What Does A Farmer Do? Lindsay DeHartchuck

INTRODUCTION This lesson will inform students about farming and introduce them to common objects found on a farm. Students will also have the opportunity to be a farmer and observe the growth cycle of a plant.

LESSON OVERVIEW Grade Level & Subject: Pre-K/K; Language Arts, Social Studies, & Science Differentiation:  Ideal for children with special needs due to the learning domains addressed in this lesson. These activities are geared toward kinesthetic and tactile learners.  Ideal for English Language Learners - see extended activities section for ELL enrichment. Length: 60 minutes of instruction; final activity will take part over a few weeks Objectives: After completing this lesson and extension activities: • Students will be able to identify, sort and classify objects used for agriculture/gardening. • Students will be able to recognize and record physical changes in the growth cycle of a plant. National Standards Addressed: This lesson addresses the following National Education Standards1 • Content Standard: NL-ENG.K-12.1 READING FOR PERSPECTIVE As a result of activities in grades K-12,  Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. • Content Standard: NSS-USH.K-4.2 THE HISTORY OF STUDENTS' OWN STATE OR REGION As a result of activities in grades K-4, all students should 1

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Understand the people, events, problems, and ideas that were significant in creating the history of their state Content Standard: NS.K-4.3 LIFE SCIENCE As a result of activities in grades K-4, all students should develop understanding of  The characteristics of organisms  Life cycles of organisms  Organisms and environments

Materials Needed: • Chart paper. • Reproducible #1 – KWL Chart Template. • Markers. • Children’s story book on farming. Recommendations: Farming by Gail Gibbons; On The Farm by David Elliot; or The Little Farm by Lois Lenski. • Toy farm animals, toy farm machinery, hand tools used for gardening, seeds, and soil. • Three bins with labels (animal, plant, farming tool). (For extension activity): • Planting tray (8” x 11”). • Soil. • Grass or hay seed that is native to the area. • Reproducible #2 - Farmer’s Observation Journal. Assessment: Students will be assessed through the following activities: • Ongoing comprehension monitoring throughout the activity.

LESSON BACKGROUND Relevant Vocabulary: • Agriculture: the act of cultivating soil, producing crops, and raising livestock; farming. • Farmer: a person who maintains a farm. • Crops: a plant or plant product grown for sale. Information: Agriculture, or farming, is the act of cultivating soil, producing crops, and raising livestock. Farming led to the rise to modern civilization through the domestication of animals and successful domestication and cultivation of plants. Although modern-day farming is radically different than past agricultural practices, society still relies on farms for food, clothing, and many other materials. Resources: Earth Day Network’s Educators’ Network: http://earthday.net/education Agriculture in the Classroom (USDA): http://www.agclassroom.org/ National 4-H Headquarters: http://www.national4-hheadquarters.gov/ Earth Day Network 1616 P Street NW, Suite 340
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Lesson Preparation: 1. Use Reproducible #1 – KWL Chart Template or create your own KWL chart. As the lesson progresses, you will fill in this chart based on your students responses: in the K Column, you will record what your students already know about farming; in the W column, you will record what your students would like to know about farming; and finally, in the L column, you will record what your students have learned about farming as a result of this lesson.

LESSON STEPS Warm-up: Access Prior Knowledge (KWL chart) 1. Begin this lesson by discussing with your class their knowledge of farming. Ask the students to share what they already know about the topic. Record their responses in the first column of the KWL chart. a. Ask students to name food sources, i.e. oatmeal comes from oats and hamburgers come from cows. 2. After sharing their incoming knowledge, ask the students to share what they want to know about farming. Record their responses in the second column on the KWL chart. Activity One: Book reading 1. Review key words (see above) and reading strategies prior to reading the book. 2. Read aloud a children’s storybook about farming (see recommendations above) being sure to engage the students by pointing out relevant words, pictures and objects. Activity Two: Sorting, identifying & classifying 1. Place a pile of items on the floor. Items should include: toy farm animals, toy farm machinery, hand trowel, hand shovel, hand rake, bags of seeds (corn, peas, beans, etc.), and a bag of soil. 2. Ask each student to retrieve an item from the pile and describe it. a) What size is the object? b) What color is the object? c) What does it feel like? Is it soft or hard? d) What does the object remind you of? e) Does it look like it is something man-made? f) Is it or could it be alive? 3. If possible, have the student identify the item, or tell class what it is and what it is used for. Ask students if they have seen this object in real life. 4. When students are done sharing, place three bins on the floor, labeled: animal, plant, and farming tool. The class will discuss which bin each item should go in. Wrap Up: Review/Completion of KWL chart Earth Day Network 1616 P Street NW, Suite 340
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1. After completing these activities, return to KWL chart. Ask students to share what they learned during the activity about farming and record their responses in the third column of the KWL chart. Prompt students by revisiting their earlier responses in the first two columns. Extension Activities: 1. Students may take a turn at being farmers themselves! Students will plant plots of grass/hay in (at least) 8” x 11” plant trays. The class should monitor the plant trays daily and record their observations in their Farmer’s Journals (Reproducible #1). 2. Based on the children’s story, assign character roles to students. Have students re-create the story with their own words and actions. Monitor for understanding by asking students to explain their character’s contributions to farming (i.e. How does a dairy cow help people? Cows give us milk to make cheese, ice cream, and so forth.) 3. For ELL students, use picture cards depicting farm animals and/or vegetables, to introduce and review vocabulary.

CONCLUSION Many students are unaware of where their food comes from or how farms operate. At the conclusion of the lesson, students should have a more clear idea about what farming entails. Students will be able to identify objects used for agriculture as well as have the opportunity to act as a farmer.

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Know

Want to Know

Earth Day Network 1616 P Street NW, Suite 340
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Learned

My Farmer’s Journal Name: ______________________________________________ Describe your observations by drawing what you see in the garden. Day _____

Day _____

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