LU Title: REVISED - Down on the Farm

Author: Peg Dowling

Grade Level: K-1

School Address: Thomas Jefferson Multicultural Magnet School,
Booth Street
Utica, New York 13502

Subject Area: English Language Arts, Math, Science and Technology and Social Studies

School Phone/Fax:

Declarative

Procedural

• Identify farm animals and their babies.
• Match the animal sounds with pictures of farm animals (phonemic awareness)

• Listen to farm stories.

• Write sentences about a farm or farm animals.

• Identify consonant sounds

• Classify animals as farm or non-farm animals.

• Build compound words

• Follow a set of sequenced directions.

• Identify sight vocabulary related to theme.

• Summarize a story.

• Identify alphabet in sequence.

• Compare 2 different farm animals using criteria of kind of animal, name of baby and product derived from animal.

• Identifies numbers to twenty.

• Design and construct a model of a farm.

• Identifies products that farm animals produce.
• Recognizes mathematical symbols of +, -,and=.

• Write and illustrate a book on Farm Animals and Their Babies.

• Defines farm goods and services as products produced by farmers for use by others.
• Lists many jobs that farmer has on farm.

• Complete sentences using appropriate thematic vocabulary
• Counts and matches one to one correspondence to twenty.
• Creates and interprets simple pictograph.
• Sorts and classifies simple sets.
• Explains how farms provide goods and services necessary for food production.
• Classifies farm food products as being dairy or non-dairy.

Benchmarks:

Standard 1: Reading, writing, listening and speaking for information and understanding.

1. Read and listen to informational texts to collect information.
2. Use classroom medial and library to collect information.
3. Illustrate concepts related to farms with simple labels or sentences.
4. Identify sounds that farm animals make.
5. Describe information gathered about farms and farm life.

Standard 2: Reading, writing, listening and speaking for literary response and expression.

• Create patterned story about farm animals and their babies.
• Illustrate story.

Standard 3: Reading, writing, listening and speaking for critical analysis and evaluation.

• Create a K-W-L chart.
• Predict endings of stories.
• Compare and contrast real and imaginary farm animals.
• Construct an opinion about a story based on personal response.

Standard 4: Reading, writing, listening and speaking for social interaction.

• Share reading experiences with others.
• Write sentences in a cooperative group.

Benchmarks:

Math: Concepts

• Recognizes and labels numbers to 20.
• Uses models to create sets.
• Recognizes mathematical symbols of +,- and=.

Math: Reasoning

• Sorts and classifies sets.
• Compares and contrasts sets.
• Counts members of set.
• Relates counting to number sequence of one more.

Math: Number and Numeration

• Identifies equivalent sets by matching with a one to one correspondence.
• Identify number of items by last number counted.
• Model number using manipulatives.
• Order numbers to twenty.

Math: Operations

• Uses counting on to combine sets.
• Identifies one more and one less.
• Combines 2 simple sets to form new set.

Math: Modeling

• Order sets from small to large.

Math: Measurement

• Read and interpret a simple bar graph and pictograph to compare sets.
• Create a simple pictograph.

Math, Science and Technology

MST 2: Managing Information Systems

• Uses computer technology to listen to stories.
• Manages audio and video technology to help collect information.
• Writes and illustrates story using WiggleWorks computer technology.
• Describes the kinds of tools and technologies that farmers use for their work.
• Uses the internet to visit virtual farms.

Standard: English Language Arts Standards 1, 2, 3 and 4

Standard: Math, Science and Technology

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

1. The names of farm animals and their babies.

1. Read farm stories and listen to farm videos about animals and their babies.

1. Using a frames poetry format, students will create Baby Farm Animals Book.

1. After listening to farm stories and viewing videos of farm animals and their babies, students will use the following poetry model to create a Baby Farm Animals Book.

______have babies,

Yes, they do.

A _____is a baby___.

It’s true!

Students will illustrate the poem with pictures of farm animals and their babies.

2. Match farm animal sounds with pictures of farm animals. (phonemic awareness)

2. Read farm stories as a group and watch videos on farm animals.

Sing "Old MacDonald Had a Farm" using pictures of animals to denote stanzas of song.

2. Students will illustrate pictures of farm animals and use a speech bubble to write the sound that the animal makes.

2. After students have read and watched farm stories, children will sing "Old MacDonald Had a Farm" as a group substituting different animals while teacher uses picture cues to denote which animal the children should sing about.

The children will then each choose a farm animal and draw a simple picture. Using a speech bubble with the animal sound the student will affix the speech bubble to the correct farm animal.

3. Identify consonant sounds in the initial position. (phonemic awareness)

3. Alphabet cards with picture clues for letter sounds and farm pictures.

3. Children will practice matching the farm picture with the correct letter depicting the initial sound.

3. In a learning center children will match farm picture vocabulary cards (teacher made) with the correct letter corresponding to the initial sound.

4. Identify and use thematic sight vocabulary.

4. Match farm vocabulary pictures with thematic sight word cards.

4. Using a memory game format, children will practice matching farm vocabulary pictures with thematic sight word cards.

4. In a learning center format, children will pair up and play Farm Vocabulary Memory Game.

5. Identify alphabet in sequence.

5. As a group, children will sequence alphabet.

5. Using a barn alphabet, children will practice sequencing the alphabet.

5. In a learning center format, children will use the Barn Alphabet (teacher made) to sequence the alphabet. They may use the A,B,C model in the classroom for reference.

7. Identifies and sequences numbers to twenty.

7. As a group, children will identify number cards and count to twenty.

7. Using "Holy Cow" game, children will sequence and create sets of buttons corresponding to numbers on cows.

7. In a learning center format, children in pairs will play "Holy Cow" (teacher made). They will sequence the cows by number (1-10, 11-20) and create the corresponding set using buttons.

8. Lists the products that farmers produce.

8. Children will listen to farm stories and visit internet farm sites.

8. Children will create a simple chart listing food products and how farmers produce them.

8. After reading non-fiction farm stories and visiting virtual farms, students will brainstorm and cooperatively create a chart that depicts food products that come from a farm. The products will be classified as to their origin; animal or vegetable.

9. List the many jobs a farmer has on the farm.

9. Children will read and listen to farm stories and view videos.

9. After collecting farm information from various sources, children will cooperatively create a big book depicting the many jobs a farmer has on the farm.

9. After collecting farm information, children will form small groups. Each small group will illustrate and label a job that the farmer has. The individual illustrations will be bound in a big book format for the class to share.

10. Define goods and services as products produced by farmers for use by others.

10. Children will listen to stories, watch videos and visit farms on internet.

10. Children will discuss goods and services.

10. After listening to stories, watching videos and exploring the internet farms, children will discuss with the teacher the economic principle of goods and services.

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

1. Listen to stories to collect information.

1. After listening to stories children will organize information on charts.

1. Children will listen to simple farm stories. After listening to stories children will organize the information from the stories on charts. They will evaluate the information and make statements that generalize the information they have collected.

2. Write patterned sentences about a farm or farm animals.

2. Using teacher prepared models, students will write patterned sentences and extend their knowledge about farms and farm animals.

2. After reading the story, The Big Red Barn by Margaret Wise Brown, the children will brainstorm animals that live on a farm or in a barn. This information will be collected using a graphic organizer and the students will use a patterned sentence modeled by the teacher to write new sentences telling about animals that live on a farm. The patterned sentences are; ______ lives on a farm.

______ can live in a barn. Modeled sentences also include rhyming patterns about animal sounds and animal babies.

 3. Classify animals as farm or non-farm animals.

3. Students will interpret information they have about farm animals and make a decision to classify animals as farm animals or non-farm animals. Students must be able to support the decision verbally.

3. Students will recall information organized previously about farms and farm animals. They will make the generalization that farm animals produce goods of some kind for the farmer or do a job to help on the farm. The students will look at a set of animal pictures and sort them by the classifications of farm animals and non-farm animals. The students must be able to support the classification decisions verbally.

4. Follow a set of simple, sequenced directions.

4. Using sequence cards depicting the story of the Little Red Hen, the students will correctly order the process of making bread according to the story.

4. Students will listen to or watch the story of the Little Red Hen . They will recall and cooperatively retell the story. Using a set of preprepared sequence cards for the Little Red Hen, the students will correctly sequence the process of making bread as depicted in the story.

5. Summarize a simple story.

5. Students will synthesize information from a story.

5. After listening to or viewing a story about a farm, students will summarize the story using the following procedure. First, they will recall and organize the information using a simple web. Next they will order the recalled information by numbering the arms of the web. Finally they will write one sentence for each arm of the web in the previously sequenced order. Students will then share their summaries with their peers.

6. Compare and contrast two different farm animals.

6. Children will compare and contrast two different farm animals using the following criteria: name of animal, name of animal’s baby, sound animal makes and the product or job derived from the animal.

6. In pairs, children will choose two farm animals to compare. Each member of the pair will collect information about the animal. The children will then organize the information using a Venn diagram. The contrast part of the diagram will include: name of the animals, name of animal’s baby, sound animal makes and the product or job derived from the animal. The similarity part of the diagram may include body parts, where it lives, body covering and what it eats. Children will share information verbally with their peers.

7. Write and illustrate a simple book on Farm Animals and Their Babies.

7. Students will extend and refine their knowledge of farm animals and their babies by recalling previous knowledge and applying it in a different way.

7. Using a rhyming model created by the teacher, the students will complete a minimum of information about four farm animals. Students will use the pattern: _____ have babies,

Yes they do.

A _____is a baby____

It’s true!

Students will then order and illustrate their book using appropriate illustrations for each page. In other words, a cow page would have a picture of a cow etc. Students will create a cover and simple binding. Students will share the completed books with peers and family.

 8. Count and exhibit a one to one correspondence to twenty.

8. Students will extend and refine their knowledge of number order and counting.

8. Using a teacher prepared learning center activity "Holy Cow". Students will practice sequencing the labeled cows from one to twenty. They will then place ‘spots’ on the cows to match the number on the cows.

10. Describe the role the farmer plays as worker, salesmen, etc.

10. Students will list and describe the many jobs that farmers have running a farm.

10. Students will classify the general tasks that farmers have including animal care, food production, running and maintaining equipment, selling product, manufacturing product etc. They will complete a chart that depicts a farmer’s responsibilities using words or illustrations. Students will make a generalized statement about what skills are required to be a farmer.

11. Create a pictograph or bar graph depicting sets of farm animals.

11. Students will use number and numeration tasks in conjunction with measurement to create a pictograph or bar graph that depicts sets of farm animals.

11. Using a tub of farm animals, students will choose a total of 10-15 animals at random. Students will organize these animals into sets of like kinds. They will then count the members of the set and order the sets from smallest to largest. Students will create a pictograph or bar graph measuring the number of animals in each set.

 12. Explain how farms provide goods and services necessary for food and food production.

12. Students will evaluate information about food production and the role of farms and farmers. They will interpret the information and discuss what goods and services that a farmer produces.

12. Students will create a K-W-L chart about cows and dairy production. Students will listen to Milk Makers by Gail Gibbons. They will discuss a specialized type of farm, a dairy farm. Students will list the products that are manufactured from milk. They will then classify food products as being dairy, or non-dairy products.

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Farms and farm animals

• Comparing
• Classifying X
• Inductive Reasoning
• Deductive Reasoning
• Error Analysis
• Analyzing Perspectives
• Constructing Support
• Abstracting
• Other:

Students will create a mobile depicting animals that live on a farm. In an oral presentation, students will describe the mobile and include the name of the farm animals and some other relevant facts about the farm animals which may include the sound it makes, or the baby it has.

Planning Guide

Unit: Down on the Farm

Step 1

Step 2

Step 3

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to

What reasoning process will they be using?

Describe student's products and performances and the criteria for evaluation.

1. Read and write simple sentences and patterned books about farms and farm animals.

[] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of others)
[] Problem Solving
(seeking to achieve a goal by overcoming constraints or limiting conditions)
[ ] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ X] Investigation
(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)
[ ] Other:

Products/Performances:

1. Student made book, Farm Animals and Their Babies

Criteria for evaluation

Teacher made rubrics

Element #1

Element #2

Element #3

Element #4

Elements

Scale

 Animal named is a farm animal.

Animal baby has the correct name.

Illustration matches page in book.

Appearance

Weights

4

 Student names 4 farm animals

 All animal babies have the correct name.

All illustrations are complete and match animal page in book. 

 Work is neatly done with no spelling errors and illustrations are neat and appropriately colored.

3

 Student names 3 farm animals

 3 animal babies have the correct name.

 3 illustrations are complete and match animal page in book.

 Work is neatly done with few spelling errors. Illustrations are appropriately colored.

2

 Student names 2 farm animals

 2 animal babies have the correct name.

 2 illustrations are complete and match animal page in book.

 Work is completed with some spelling errors. Illustrations are completed.

1

 Student names 1 farm animal or less.

 1 or less of the animal babies have the correct name.

 1 or less of illustrations is appropriate.

 Work is incomplete or illegible. Illustrations are incomplete.

Score Point 4

Score Point 3

Used a web to recall and sequence information.

Used a web to recall information.

Used a topic sentence that clearly stated what summary was about.

Used a topic sentence.

Wrote sentences that clearly summarized text using words like first, next, finally.

Wrote sentences that summarized text occasionally using words like first, next, finally.

Used correct capitalization and ending punctuation for all sentences.

Used correct capitalization and ending punctuation for most sentences.

Score Point 2

Score Point 1

Used an incomplete list or confused picture to recall information.

Did not use any tool to recall information.

Used an unclear topic sentence.

Did not use a topic sentence.

Wrote sentences that included parts of text.

Wrote sentences that did not relate to the text.

Used some capitalization and some ending punctuation.

Sentences did not exhibit an understanding of upper/lower case letters or ending punctuation.