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Lesson Topic:
ID #
023364934
Rationale:
This lesson plan is intended to help
students to connect with the job and roll of
being a farmer in our community. Students
will be learning this hands on activities that
I have planned for them so they will learn
by doing. I believe that students will
remember the roles since they will have
performed each of them.
Students are also learning about
informational/explanatory texts. I have
designed the lesson plan to include
informational text about their experiences
as a reflection and will have them describe
what a farmers day includes.
We also have been working on subtraction
skills. I have found a way to include
subtraction in the lesson as a way to use
cross-curricular lessons.
Prior Learning:
Students have knowledge of farm animals. They also know
what a farm is and that it is operated by a farmer. They have
studied pigs and mud, cows, sheep, hens and chickens, geese,
and more through stories read in the class and through videos
and assignments in the prior week. I mentioned this is a
cross-curricular lesson, so students have also been introduced
to subtraction and know that it means to take away, and have
practiced many forms of writing. They know what
informational text is and have practiced writing facts.
2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)
Learner Outcomes/Objectives:
Students will demonstrate their understanding of what a
Farmers role on the farm is by successfully completing each
hands-on activity station. At the end of the activity, they will
write about what a farmers duties are on the farm based on
their first-hand experience on our Stone Ranch Farm.
Mastery:
Formative assessment:
Mastery of the Stone Ranch Farm activity will be measured
by teacher observation as well as by written submission at
the end of the assignment.
Rationale:
The goal for this activity is that by
performing 7 different farmers duties,
students will learn what it takes to run a
farm and will learn what the animals go
through daily. They will be able to describe
through informational text what duties the
farmer has on the Stone Ranch Farm.
Formative assessments will be done by
both teachers throughout the lessons
entirety through observations and through
working with students and interacting with
them as they complete their activities. Prior
to the lesson we will review what they
know about farmers and then at the end of
the activity they will be expected to write
Rationale:
Students have been assessed over the past 5
weeks that I have been in the class. Most of
the students can read and follow directions.
At each station there will be a description
about where they are on the farm and what
they are expected to do. For students who
may not be able to read, they are paired
with teammates that can read it aloud to
them, and both teachers will be around to
assist and model expectations.
All of the students will be able to
understand the content through practicing
the activities.
The students who speak multiple languages
have been prepped with unit vocabulary
prior to the lesson and will be reminded as
the activities are being discussed.
Rationale:
Because this activity is taking place outside
of the classroom, all the students as a
whole will be on the Stone Ranch Farm
tour with me as I walk around and model
each activity for them. I will make sure that
I check for understanding at each station by
asking for a thumbs up to ensure the
Learning Disables, ELL and Low
achieving students understand what is
expected and address anyone who doesnt.
I will also make sure to prompt them
specifically with questions to make sure
they are following along. I also will have
math counters out by the chicken station
for any students that feel like they need
manipulatives to solve the math problems.
High achieving students will have the
opportunity to work on designing their own
farm with crayons and markers if they
finish all their stations and their writing
early. They will have a better
understanding of the chores required on the
farm so I would like them to show me what
they would still want on their farm and
why.
5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
Rationale:
Corral the pigs is an activity where there
will be pink balloons with sharpie eyes and
nose and pipe cleaner tails that are free in
the area and need to be corralled into their
pen. The pen will be a small area with a
door and students will use a rake like tool
to corral them back.
Milk the cow is a station with a fake cow
that has utters (rubber gloves) hanging
from it full of water. The kids will milk the
cow and collect it in the bucket.
Shear the sheep is a sheep body covered in
shaving cream. They will use tongue
depressors to shear the sheep fur into a tub
below. They will wear gloves since this is a
little messy.
Chicken eggs
o Baskets
o Plastic eggs
o Sharpie
Horse stable
o Hay
o Milk duds
o Shovels
o bucket
Planting
o Seeds
o Soil
o Watering can
o Cups
Mend the fence
o Popsicles
o Playdough
o Twist ties/pipe cleaners
Informational writing worksheet
Farmers brainstorming: Have, Can, Are
Farmers jobs: poster
6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for
understanding)
Introduction:
I will welcome students to the Stone Ranch Farm and explain
that today they are Stone Ranch Farmers. We will talk about
farmers jobs to see what they already know, and then I will
assist them by naming any that they didnt already discuss.
We will also discuss what farmers can do, what they have,
and what they are. We will discuss any questions they have
and review important vocabulary terms.
Rationale:
By going over what students think are
farmers duties, it will tie in the knowledge
that we have been doing over the prior
week to todays activity. It will also prepare
them for their upcoming duties in the hands
on activity. Examples: Farmers milk cows,
plow the fields, brush the animals, water
the crops, collect eggs from hens, etc.
Students will also discuss what farmers can
do, what farmers have, and what farmers
are. Examples: Farmers can take care of
animals, farmers can milk cows, farmers
have a tractor, farmers have a barn, farmers
are hard workers, farmers are early risers,
etc.
Explain:
We will be sitting as a class brainstorming the farmer
7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)
Transition:
Students will be asked to get into their farmer mode and get
ready to work on the Stone Ranch Farm. Students will follow
me out to the farm.
Rationale:
Once students are ready to be farmers and
agree to learn through experience and
getting along with their group, I will take
them outside on a tour of the farm where
they will learn about their duties for the
day.
8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)
Independent Practice:
Now that we have reviewed how to complete each station,
students will be divided into their groups and assigned a
station. They will be at each station for 8 to 10 minutes at a
time. They will rotate through each station so that each group
goes through all 7 stations.
After completing each station, students will write about the
farm chores they had while working at Stone Ranch Farm.
Students that finish early can design a barn for me on a piece
of paper using crayons and markers. They can explain why
they picked what to have on their farm.
Check for Understanding:
Teacher observation will occur while activity is happening. I
will do my best to get around to each station during the 8-10
minutes, but will also have help from my master teacher as
well.
Rationale:
Students will now break off into their
groups and begin completing each station.
They will have about 8-10 minutes at each
station. Since there are only 4 students in
each group, this should be plenty of time
for them to complete their task.
At the end of their duties at the Stone
Ranch Farm, they will write about what the
role of a farmer is on the Stone Ranch
Farm. They can write what duties they had
and then will draw a picture.
To check for understanding, I will be
observing during the different activities.
Some of the activities require more teacher
preparation so I will observe at each
chance I have as well as my master teacher
and any other volunteers we have for the
activity. I will assess their writing about the
duties on Stone Ranch Farm to see if our
prior learning on informational writing has
transferred over on this activity.
9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)
Formative:
Teacher observation throughout entire activity. Assignment
submission at the end of the lesson.
Rationale:
I will be observing throughout the
activities. I want to make sure students are
completing each station appropriately.
After the hands-on portion, students will
write an informational text about what the
farmers at Stone Ranch Farm do each day.
10. Closure: (Describe how students will reflect on what they have learned.)
At the end of the lesson, I will invite all students to the carpet
to reflect on the activity. I appreciate the feedback on my
lessons so I will ask them what part was their favorite. I will
also have them give me a thumbs up or a thumbs down if
they would like to participate in other activities similar to this
one.
Once they finish with the review, I will ask students what
challenges they had during this activity or what they felt they
did really well on during the lesson.
Rationale:
I want to check on the students unit
vocabulary and knowledge and by asking
them to provide me feedback on the
activity I should be able to prompt them to
using this vocabulary. I also want to get
feedback on my own lessons so just asking
them what they liked or if they want to
participate in similar activities will help me
with future lesson plans.
At the end, I like to give them a chance to
reflect on the activity. It is here that I can
get some feedback by allowing them to
share what they did well on or challenges
they felt they had during the activity so that
I can address these challenges or adjust
future lessons to accommodate their needs.