Farm Integrated Unit Plan Weekly Plan Williams

Essential Question: Why is a farm important to me?

Monday Tuesday Wednesday Thursday Friday

LDC-7 LDC-7 LDC-7 LDC-7 APL-1
Goals APL-1 CD-5 APL-1 CD-5
APL-1 APL-1
Cow Cow Crop Crop Bail of Cotton
Chicken Chicken Corn Corn Manufacture
Pig Pig Wheat Wheat Tractor
Vocabulary
Goat Goat Pumpkin Pumpkin
Horse Horse Cotton Cotton
Sheep Sheep
o Book o Book o Book o Book o Book
o Animal flash cards o Animal flash cards o Crop flash cards o Crop flash cards o K-W-L Chart
o Anchor Chart Paper (K- o K-W-L Chart o K-W-L Chart o K-W-L Chart o Marker
W-L) o Marker o Marker o Marker o White Paper
o Marker o Plastic egg o Assessment Checklist o 100% cotton shirt o Crayons
Materials
o Assessment Checklist o Pretend dairy products o Dollar bill
(milk carton, ice cream) o Pop corn
o Wool blanket o Loaf of bread
o Animals to item o Crop to item matching
matching cards cards
Before the week, ask children to talk with their family about items at home that come from the farm. Each student can bring in an item (no live or
Family
breakable items) to share on Monday. The items will be references throughout the week. Guardians are also allowed to go on the Farm Field Trip
Connection
with their student on Friday.
 Farm Integrated Unit Plan
Activity Type Monday
Read Aloud “Big Red Barn” by
Used as Margaret Wise Brown
introduction
Students will individually
be able to use proper
Objective
vocabulary for at least 4 out
of the 6 farm animals.
Farm Animals
The classroom will create a
K-W-L chart which they
will visit each day. The
students will get to share
Whole Group/ their farm item from home
Rationale with the class. The purpose
of this lesson is to introduce
the unit is an engaging way
and gain background
knowledge the children
have on farms.
The children will visit the
classroom centers. The
Center centers have been set up
Rotation with new material to help
reinforce the exploration of
farms.
Use a check list to mark off
each animal the children are
Assessment able to identify when asked
during small group.
In the writing center, the students who are able to write, will practice wringing the names of animals and crops. The teacher will work specifically
with this group of students with sounding out and correctly spelling the words.
Differentiation
Weekly Plan
Tuesday
“From Grass to Milk” by
Stacy Taus-Bolstad
(eBook)
Students will individually
be able to use proper
vocabulary for at least 4
out of the 6 farm animals.
What comes from Farm
Animals?
The purpose of this lesson
is for children to learn that
some of their food comes
from animals that are on a
farm.
The children will visit the
classroom centers. The
centers have been set up
with new material to help
reinforce the exploration
of farms.
Children will draw a line
from animal to the item
that comes from it on a
printed-out worksheet.
Wednesday
“Farm Crops! Plants That
Grow on Farms”
By Left Brain Kids
Students will individually
be able to use proper
vocabulary for at least 3 of
the 5 crops.
Farm Crops
The purpose of this lesson is
to introduce crops that
many children are not
familiar with. The
information in this lesson is
important for students to
fully understand Thursday’s
lesson.
The children will visit the
classroom centers. The
centers have been set up
with new material to help
reinforce the exploration of
farms.
Use a check list to mark off
each crop the children are
able to identify when asked
during small group.
Williams
Thursday Friday
“From Cotton to T-Shirt” “Big Red Barn” by Margaret
by Robin Nelson Wise Brown
Students will individually In a small group, students
be able to use proper will explore the farm and get
vocabulary for at least 3 hands on learning
of the 5 crops. experience.
What comes from Field Trip
Crops? The class will take a trip to
The purpose of this Aw Shucks farm. The
lesson is to give students purpose of this activity is to
an understanding of how connect what has been
crops grown on a farm learned in class to the real
are manufactured to world.
create new items for
people to use.
The children will visit the FIELD TRIP
classroom centers. The
centers have been set up
with new material to help
reinforce the exploration
of farms.
Children will draw a line
When the class returns from
from crop to the item that
the field trip, the students
comes from it on a will draw a picture of what
printed-out worksheet. they saw on the farm and
then describe the pi