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VITAL INFORMATION

Grade/Level:

Kindergarten

Time Allotment:

2 class periods. 20 Min. per class.

Summary:

The children will name and match their farm baby animals to the mommy farm animals. Then they will write a short sentence naming the animals and illustrating what they wrote. After that they will present their story to their peers.

Subject(s):

Elementary, ESL, Mathematics, Reading, Science, Technology

SUBJECT CONTENT AREA

Concept:

Name animals and their babies.

Match animals and their babies.

Write a short sentence naming the animal.

Illustrating the animal that the student wrote about.

Goals and Objective:

The students will be able to match baby animal pictures and figurines to the proper animal mom. The students will know what the names of the moms are and what the names of the babies are. They will also be able to write the mom's name and the babies name in a simple sentence and illustrate it.

Cross-Curricular Goal(s) or Objective(s):

The students will be able to name what each farm animals is, how it helps us, and why it is important to have. They will also be able to tell you how many babies the mothers generally have and how they are taken care of when they are babies.

They will use paint to help them draw their animals. Then they will share their pictures and story with their peers.

Standards:

AZ- Arizona Academics Standards

• Subject : Language Arts

• Standard : Standard 3: Listening and Speaking

• Grade Range : READINESS (Kindergarten)

Performance Objective : LS-R1. Tell or retell a personal experience or creative story in a logical sequence

Performance Objective : LS-R3. Share ideas, information, opinions and questions

Performance Objective : LS-R5. Participate in group discussions

• Subject : Social Studies (2006 Final)

• Subject/ Grade/ Domain : Kindergarten

• Strand : Strand 4: Geography

• Concept : Concept 5: Environment and Society

Performance Objective : PO 1. Identify the origin of natural resources (e.g., fish from sea, minerals from the ground, wood from trees, food from farms).

• Subject : Science

• Subject/ Grade/ Domain : KINDERGARTEN

• Strand : Strand 4: Life Science

• Concept : Concept 3: Organisms and Environments
Understand the relationships among various organisms and their environment.

Performance Objective PO 1 : Identify some plants and animals that exist in the local environment.

• Subject : Language Arts

• Subject/ Grade/ Domain : Writing

• Grade : Kindergarten

• Strand : Strand 1: Writing Process

• Concept : Concept 5: Publishing
Publishing includes formatting and presenting a final product for the intended audience.

Performance Objective PO 1: Share a finished piece of writing.

• Subject : Mathematics

• Subject/ Grade/ Domain : KINDERGARTEN

• Strand Strand 1: Number Sense and Operations
Every student should understand and use all concepts and skills from the previous grade levels. The standards are designed so that new learning builds on preceding skills and are needed to learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of mathematical strands.

• Concept Concept 1: Number Sense
Understand and apply numbers, ways of representing numbers, the relationships among numbers and different number systems.

Performance Objective PO 1 : Make a model to represent a given whole number 0 through 20.

Performance Objective PO 2 : Identify orally a whole number represented by a model with a word name and symbol 0 through 20. (Say 3 and write number 3 when presented with three objects.)

• Subject : Technology (OLD)

• Standard 3: Technology, Productivity,Tools.
Students use technology tools to enhance learning, to increase productivity and creativity, and to collaboratively construct technology-enhanced models, prepare publications, and produce other creative works.

• Grade Range : READINESS (Kindergarten)

• Key Idea/Concept 3T-R1: Use technology drawing tools for communicating and illustrating

Performance Objective PO 1: Using a drawing program, create a picture story with support from family members or student partners

Performance Objective PO 2: Using a drawing program, add name and letters to illustrations

MATERIALS

Instructional Materials:

I will display large plastic cows, horses, goats, sheep, a hen, pig, dog, cat, and ducks and I will match them up with their babies. We will take turns using the correct names for the mom's and their babies while matching them up.

Unusual materials:

Links

http://commons.wikimedia.org/wiki/Image:Mare_and_f Picture of a mare and her foal
http://selfserve1.download.videoegg.com/gid369/cid dog and her puppies
http://sheepandgoat.com/images/doewithkidsoutside. doe and her kids
http://www.cutekittens.info/siamese-kittens-with-m cat and kittens
http://www.dkimages.com/discover/previews/990/7002 sow and piglets
http://www.mothercow.org/oxen/holy-cow.html cow and calf image
http://www.publicdomainpictures.net/pictures/1000/ duck and ducklings
http://www.westonsfarms.co.uk/images/sheepn2.jpg Ewe and her lamb.
http://www.worldofstock.com/slides/NBI1114.jpg hen and chicks

Resources:

Materials and resources:
Baby Einstien-Life on the farm DVD

Houghton Mifflin Reading Theme 8 Down on the Farm Week 3 Day 2

Pictures off of the web
Mother and Baby Farm Animal puzzles
A chart created by the students and the teacher that list the different animals and their babies
Many books on farm animals and their babies
Technology resources:
Paint
The number of computers required is 1.
Students Familiarity with Software Tool:
They are still learning how the mouse works as well as the paint program. Since there is only one computer in the classroom that they are allowed to use, their time on the computer has been very limited.
I have arranged for an aide to help each child create a picture using paint. She will make sure each child has help creating a picture.

CLASSROOM ORGANIZATION

Grouping Strategies:

The students will be grouped with one to two other students. Each group will have one ELL learner and one of the students will be English speaking to help the other ELL student.

These groups will be used after the whole class presentation to help reinforce the concepts that were taught. Each group will be at a center for ten minutes. These centers will be repeated all week to help reinforce the concepts.

Physical Classroom Layout:

Center one is at a table that seats four. This center has the puzzles that have the mommies and babies that need to be matched.

Center 2 is on the carpet. This center is the listening center. Here they will listen to a story about farm animals that also has a recording of the different sounds that they make. There are two short stories. They listen to each one for two days. On Friday, they illustrate their favorite part from both stories.

Center 3 is at a table. At this center they fold a piece of paper in half and draw a baby farm animal on one side and the adult animal on the other. Partners can label their drawings and describe what they drew to their partners.

Center 4 is at a table. Here they can write a sentence in their journal about their favorite farm animal using the High-Frequency Words that they have learned. These High-Frequency words are modeled daily. Then they can illustrate their sentence and discuss it with their partners.

Center 5 is on the carpet. There are two small farms with miniature farm animals. They can recreate the fields with the fencing and create their own type of farm life. They need to work together as far as sharing the barns, the fencing, and the farm animals.

ACTIVITY

Procedure:

Using naming words will be a class effort. First I will build up their background knowledge by showing the pictures of farm animlas from the different books that I have read to them over the past two weeks. Second I will divide them up with a partner and have them discuss the different types of animals that live on a farm. Then I will call on some of the group members to name some of the different animals that might live on a farm. After that I will have them tell their partners what the babies are called from those animals. Then I will call on different groups to tell me what they came up with. Then I will write their responses on chart paper and will illustrate each animal that they name. If they name a dog, I will draw a dog and then ask them what is the baby called, then I will have them choral respond the answer, write it down on the chart and illustrate it. This chart will be added to the journal area so that they can use it to write sentences in their journals as well as illustrate what they wrote about.

Questions for the teacher to ask:

At the end of the day, I will reask questions about farm animals and see if they can tell me the correct name of their babies.

I will ask them to tell me why these animals are important to us and how we use them in our daily lives.

Modeling:

I will use the chart paper, the white board, and the big books to model the different farm animals and their babies. I will write down the animals and illustrate my writings so that each child can refer back to it and understand what the words refer to. The big books will be left open so that the students can look at them to help them illustrate their writings and name their animals.

EVALUATION OF CHILDREN'S LEARNING

Formative Evaluation:

Their in-progress observations will be what they write about in their journals, their pictures that they drew of the adult animal and their baby and their discussions with their peers.

When I ask them about the different farm animals they will be able to tell me what the baby animals name is or point it out in a picture.

Summative Evaluation:

The grading materials used will be their journal entry. There is a rubric that I use as a guide that breaks down what they have learned.

For problem solving, I will have them match the miniture farm mom's to their babies.

THE NEXT STEP

Next Step:

I would contiue with naming the farm animal mom's to their babies and then add what the father names are.

Assessment:

Links

http://www.maumee.k12.oh.us/Curriculum/Rubrics/kdg writing rubric

Mommy and Babies