CHDV 150 Introduction to Curriculum

Small Group Activity Form

Name of Activity:
Farm Machines
Curriculum Area:
Science
Length of Activity:
15 30 minutes
Learning Objectives (specify at least three):

The child will be able to identify the types of farm machines.

The child will be able to list the farm machines and tell how it is used on the farm.

The children will first name the machine on the card, then match it to its correct beginning sound.

Material/Equipment Needed:

Construction paper pre-cut into geometric shapes

Construction paper sheets
Glue
Tractor card match game set
Video Mighty Farm Machines
Power point presentation with slides of different farm machines.
Large paper to write what children know about farm machines on
Tractor coloring sheet Blank paper
pencil,
crayons,
markers,
paint
paint Brushes

Preparation (What do you need to do beforehand?):

Begin the video titled Mighty Farm Machines and play about the first 10 minutes of the video to give
the students an idea of the farm machines.

Have the precut geometric shapes of different colors laid out for students.

As a large group, ask the students I will ask the children to tell me, if the know what kinds of machines
are used on the farm.

I will then make a list of all answers the child give to me. After I make list, I will ask the child to tell
what these machines do on the farm.

Make a list of all the answers they give to you.

I will make sure that the precut geometric shapes of different colors laid out for students, and put a list
beside each machine stating what the child has said.

Make sure that each center has enough material so that the child to use as they see fit.
Adaptation /Modification
Child #1 has Down syndrome, and is hard of hearing as a result of a stroke. The FM system will be used
during large group time, and during instruction time in the centers. The aide will be given instruction on
what to do in the centers so that she can accommodate this child during center time. Extra time will be
given to help this child complete tasks.
Child #2 has developmental delays, and might difficulty following directions.

Center Activities Set up:

Center 1: Tractor Shape Art Center
Have the precut geometric shapes of different colors laid out for students.
Center 2: Viewing center
In this center, I will have a power point presentation set up with many different pictures of farm machines
for the children to view and discuss.
Center 3: Tractor Match center
There will be two sets of cards, one with pictures of different farm machines and the other set will
have beginning sounds of the pictures.
Center 4: Tractor Coloring /Drawing their favorite farm machine
Blank paper
pencil,
crayons,
markers,
paint
paint Brushes
Procedures (step by step) Be Specific
*Beginning (How will I introduce activity?)

At the beginning of each activities I will have each teacher to ask the child if they can name some
machines that the farmer uses on the farm.

I would then ask the child to tell me what they know about the farm machines and what are these
machines use for?

At the same time I will demonstrate to the child how to create the tractor using the cutout geometric
shapes.

Tell them they will learn more about these machines in the center activities.

The students will take a blank piece of construction paper and glue the shapes to their paper making any
type of tractor they wish. As they are working, ask if they know what shape the different shapes they are
using are.

As they are working, ask if they know what shape the different shapes they are using are.

*Middle: (How will I support/enhance/scaffold?) The person reading your lesson plan should be able to
identify what you are saying or doing to support your stated learning objectives. THIS IS VERY
IMPORTANT.
Child #1 has Down syndrome, and is hard of hearing as a result of a stroke. The FM system will be used
during large group time, and during instruction time in the centers. The aide will be given instruction on
what to do in the centers so that she can accommodate this child during center time. Extra time will be
given to help this child complete tasks.

Child #2 is developmentally delayed and has difficulty following directions. The child will be given
directions specifically during small group time. She will also need reminders for directions and they will
be given many times during the lesson.

Center #1
Show the child, the teacher sample to give them an idea of how to create the tractor from geometric
shapes. As they are working, ask if they know what shape the different shapes they are using are.

I will ask the child to first name the machine on the card, then match it to its correct beginning sound.

Tell them to color everything on the paper as if it were real life.

Tell them they will learn more about these machines in the center activities.

Center #2
In this center, I will have a power point presentation set up with many different pictures of farm
machines for the children to view and discuss. The power point will have listed what each machine is
and what is does on the farm. If the children cant read this screen, read it to them and explain if they
need clarifying.
Center #3
There will be two sets of cards, one with pictures of different farm machines and the other set will have
beginning sounds of the pictures.

The child will match the pictures with the sounds the farm machine makes. When this task is completed
they can move on to the next.

Center #4

There will be a sheet with a picture of a tractor on the farm for the students to color.

At the bottom the students need to write the word tractor in the box. I will tell the child that they can
either draw some farm machines, then color everything on the paper as if it were real life.

*End: (How will I bring this activity to a conclusion and transition to the next activity? Be very specific
in how you will transition the children.)
Snack for this lesson will be corn flakes or cheerios. This is to get us ready to talk about grains and vegetable
farms tomorrow.
Throughout the day/week, what opportunities will the children have to reflect back on this activity?
The child will reflect what the students will be observed naming and then matching the machine with the correct
beginning sound. In large group time, the students will list the types of farm machines they know and we will
discuss what it is used for on the farm. Students make sense of ideas and communicate ideas with the visual
arts.
Students make sense of the various things they observe. Lastly, the child will