speaks the language and English if that will work. One with dyslexia, Fetal alcohol syndrome, ADD, ADHD, etc. use the same method that the rest of the class is using, just remember to give them more time to process the words in their head. Most of all remember to help them and be patience with them

Procedures:

A. Focusing Event/Anticipatory Set/Warm-up
1. Teacher will start with singing Old McDonald had a farm.
2. The teacher will ask the students what they know about farms.
3. Teacher will talk about the different animals on the farm.
4. Teacher will then tell the children that they will be taking a field trip the farm today
5. Teacher will talk about the words herd, stable, farmer, and barn.
6. The teacher will ask the students why they feel that farms are important.
7. The teacher will read Living on Farms by Allan Fowler, and discuss the difficulties of living on a farm.

B. Input - (modeling, checking for understanding, guided practice)
1. Teacher will show the students the spelling on the board of the words.
2. They will write/draw their own story or journal entry about the farm.
3. After the trip to the farm they will have a creative writing about what they liked on the farm.
4. The teacher will discuss what the children liked and disliked about the farm and the field trip to the farm.
C. Evidence of Learning:
1.The teacher will discus what the children liked and disliked about the farm and the field trip to the farm.
2. Looking at the stories that the children have written.
3. The creative writing done after/about the field trip.
D. Closure and Independent Practice for transfer of learning
1. Spelling test after learning and studying the words.
2. Write there own story using the words learned.
3. Continuing to study animals/ farms in the rest of the unit.

Assessment Plan
The children will be assessed by spelling test on the words chosen, from the farm and animals seen there. They will write/draw their own story or journal entry about the farm. After the trip to the farm they will have a creative writing about what they liked on the farm. The teacher will discus what the children liked and disliked about the farm and the field trip to the farm.






Farm Art Centers: Grade: 1st
Learning Area: Fine Arts and Decoding, Fluency Time: 1 hour
Objectives:
• Children will improve their fine motor skills
• Children will enhance their creativity skills
• Children will understand eggs come from chickens


• Glue
• Paint
• Paintbrushes
• Pins
• ChickenFeathers (or duck or goose feathers)
• PaintShirts

Materials:
• Egg Shells
• Yarn (multicolor)
• Balloons
• Mini Toy Fuzzy chicks
• Glue and Water mix
• Construction paper

Accommodations:
• Must know the beliefs in your class and know your students before doing the lesson
• Larger shells for students with fine motor problems
• Tape feathers to hand for students with poor hand coordination

Procedures:
Center One: Yarn Egg Shells
• Prep: Put mini toy fuzzy chicken inside the balloons before children arrive
• Prep: Blow up balloons and tie them.
• Children will start out by dipping yarn into the glue and water mixture.
• They will take the yarn and wrap it around the balloon any way they would like.
• Continue to wrap the balloon until balloon is nearly covered.
• Allow to dry overnight, help the children pop the balloon with pins
• Now you have a wonderful little egg with the chick inside!

Center Two: Egg Shell Art
• The day before: During class, hard boil eggs with the children. Show the process and how the eggs change form. Have the children peel the hard-boiled eggs and eat them for snack. Have them put their eggshells in a bucket.
• Crush the egg shells up that are in the bucket before the next day
• Children can glue eggshells onto construction paper.
• After they glue the shells onto the paper, they can paint a picture on the shells

Center Three: Feather Painting
• Have children gather chicken feathers on a field trip at the farm. Or they are available for purchase at art and craft stores.
• Have the children experiment painting with the chicken feathers at the easel.
• They can try to use both ends and the sides to paint farm pictures.

Assessment:
Running Records of observations of the children while they complete their art projects


Lesson Title: Farm Animal Survey Grade: 1st
Learning Area: Math and Writing/Vocabulary Time: 45 minutes
Objectives:
• Children will review the animals on the farm
• Children will learn how to take part and give a survey
• The student will review counting, tally marks, and number value

Materials:
• Chart Paper
• Markers
• Pencils for each student
• Paper for each student

Accommodations:
• Make sure to know your students and the backgrounds they come from so they have someone to survey
• For ESL students, make sure that the children can communicate the information to their family members.
• Help students who have vision problems by placing them towards the front of the room

Procedure:
1. Ask the students what different types of farm animals they can think of. Record the list they come up with on chart paper.
2. Next, tell the students that they are going to take a survey. Explain that a survey is a way of gathering information by asking questions.
3. Then, ask the children what is their favorite farm animal from the list. Record the amount of votes for each animal right next to the name of the animal in tally marks (assuming that children have had previous experience with tally marks).
4. Explain to the children that they are going to give a survey to the members of their family or to their caretakers.
5. Have the students write the question “What is your favorite farm animal?” on their paper. Show them how to make a chart and have them list the animals that were listed on the chart paper.
6. Have the students bring the survey home with them and ask their family/caretakers and then have them add their tally marks to complete the chart in the classroom.
7. Ask the students which farm animal were the classes, family, and friends’ favorite? Least favorite? Any with the same amount of votes? Etc…

Assessment:
• Observe the students to see if they can list off several farm animals.
• Watch to see if the students can complete the survey with their family and finish the survey chart with the correct number of tally marks for the people they surveyed.
• Listen to answers of most and least favorite to see if they know number value.
Lesson Title: Hatching Eggs Grade: 1st
Learning Areas: Science, Literacy (vocabulary, fluency) Time: 45 minutes

Objectives:
1. To identify what an embryo needs to develop into a chick.
2. To demonstrate how to handle the eggs.

Accommodations: Provide one-on-one instruction as needed.

Materials:
1. Fertile chicken eggs
2. Pencil to mark eggs
3. An incubator
4. Chick Countdown Chart
5. Book: “The Little Duck”

Procedure:
1. Discuss the following vocabulary words with the students. These are big words for children of this age, so make sure the words are explained carefully and check for understanding.
• Ventilation – fresh air
• Humidity – moisture in air
• Hygrometer – an instrument that measures the amount of moisture or humidity in the air.
• Embryo – baby growing inside an egg.

2. Explain to students that embryos must have certain things to help them grow.
• Embryos need to be warm – the temperature of the incubator needs to be at 100 degrees.
• The embryos need to be turned 3 times a day or they will stick to the shell.
• The embryos need ventilation. Keep the holed in the incubator open.
• Embryos need humidity, set between 50-60%.

3. Help each child place and “X” on one side of an egg and “O” on another. This helps to ensure that each egg is turned properly.

4. Assist the children in placing the eggs in the incubator, demonstrating how to handle the eggs in a care manner.

5. Turn the eggs at least twice a day during the first 18 days of incubation. Do not turn the eggs during the last three days.


6. All chicks should be out their shells by the end of the 21st day. After the chicks have been hatched, remove them from the incubator into an area with feed and water.

7. Have the students illustrate or write about their experience with hatching eggs.


8. Read the book “The Little Duck” to the class. Have the students read the book individually to check for fluency.

Assessment:
• Observe students handling the eggs
• Create a checklist with skills such as: observing, classifying, communicating, predicting, etc. Use it note each time a student uses that particular skill.
• Oral discussion or informal oral test with the following questions: What temperature does the incubator need to be kept at? How many times a day to the embryos need to be turned? What is the purpose of the X’s and O’s on the eggs? Why is a pan of water kept beneath the eggs?






Bibliography: Children’s Literature and Teacher Resources

Children’s Literature
Brown, Margaret Wise. (1990). Big Red Barn. Scholastic Inc.
• Explains what types of animals and crops you might find on the farm and what they do during the day.
Capucilli, Alyssa Satin. (1995). Inside a Barn in the Country. Scholastic Inc.
• This book shows a chain of events that occur because of one action. A mouse wakes up a cat and so forth…
Cronin, Doreen. (2000). Click, Clack, Moo Cows That Type. Simon And Schuster
Publishing.
• Fictional story where cows type notes to their farmer demanding blankets. Farmer will not provide so cows, hens, and ducks will not either.
Cronin, Doreen. (2002). Giggle, Giggle, Quack. Simon and Schuster Publishing.
• Fictional story about farmer Brown leaving his brother to watch the farm. Animals change Mr. Brown’s instructions and get what they want.
Gibbons, Gail. (1985). The Milk Makers. Macmillan Publishers.
• The book shows how cows have babies (calves) and how milk gets from the cow to the grocery store.
Lewison, Wendy Cheyette. (1992). Going to Sleep on the Farm. The Trumpet Club.
• This book tells student how different farm animals sleep (standing, laying, etc…)
Miller, Jane. (1988). Farm Noises. Simon and Schuster Publishing.
• Book has real pictures of farm animals. Helps children learn the noises that farm animals, machinery, and nature make.
Miller, Jane. (1986). Seasons on the Farm. Scholastic Inc.
• This book talks about the different season that take place on the farm (harvest, planting, etc…
Williams, Shereley Anne. (1975). Working Cotton. The Trumpet Club.
• A little girl tells her story about how her family and she pick cotton. Hints at slavery.

Teacher Resources:
Herr, Judy. (2000). Creative Resources For Early Childhood Classrooms. Delmar.
• A wealth of information on several different units. One is on the farm.
Lawton, Abigail. (2002). Down on The Farm: Thematic Unit.
• Abigail created this unit in Pre-primary and it has a lot of useful information.
Thompson, Myra. (1993). Jump for Joy. Parker Publishing Company.
• Physical Education book that has good ideas that can be incorporated into a farm unit.