3. The students will identify and describe the different
animals that live on a farm by using examples
related to specific things they produce for humans to
survive.
They also will be able to recognize what a farmer
does, what kind of crops grow on a farm, and what a
“big red barn” really is
They will be able to do this with 90% accuracy by the
end of the week.
OBJECTIVE
4. Monday- The students will be asked first what they know about farms (what type of
animals live there, what kind of crops are grown, what does the farmer do, etc.). Then
The Big Red Barn will be read to them. They will take turns writing what they learned
from what they knew before on the whiteboard and create a Spelling list for the week.
Tuesday- The children will be provided with construction paper and drawing materials.
They will then be instructed to draw a pig, cow, chicken, donkey, duck, and sheep.
They can be as creative as they want and then will present them to the classroom and
pick which one is their favorite. A count of each favorite animal will recorded on the
whiteboard to show which animal is more popular then the rest.
Wednesday- They will take their drawings of each animal and brainstorm in groups
associated with their favorite one what it specifically gives to the community. For
example, pigs give us bacon while chickens give us eggs and so on. They will then be
instructed to share their groups information and act as their assigned animal.
Thursday- The different types of crops will be discussed on this day by providing the
students with their own miniature crop. This could include tomatoes, strawberries, or
any other crop that can be found on a farm. This will be a nice activity to show the
children how to plant it and nurture day by day so it grows into a mature plant. The
will see the transformation and be responsible for daily upkeep at a certain time
designated by the teacher.
Friday- Last, the students will focus on the barn and the farmer who runs the whole
system. They will be instructed to create their own barn using materials given to them
and be encouraged to wear farm like clothing to class including overalls, a straw hat,
or whatever they find entertaining associating with farm life.
DAY BY DAY BREAKDOWN
5. • Crayons/Colored Pencils
• Poster paper/construction paper
• Animal noises (pig, chicken, etc.)
• Could use “Old McDonald Had a Farm” song
• Folder (for projects to keep track of)
• Miniature pots for crops
• Seeds for crops
• Glue, tape, cotton balls
TECHNOLOGY
6. Research can be found on the internet (YouTube, Google)
See if children know any information already about each
animal
RESEARCH
