STEM Lesson Plan: The Dairy Farm Created By: Danni Vetesnik, Sarah Palmer, Melomi Waller, and Rob Savala‘The Dairy Farm Plan Phase 1: What we know about farming Students will: * Research and discuss the type of farm they want to create. Discuss materials needed for the farm area. Students make a bar graph to analyze data. Maintain a word wall. Research a milk inspection sheet. eee Phase 2: Set up a dairy farm ‘Students will: + Draw their favorite animal, and write why. Gather materials for the dairy farm area. Establish an area to milk'the cows. Create a path to transfer the milk. Design an inspection sheet. Phase 3: Define Roles ‘Students will: © Research the types of workers needed to run the dairy farm. * Formulate job descriptions. * Design I.D, cards for the roles. Determine the number of workers on the farm, and make sign ups for each role. © Gather or make wardrobe items and prop materials. © Practice milking, feeding, inspecting, being the milk boy/girl, and what the veterinarians do, Phase 4: Open the Dairy Farm Students will: * Decide how many people can participate ina role, and for how long. * Practice each role. Vote far the best method for cooperation. « Establish ground rules for the center to run smoothly. Phase 5: Improve the Dairy Farm Students will: © Discuss what is working and what needs adjusting, «Facilitate improvements based on what is being discussed * Expand and improve space as desired.Essential Questions Phase 1: What we know about farming Students are asked: ‘© What types of animals are on farms? Where does meat come from? Where do ‘eggs come from? What are crops? ‘© What is the most common animal you see on farmsin the area? Do you know ‘what a dairy farm Es? ‘What do we have that could be used? What will we need to find or borrow? Does anyone know words that relate to farming? Phase 2: Set up a dairy farm ‘Students are asked: © Where are things located on a dairy farm, and what animals are there? © Take a virtual tour on milking cows. How is it done? Is it important? Where does it go? © Who has been toa dairy farm? Who lives on a dairy farm? Where are dairy farms located? Phase 3: Define Roles: Students are aske + How many workers should beat each station? © What skills will all these workers need to be successful? Who will manage the measuring feed area? Who will inspect the milk? How will the milk get there? © Can a white jacket work for the veterinarians? Can averalls (or some jean material) work for the rest of the warkers on the farm? What clothing have you seen farm staffwear? Phase 4: Open the Dairy Farm ‘Students are asked: ‘© Should a timer be used tommake sure roles are getting switched? + How will the students choose the jobs and sign up for milking and feeding opportunities? «If there is not a common agreement, form small groups to take turns in each role, Can we compromise? © What are some main rules s0 this center runs smoothly? Phase 5: Improve the Dairy Farm Students are asked: «Is the feeding area big enough? Is there enough space in the Tonka truck to carry the milk? Ifnot, how can it be changed? + Should we change the amount of feed we give the cow? How many cups of feed should the female get? How many cups of feed should the male get?Phase 1; What we know about farming 1, Greate a mind map. What types of animals are on farms? Where does meat come from? Where do eggs come from? What are crops? CF 2, Discuss-with the students about the most popular farm in Wisconsin, What is ye Ww the most common animal you see on farms inthe area? Do you know what a dairy farm is? 3. Create lists of ideas and suggestions about what we need to create a farm. ‘What dowe have that could be tised? What will we need to find oF barrow? 4, Createa dictionary of terms assaciated with farming. Does anyone know swords that relate to farting? Student STEM Activities ‘L. Discover where the different foods come from, presented from a Prezi, as a 1H group activity. (Technology) \e y 2, Focus in on the dairy farm, Create a spot for a word wall, tabutld on farming, ‘vocabulary. Possible terms include: dairy farm, and inspector, Have the students pick out their favorite farm animal from the bar graph. (Engineering) 3. Graph the results. Students will color in a box located above their favorite farm animal on the whitehoard making a bar graph to analyze. (Math) ut Discuss what types of safety percussions need to take place, When dowe wear gloves? When do we wash our hands? Bo we go into the animal's pens? Do-we touch the farming machines? Haw do we approach the animals? What do we wear? (Science) 5. Gather hygiene and safety materials needed for the farm. (Gloves, soap, and boots) (Science) 6. Research how milk passes or fails the milk inspection sheet. (Technology, Science) ‘Teacher support 1. Listen and record student responses during mind mapping session. Bring the types of food the animal's produce, to show the students. 2. Use this website to find the Prezi hetg: //prezi, con/labdta dbbdnh/present/?auth_key=. Au fol Low=voose) kj qded5 skw=present ~labdt4abbdnharc 37517343 Have the outline of the bar graph drawn an the white board so students can place their pictures correctly (available in packet) 4. Have a farming resource section, with baoks, magazines, and pictures (literature links). 5. Create aword wall for the dictionary of terms associated with farming {available in packet). 6. Askeparentsto donate hygiene and safety materials. Literature links: Title: How Did That Get in My Lunchbox? The Story af aod (Nonfiction) Author: Chris ButterworthPhase 2: Setup a dairy farm ‘Research dairy farms through a Smart Board activity. Where are things located on a dairy farm, and what animals are there? ‘Take a virtual tour on milking cows. How is it done? Is it important? Where does it go? Share experiences. Who has been to a dairy farm? Who lives oma dairy farm? Where are dairy farms located? Student STEM Activities bt 2 4 Draw it out. What is your favorite animal on the dairy farm? Draw itand ‘write to explain why. (Engineering) Gather materials and classroom furniture. Materials may include: gates, feeding trays, buckets, farm equipment, and bottles. Determine what is needed, what will fit, and where it will go. (Science, Technology, Engineering, Math] Create one Large area to mil cows. Use desks as boundaries forthe cows in the milking parlor. Find a small barrel to act as a milk tank. (Engineering, Math) Build animitation of a cow to simulate milking from. Have the students ereate a cow head, and the body of the cow. Create away to hold the rubber glove, and use the glove to replicate the four teats @ cow has, and placea bueket underneath to eateh the “mill.” * Ifthe class can handle this: poke tiny holes in the finger tips of the glove and fill the rubber glove up with a litte bit of water. (Engineering, Science, Math) Create a way of transferring the milk (milk tanker truck) to the processing. plant (Engineering). Design an inspection card for inspector. To create cards use desktop publishing. (Engineering) ‘Teacher Support 1 Use this link to incorporate the smart board activity hctp://exchangesmarttech com details html?id=8a578275-e5 4e-495a:876a- sBABbe6MBCoG Use this link to take a virtual tour: http://www. moomillcom virtuale sourstart=6 Let the students work together to figure out how to set up the dairy farm, add input when needed, Give the students a template for what to put on the milk inspection sheet, Pravide paper with space available for a picture, and writing, Literature links: Title:.Chicken Little (science fiction) Author: Laura Radar Title: Earm Animals (Fiction) Author: Daniel Nunn Title: Milk: From Cow To Carton (Fiction) Author: AlikiSuggested Props and Materials 5- gallon buckets Aplastic barrel Baby Bottles Bar graph template (available in packet) Cardboard boxes Chairs Clipboard Cow stuffed animal Desks Farm animal set Gloves Inspector template (available in packet) Paper Picture and writing template (available in packet) Pictures of farm animals Plastic scooper Rice Scissors Tables Timer Tonka truckPhase 3: Define roles 1. Construction is underway and the farm needs staff for itto run productively. Brain storm different jobs and create a list of possible workers, How many workers shauld be at each station? 2. Discuss each job and list the responsibilities that come with it. What skills will all these workers need to be successful? Who will manage the measuring feed area? Who will inspect the mill? How will the railk get there? 3. Figure out wardrobe items or props for each job, Cat a white jacket work for the veterinarians? Can overalls (or some jean material) work for the rest of the workers onthe farm? What clothing have you seen farin staff wear? Student STEM Activities 1. Research types of workers needed to run a dairy farm. Develop job descriptions, first by discussing what they think each person does during their job, and then the teacher can add to the information. (Science, Engineering) 2. Gather materials to create and store the props and wardrobe items for each position. So that each worker will be able to successfully do his or her job. (Engineering, Math) 3, Design ID tags for the following: milkers, feeders, inspectors, milk boy/girl, calf feeders, and veterinarians. (Engineering, Science) 4, Createa schedule for the milkers, feeders, and calf feeder times. (Technology, Math) 5, Drawa line to determine how much feed to put into the plastic scoop, or cup. (Math) 6, Dramatize different roles within the center, and note how much math is being used. Practice the fallowing: measuring out the feed and milk for the animals, The mille boy/girl carrying the milk to the cooler, then with a Tonka truck talsing itto the inspector, and having the inspector check over the milk using his/her milk inspection sheet to decide if it passed or failed. Talk about: science (health and safety). Mow should you approach an animal, what ‘clothing should be worn on the farm? What happens if an animal is sick, or hurt? (Science, Math, Engineering) ‘Teacher Support 1. Model the role of the feeders, calf feeder, and milkers. They each have a purpose: the feeder feeds the cows, the milker milks the cows, and the calf feeder feeds the calves their bottles af milk Give example of 1D Tags (included in packet). “Assist the students when they are gathering the props for each station, 4. Review the schedule far the milkers, feeders, and calf feeders. ‘Title: Life ona Dairy Farm (Nonfiction) Author: Judy Wolfman ‘Title: A Fairy ina Dairy (Fiction) Author: Lucy A. NolanPhase 4: Open the Dairy Farm 1. Discuss the best way to run the dairy farm area. Should a timer be used to make sure roles.are getting switched? 2. How will the students choose the jobs and sign up for milking and feeding opportunities? 3. Ifthere is not a common agreement, form small groups to take turns in each role. Can we compromise? 4, Vote for the best method for cooperation, and then apen the farm. What are some main rules so this center runs smoothly? Student STEM activities 1, Practice the roles being played out, and make any changes, if needed to the process of how the roles will be taking place. (Science, math, technology, engineering) 2. Figure out the assigned roles for the opening. a. How many workers will be needed to work at the dairy farm? b. How many milkers, feeders, calf feeders, inspectors, milk boys/girls, and veterinarians can there be at one time? (Math) 3. Work out time frames. Create sign-up sheets. How long will the center be opened (all day, or during certain times throughout the day)? How long will each turn be? How will they be timed? (Technology, math) Teacher Support Be available for research and discussion. Allow think time for ” experimentation. Give enough time for the opening of the dairy farm. 2. Explain that things might work out as planned, and provide time for students to think about a different way. 3. Encourage higher level thinking by asking question that involve what their doing in the center and how it relates to what they are doing or have done in math 4, Sign up sheet (available in packet).Biron Ealmneesn the Dairy Farm Scale document down nis reflect on what is working well. 2. Have the students explain what needs improved, or adjusted. Is the feeding area big enough? Is there enough space in the Tonka truck to carry the milk? If not, how can it be changed? 3, Talk. about adding different measurement of feed for the different cows (if the first was is to easy for them). How many cups of feed should the female get? How many cups of feed should the male get? Student STEM activities 1. Problem-solve to find a better solution to anything that is not warking well, (Engineering, Math) 2. Have a group discussion to generate how to fi what was mentioned, this ‘way no one feels left out. (Science, Technology, Engineering, Math) 3. Always reflect everyday on how the center went, and what could have gone better. (Science, Technalogy, Engineering, Math) Teacher Support 1. Provide a group discussion for reflection. So that the students generate ideas and the teacher can write them for the group to see (provided in packet), 2. Always be available for the students, if any problems occur. 3. Ask questions during the center so that the students can connect things to their life outside of school, and to the subjects in school.‘Standards ‘Science: «Understands structure and function of cells and organisms Knows the basic needs of plants and animals. * Understands relationship among organisms and their physical environment ‘© Knows that animals need certain resources for cnergy and growth. © Knows that living things are found almost everywhere in the world and that distinct environments support the life of different types of animals. + Understands the structure and properties of matter ‘© Knows that diflerent objects are made up of many different types af materials, and have many different observable properties + Understands forces of motion ‘a Knows that pushing or pulling can change the position and motion of an object, ‘Technology: © Knows the characteristics and uses of computer hardware and operating system © Knows the basic computer hardware, Understands the relationship among science, technology, society, and the individual © Knows ways that technology is used at home and at school. « Understands the nature of technology design © Knows that tools have specific functions, such as observe, measure, make things, and de things better or more easily, selecting the right tool makes the task easier. Engineering: © Students will use engineering design to pose questions, seol answers, and develop solutions. © Identifies simple problems and solutions. © Praposes alternative solutions for procedures. 0 Understand elements of production planning. 2. Uses tools, materials, and equipment associated with the building trades, ‘© Understands elements of planning construction projects, Uses skills and techniques related to building, maintaining, and repairing structures. * Understands and applies basic and advanced properties of the concept of numbers © Counts whole numbers, * Uses basic and advanced procedures while performing the process of computationCERTIFICATE OF PARTICIPATION Attended “Year Round Project Based Activities for STEM for 1.5 hours UW-PLATTEVILLE PRESENTED BY: __Lindsay Hollingsworth & Nan Welch _ONTHIS DAY: