This document provides lesson plans for teaching children about different farm animals. It includes sections on cattle, sheep, pigs, and chickens. Each section introduces the key vocabulary words, describes the sounds and living environments of the animals, and discusses the food products obtained from them. Suggested activities involve drawing pictures of the animals, discussing food made from their products, and learning the vocabulary. The overall learning outcome is for children to become familiar with the different types of farm animals and some of the foods they provide.

1. Module 1Learning about Life on the Farm and Countryside
Cattle
Lesson Objectives:
To introduce children to the male, female and young and some products we get from cattle.
Teacher Guidelines
It is suggested that the teacher introduces the pupils to the vocabulary and the basic concept
before starting the lesson.
Key Words
cattle cow bull calf low herd grass hay meat milk
What sounds do they make?
Cattle low. This often sounds like “moo”.
Where do they live?
Cattle live in big groups called herds. They usually live
in fields but often in the winter, when it is colder, they
can live in sheds.
The female is called a cow. The male is called a bull. Their young is called a calf.
Meet the Cattle
Curriculum Links:
• Science Living Things
Environmental Awareness and Care
• Geography Human Environments
• SPHE Myself and the Wider World

2. Module 1Learning about Life on the Farm and Countryside
What do they eat?
Cattle eat grass. In winter, when there is less grass growing in the fields, the farmer gives them
extra food like hay (dried grass).
What do we get from Cattle?
We get meat and milk from cattle. Milk is used to make cream, butter and cheese.
It is also used to make yoghurt, ice cream and chocolate.
Suggested Activities:
• Photocopy Activity Sheet page 36.
• Discuss the sounds that animals make and what their young are called.
• A lunch box survey could be conducted to see how many children will be having a product
made from milk as part of their lunch. Children could vote for their favourite product and
make a class chart showing the result. Children could draw pictures of all these products.
• Discuss the different ways we eat beef – roast beef, mince, burgers, steaks etc.
• Children could draw or paint a herd of cattle grazing in a field. The cow, calf and bull could
be labelled.
• Sponge painting could be used to make cow print patterns.
• Using a model of a farm, place the cow/animals in/beside the shed. Introduce simple
locational terms e.g. beside, near, on top of, inside etc.
• For extension material see Modules 2, 3 4
Learning Outcomes:
At the end of this lesson children should know the names of the male, female and young cow and
some of the products we get from cattle.
Additional Resources:
• www.agriaware.ie
• “Agriculture – Cool or What?” Free educational DVD available from Agri Aware

3. Module 1Learning about Life on the Farm and Countryside
Sheep
Lesson Objectives:
To introduce children to sheep, their environment and their associated products.
Teacher Guidelines
It is suggested that the teacher introduces the pupils to the vocabulary and the basic concept
before starting the lesson.
Key Words:
ewe ram lamb bleat flock wool meat milk
What sounds do they make?
A sheep bleats. This often sounds like ‘baa’.
Where do they live?
Sheep live in fields in big groups called flocks.
A female sheep is called a ewe. A male sheep is called a ram. A young sheep is called a lamb.
Meet the Sheep
Curriculum Links:
• Science Living Things
Environmental Awareness and Care
• Geography Human Environments
• SPHE Myself and the Wider World

4. Module 1Learning about Life on the Farm and Countryside
What do they eat?
Sheep eat grass. In winter, when there is less grass growing in the fields, the
farmer gives them extra food like hay (dried grass) and sheep nuts.
What do we get from Sheep?
Sheep give us wool, meat and milk for making cheese.
Suggested Activities:
• Photocopy Activity Sheet page 37.
• Use the rhyme Baa Baa Black Sheep as an introduction to this lesson and discuss the
sounds animals make.
• Make pictures of a flock of sheep using cotton wool.
• Discuss all the products that can be made from wool, including what the children are
wearing – jumpers, socks etc.
• Link back to the lesson on the farmer and the ways in which they care for animals.
• Examine pictures/photos of the farm and list the animals that the children can recognise.
Which of these, if any, can be found in their local habitat and why/why not?
• For extension material see Modules 2, 3 4
Learning Outcomes:
At the end of this lesson children should know what sheep are, where they live, what they eat,
the products they provide and all relevant vocabulary.
Additional Resources:
• www.agriaware.ie
• “Agriculture – Cool or What?” Free educational DVD available from Agri Aware

5. 10
Module 1Learning about Life on the Farm and Countryside
Pigs
Lesson Objectives:
To introduce children to pigs, their environment and some of their products.
Teacher Guidelines
It is suggested that the teacher introduces the pupils to the vocabulary and the basic concept
before starting the lesson.
Key Words:
sow boar piglet banbh litter grunt shed meat
Piglets
In Ireland, a piglet is usually called a banbh.
This is the Irish word for piglet. A group of piglets
is called a litter.
What sounds do they make?
A pig grunts. We often say that a pig grunt sounds like “Oink, Oink”!
A female pig is called a sow. A male pig is called a boar. A young pig is called a piglet.
Meet the Pigs
Curriculum Links:
• Science Living Things
Environmental Awareness and Care
• Geography Human Environments
• SPHE Myself and the Wider World

6. 11
Module 1Learning about Life on the Farm and Countryside
Where do they live?
Farmers normally keep pigs in sheds.
What do we get from Pigs?
We get meat such as ham, rashers and sausages.
Suggested Activities:
• Photocopy Activity Sheet page 38
• This lesson could be introduced by singing “Old MacDonald” or by reading the story of
“The Three Little Pigs”.
• A lunch box survey could be conducted e.g. how many people have ham sandwiches today?
Also discuss the other meat products that come from pigs e.g. rashers and sausages.
• Children could make illustrated lists of farm animals.
• Examine pictures/photographs of pigs. Compare them to other farm animals under the
headings colour, size, where they live, what food they provide us with etc.
• For extension material see Modules 2, 3 4
Learning Outcomes:
At the end of this lesson children should know what pigs are, where they live, some of the
products they provide and all relevant vocabulary.
Additional Resources:
• www.agriaware.ie

7. 12
Module 1Learning about Life on the Farm and Countryside
Poultry
Lesson Objectives:
To introduce children to poultry through the topic of chickens. To introduce children to the male,
female and young chicken and their associated products.
Teacher Guidelines
It is suggested that the teacher introduces the pupils to the vocabulary and the basic concept
before starting the lesson.
Key Words:
chickens wings hen cock rooster cockerel chick flock meat eggs
What sounds do they make?
A chicken cackles. A cock crows, which sounds like “Cock- a-doodle-doo”.
A female chicken is
called a hen.
A male chicken is called a cock or a rooster.
A young male chicken is called a cockerel.
A young chicken is
called a chick.
Meet the Chickens
Chickens are different to other farm animals like cattle, sheep and pigs. Chickens are birds and
have two legs and two wings.
Curriculum Links:
• Science Living Things
Environmental Awareness and Care
• Geography Human Environments
• SPHE Myself and the Wider World

8. 13
Module 1Learning about Life on the Farm and Countryside
Where do they live?
Chickens live in large groups called flocks. Chickens can live both
indoors and outdoors depending on the farm.
What do we get from Chickens?
Like the other farm animals, they provide us with food.
We get meat and eggs from chickens.
Suggested Activities:
• Photocopy Activity Sheet page 39.
• Discuss the sounds that farm animals make. Encourage children to use the proper
vocabulary e.g. the chicken cackles, the cock crows, the cattle low, the sheep bleats, the
sheepdog barks, the pig grunts and the horse neighs.
• The story of “The Little Red Hen”, “Chicken Licken” or a fairy tale or poem about chickens
could be used as an introduction to the topic.
• Discuss the fact that we get eggs and meat from chickens and explore the different ways
that these can be cooked.
• Draw or paint pictures of a flock of chickens. Label the hen, cock and chick.
• Discuss the ways in which farmers care for all of the animals on the farm. [See ‘The Irish
Farmer’ page 2].
• Examine an egg-shell. Discuss the way in which egg-shells break. Why is it important for
egg-shells to be breakable?
Learning Outcomes:
At the end of this lesson children should know what chickens are, the names for the male,
female and young and the products they provide us with.
Additional Resources:
• www.agriaware.ie