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Project GLADWillamette Educational Service District

Farmer to Consumer Grade 1Shealon Cooper, North Santiam S.D.

Amy Erwin, North Santiam S. D.IDEA PAGES

I. UNIT THEME Farms produce products that we rely upon everyday. Livestock is raised for the production of food, fiber, or labor Animals have certain characteristics that make them

recognizable; offspring often share these characteristics

II. FOCUS/MOTIVATION Observation charts Teacher made big book Inquiry chart Farmer awards Picture file cards Realia Read aloud Cognitive Content Dictionary

III. CLOSURE Process charts and poems Team farm project Personal exploration free choice writing A letter home to families/evaluation of unit Build a model farm

IV. CONCEPTS-- Grade 1

Humans depend on their natural and constructed environments. Plants and animals closely resemble their parents. Organisms have basic needs. For example, animals need air,

water, and food. Organisms can survive only in environments in which their needs can be met.

Animals are classified into different groups. Each classification has characteristics of its own that help us identify animals. Animal characteristics relate to growth, survival and reproduction.

Farmer To Consumer Level 1 OR 1Amy Erwin, Shealon Cooper North Santiam School District – Willamette ESD Consortium – Project GLAD (10/06 JB)

SCIENCE--Oregon Standards--Grade 1

LIFE SCIENCE - ORGANISMSCCG: Understand the characteristics, structure, and functions of organisms. Content Standard: Describe the characteristics, structure, and functions of organisms.

Sort and classify collections using various features. Recognize that all living things have basic needs to survive.

LIFE SCIENCE - HEREDITYCCG: Understand the transmission of traits in living things. Content Standard: Understand the transmission of traits in living things.

Understand that all kinds of living things have offspring. All animals have offspring, usually with two parents involved.

LIFE SCIENCE – DIVERSITY/INTERDEPENDENCECCG: Understand the relationships among living things and between living things and their environments. Content Standard: Explain and analyze the interdependence of organisms in their natural environment.

Know that some animals and plants are alike in the way they look and in the things they do and others are very different from one another.

Understand that living things are found almost everywhere in the world. There are somewhat different kinds in different places.

SCIENTIFIC INQUIRY – FORMING A QUESTION OR HYPOTHESIS CCG: Formulate and express scientific questions or hypotheses to be investigated. Content Standard: Make observations. Formulate and express scientific questions or hypotheses to be investigated based on the observations.

Make observations. Describe and compare things in terms of their number, shape,

texture, size, and color. Raise questions about the world around the students.

SOCIAL SCIENCE --Oregon Standards--Grade 1


ECONOMICSCCG: Understand that resources are limited (e.g., scarcity). Content Standard: Understand the economic concept of scarcity.

Identify goods that people use. Identify services that people do for each other. Describe how

people in the school and community are both producers and consumers.

CCG: Understand how conditions in an economy influence and are influenced by the decisions of consumers, producers, economic institutions, and government. Content Standard: Understand the concept of supply and demand

Explain that people exchange goods to get what they want.

GEOGRAPHYCCG: Understand the spatial concepts of location, distance, direction, scale, movement, and region. Content Standard: Understand and use spatial concepts of geography.

Know that a map represents a real place.

CCG: Analyze the causes of human migration (e.g., density, food and water supply, transportation and communication systems) and its effects (e.g., impact on physical and human systems). Content Standard: Understand the distribution and movement of people, ideas, and products.

Extends and refines knowledge of the transportation used to move people, products, and ideas from place to place, their importance, and their advantages and disadvantages.

SOCIAL SCIENCE ANALYSISCCG: Identify and analyze an issue. Content Standard: Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon.

Identify a problem in the environment.


V. VOCABULARYFarmerAgricultureProductProductionGoodsServicesNeedsProducerConsumerCropBuyerSellerMarketBarnPigPigletSnoutHogHoof

StyChickChickenBeakCoopHenRoosterGoatKidNannyGrazingBillyHornsCowsMilking ParlorDairy FarmProcessing PlantDairyPasteurization

Milk TruckFactoryHomogenizationLivestockUdderCalfPasture GooseWebbedGoslingFeatherWingNestEggBillSheepWoolLambShear


VI. ENGLISH LANGUAGE ARTS--Oregon Standards--Grade 1

READINGCCG: Concepts of Print: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

E.01.1.A.1(2) Match oral words to printed words. E.01.1.A.1(1) Identify letters, words, and sentences.

CCG: Decoding and Word Recognition: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

E.01.1.C.1(8) Read aloud grade-level text with accuracy and comprehension in a manner that sounds like natural speech, using cues of punctuation to assist

CCG: Listen to and Read Informational and Narrative Text: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.

E.01.1.D.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children's magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry.

E.01.1.D.1(2) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex text through discussions.

CCG: Vocabulary: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

E.01.1.E.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand, learn, and use new vocabulary that is introduced and taught directly through orally-read stories and informational text as well as student-read stories and informational text.

E.01.1.E.1(3) Classify categories of words (e.g., concrete collections of animals, foods, toys).

CCG: Read to Perform a Task: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.

E.01.1.F.1(5) Obtain information from print illustrations. E.01.1.F.1(6) Identify text that uses sequence or other logical

order (explain how informational text is different from a story).

LITERATURECCG: Listen to and Read Literary Text: Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity.

E.03.2.A.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to text and read text to make connections and respond to a wide variety of significant works of children's literature-including poetry, fiction, non-fiction, and drama-from a variety of cultures and time periods.

E.03.2.A.1(2) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex literary text through discussions.

CCG: Literary Text: Demonstrate General Understanding: Demonstrate general understanding of grade-level literary text.

E.03.2.B.1(2) Distinguish the order of events or a specific event from a sequence of events.

WRITINGCCG: Planning, Evaluation, and Revision: Pre-write, draft, revise, edit, and publish across the subject areas.

E.01.3.A.1(1) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) With guidance, discuss ideas and select a focus when writing.

E.01.3.A.1(2) Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) With assistance, compose fairly readable first drafts using some parts of the writing process such as planning, drafting, rereading for meaning, and some self-correction.

CCG: Writing: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest ; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs ; and use precise words and fluent sentence structures that support meaning.

E.01.3.B.1(1) With assistance, write for different purposes and to a specific audience or person.

E.01.3.B.1(2) Develop an idea with an identifiable beginning, middle and end.

E.01.3.B.1(3) Sequence two or more events. E.01.3.B.1(4) Use descriptive words when writing.

CCG: Writing Applications: Expository Writing (K-3): Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.

E.01.3.J.1(1) Write simple expository descriptions of a real object, person, place, or event using words that help the reader to see, feel, smell, taste, and hear what is being described

SPEAKING AND LISTENINGCCG: Speaking: Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose ; organize oral, visual, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements ; use language appropriate to topic, context, audience, and purpose ; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other non-verbal techniques.

E.01.4.A.1(1) Recite poems, rhymes, songs, and stories. E.01.4.A.1(3) Retell stories using basic story grammar and relating

the sequence of story events by answering who, what, when, where, why, and how questions.

E.01.4.A.1(5) With guidance, use descriptive words when speaking about people, places, things, and events.

ELP STANDARDS: READING GRADE 1LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT 2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative (story) text across the subject areas at school and on own, applying comprehension strategies as needed.

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IntermediateIntermediate Early

AdvancedAdvanced Proficient

Students demonstrate minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a predicate. Many speech errors are observed. (bear, brown)

Students demonstrate increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is brown. He is eating.)

Students demonstrate good comprehension of general meaning and increased comprehension of specific meaning. They respond in more complex sentences with more detail using newly acquired vocabulary to experiment and form messages. (The brown bear lived with his family in the forest.)

Students demonstrate consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively participate using more extensive vocabulary, use standard grammar with few random errors. (Can bears live in the forest if they find food there?)

Students comprehend general and implied meaning, including idiomatic and figurative language. Students initiate and negotiate using appropriate discourse, varied grammatical structures and vocabulary, use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?)

English Language Arts Foundations

1 Listens to familiar stories or text.

Chorally reads familiar stories, text or poetry.

Listens to, reads, and understands narrative, informational text using picture clues and or visual organizers.

Listens to, reads grade level texts, children’s newspapers, children’s magazines.

Listens to, reads, and understands a wide variety of grade level informational and or narrative text.

Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children’s magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry.

ELP STANDARDS: READING GRADE 1LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.)

Beginning Early Intermediate

Intermediate Early Advanced

Advanced Proficient

2 Demonstrates literal listening comprehension by sequencing pictures of story (e.g., beginning, middle and end).

Using picture cues retells or answers questions about stories using single words/ phrases.

Responds to inferential questions about a familiar story with short phrases and sentences.

Responds to literal and inferential questions of simple unfamiliar text using more complex sentence structure.

Demonstrates literal and inferential listening comprehension of unfamiliar text through discussions.

Demonstrate literal and inferential listening comprehension of more complex text through discussions.

3 Uses pictures to preview story and/or attach meaning to print.

Uses pictures to monitor understanding during shared reading.

Uses visual cues to self-correct with teacher support.

Uses context clues to self- correct. Uses context clues to self-correct with teacher support.

Self-corrects when using phonics, word meaning and visual cues with teacher support.

Monitor own reading and self-correct when an incorrectly identified word does not fit with cues provided by the letters in the word or the context surrounding the word.

4 Uses story pictures to identify difficulties of understanding through gestures. Uses gestures (hand raising, pointing) when difficulties are encountered in understanding text.

Identifies words and phrases not understood in short familiar passage of text.

Identifies words and phrases not understood in longer familiar passages of text.

Identifies difficulties encountered in short unfamiliar text.

Notices difficulties in understanding longer unfamiliar text.

Notice when difficulties are encountered in understanding text.

ELP STANDARDS: READING GRADE 1VOCABULARY

3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge or word origins, word relationships, and context clues; verify the meaning of news words; and use those new words accurately across the subject areas (similar to 1996 “…know the meaning of words in text by using...language structure, contextual clues, and visual clues”).

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Advanced Proficient







1 Choral reads stories and informational text.

Understands and learns vocabulary through graphs, charts, diagrams and pictures.

Understands, learns, and uses new vocabulary of familiar text through visual cues.

Uses knowledge of language structure, and context clues to learn new vocabulary.

Understands and uses new vocabulary that is taught through clues. Orally reads stories and informational text.

Understand, learn, and use new vocabulary that is introduced and taught directly through orally- read stories and informational text as well as student-read stories and informational text.

ELP STANDARDS: READING GRADE 1VOCABULARY (cont)

2 Develops vocabulary by listening to familiar literary text and demonstrates by drawings or actions with teacher support.

Develops vocabulary by listening to simple familiar text and discussing familiar words and phrases with teacher support.

Develops vocabulary by listening and discussing simple or modified text using short phrases or sentences with teacher support.

Develops vocabulary by listening and discussing simple or modified short conceptually text using more complex phrases and sentences with teacher support.

Develops vocabulary by listening and discussing short conceptually challenging selections in small-guided groups.

Develop vocabulary by listening and discussing both familiar and conceptually challenging selections read aloud.

3 Sorts pictures by concrete classifications (e.g., foods, animals, toys).

Sorts words with pictures by concrete classifications (e.g., foods, animals).

Classifies words in simple semantic categories (e.g., plural/singular).

Classifies words by inflectional endings (e.g., -s, -es, -ed, -ing).

Classifies categories of simple words (e.g., colors, numbers, shapes, animals).

Classify categories of words (e.g., concrete collections of animals, foods, toys

4 None available None available None available Uses prior knowledge to understand word meaning and sentence meaning from non-print features, illustrations, graphs, and maps.

Looks for known words and picture clues to determine meaning.

Use context to understand word and sentence meanings.

ELP STANDARDS: READING GRADE 1INFORMATIONAL TEXT: DEMONSTRATE GENERAL

UNDERSTANDING5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”).

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1 Draws pictures or uses gestures to convey message.

Uses single words or short phrases and pictures to convey message with teacher support.

Demonstrates new knowledge from simple known text using short phrases or sentences and illustrations with teacher support.

Recalls facts from informational text with teacher support.

Describes new information gained from text in own words.

Describe new information gained from text in own words.

2 Draws picture to show understanding of simple oral comprehension questions (e.g., character, setting) with teacher support.

Draws pictures and labels to show understanding of simple oral comprehension questions (e.g., character, setting).

Answers simple oral or written comprehension questions with teacher support.

Answers simple written comprehension questions using phrases, sentences, and/or visual organizers with teacher support.

Answers simple written comprehension questions.

Answer simple written comprehension questions based on material read.

ELP STANDARDS: READING GRADE 1INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION

6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential comprehension”).

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IntermediateIntermediate Early

AdvancedAdvanced Proficient







1 Listens to a variety of informational text.

Uses pictures or drawings to express prior knowledge of topic.

Expresses prior knowledge through language, experience, and activities.

Connects prior knowledge to text with teacher support.

Makes connections and discusses prior knowledge of topics in informational text.

Make connections and discuss prior knowledge of topics in informational texts

2 Shows “what if” changes to informational topics through pictures, gestures, and actions with teacher support.

Answers how, why, and what if questions with one or two words and/or nonverbal responses with teacher support.

Answers how, why, and what if questions with short phrases or sentences on known topic with teacher support.

Discusses how, why, and what if questions on known topics with teacher support.

Discusses how, why, and what if questions on new topics with teacher support.

Discuss how, why, and what-if questions in sharing informational texts.

ELP STANDARDS WRITING GRADE 1WRITING

2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs (1996 “Structure information in clear sequence…”); and use precise words and fluent sentence structures that support meaning (1996 “Sentence Structure”).

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1 Participates using visual in class-generated model to demonstrate writing purpose (style), with teacher support.

Discusses focus and vocabulary with teacher support.

Generates 1-3 word sentences (not grammatically correct), with teacher support student.

Rereads self-generated writing in order to generate more details and further ideas, with teacher support.

Rereads self-generated writing to teacher or peers, with teacher support.

With assistance, write for different purposes and to a specific audience or person.

ELP STANDARDS WRITING GRADE 1WRITING (cont.)

Beginning Early Intermediate Intermediate Early Advanced

Advanced Proficient

2 Participates in group activity where teacher and students discuss beginning, middle and end of story.

Uses a graphic organizer to delineate beginning, middle and end, with teacher support.

Sequences self-generated sentences to create beginning, middle and end.

Rereads self-generated story and begins to identify beginning, middle and end.

Rereads self-generated writing, clearly identifying beginning, middle and end.

Develop an idea with an identifiable beginning, middle and end.

3 Listens and participates in group discussion, narrations or stories where descriptive words are generated and reinforced.

Generates meaningful descriptive words with teacher support.

Underlines or identifies descriptive words that have been added to teacher created sentences.

Adds descriptive words to already created sentences with teacher support.

Verbally shares self generated descriptive words and begins to use descriptive words when writing.

Use descriptive words when writing.

4 Writes familiar or commonly used words or phrases.

Writes phrases or simple sentences.

Writes in simple sentences.

Reads sentences to teacher and/or peers.

Shares with teacher and peers sentences to see if they make sense.

Write in complete sentences and distinguish whether simple sentences are incomplete or fail to make sense.

ELP STANDARDS WRITING GRADE 1WRITING APPLICATIONS

4. CCG (K-12): Write narrative, expository, and persuasive texts, and use a variety of written forms (including journals, essays, short stories, poems, research reports, research papers, business and technical writing) to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms).

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Narrative Writing1 Draws a picture

that correlates with teacher narrative.

Draws a picture or pictures to tell a story and adds 1-3 word descriptions.

Describes verbally an experience.

Writes stories that describe an experience using limited vocabulary.

Writes stories that describe an experience.

Write brief stories that describe an experience.

ELP STANDARDS WRITING GRADE 1WRITING APPLICATIONS (cont)



Advanced Proficient

Expository Writing1 Draws a picture

that correlates with teacher narrative.

Draws a picture or pictures to tell a story and adds 1-3 word descriptions.

Generates new vocabulary with teacher support.

Adds more detail to story by creating new vocabulary with assistance.

Writes simple expository descriptions with teacher support.

Write simple expository descriptions of a real object, person, place, or event using words that help the reader to see, feel, smell, taste, and hear what is being described.

2 Participates in group lesson where simple directions are acted out and modeled.

Performs task when asked to follow simple 1-step directions.

Reads simple directions to teacher/peers who perform the actions for reinforcement.

States 1-step directions during modeled writing activity.

Writes simple directions.

Write simple directions.

ELP STANDARDS SPEAKING GRADE 1

1. CCG (K-12): Communicate supported ideas across the subject areas, using oral, visual, written, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 Ideas and Content); organize oral, visual, written, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); and use language appropriate to topic, context, audience, and purpose (1996 Language).

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1 Gesturing to pictures. Identifies rhyming words with picture prompts using gestures or nonverbal communication.

Identifies verbally rhyming picture pairs.

Recites simple familiar rhymes, chants, and/or songs.

Recites a familiar story with picture prompts.

Recites a familiar story, poem, rhyme, or song without prompts.

Recite poems, rhymes, songs, and stories.

ELP STANDARDS SPEAKING GRADE 1 (cont)



Advanced Proficient

2 Responds to topic through gestures, drawings, and actions.

Responds with single words or phrases about topic.

Responds to questions about topic with visual organizers.

Stays on topic when speaking with prompting, visual or oral.

Begins to stay on topic when speaking without prompts.

Stay on topic when speaking.

VII. MATH/SCIENCE/SOCIAL SCIENCE SKILLS- -Grade 1

• Social Studies- expressing ideas orally- group/partner discussions- organizing- comparing/contrasting- map skills- inferring and predicting- hypothesis

• Science- graphing - problem-solving- communicating- comparing/contrasting- organizing

- classifying- sequencing- grouping

• Math- graphing- sorting- patterning

VIII. RESOURCES/MATERIALSBOOKSNon FictionAll Pig’s are Beautiful: Read and Wonder Dick King-Smith 2001Animal Babies on the Farm Editors of Kingfisher 2005Extra Cheese, Please!: Mozzarella’s Journey from Cow to Pizza Chris Peterson 2004Farm Animals (Watch Me Grow) DK Publishing 2005Farm Crops (Let’s See Library) Jennifer Blizin Gillis 2004Farmer’s (Community Helpers) Dee Ready 2005Farmer’s Market: Families Working Together Marcie R. Rendon, et al 2001Farming Gail Gibbons 1990Follow the Crop: From the Farmer’s Field to Our Grocery Store Scott R. Welvaert 2003From Egg to Chicken (Start to Finish) Robin Nelson 2003Hooray for Sheep Farming! Bobbie Kalman 1997If It Weren’t for Farmers Alan Fowler 1993Life on a Cattle Farm (Life on a Farm) Judy Wolfman 2001Life on a Crop Farm (Life on a Farm) 2001Milk from Cow to Carton Aliki 1999My Goats My Farm Heather Miller 2000On the Farm Diane James 2000Out and About at the Dairy Farm Andy Murphy Dick King-Smith 2002Pig Jules Older 2004Pig’s Have Piglets (Animals and Their Young) Lynn M Stone 2000Sheep (Farm Animals) Rachel Bell 2003Tractor (Machines at Work) 2004

FictionAll the Places to Love Patricia MacLachlan 1994Beatrice’s Goat Page McBrier 2004Carlos and the Squash Plant Jan Romero Stevens 1995The Farmer Mark Ludy 1999Raising Yoder’s Barn Jane Yolen 2002The Rusty, Trusty Tractor Joy Cowley 2000

Teacher ResourcesBridges in Mathematics (Grade 1) Math Learning Center

ONLINE RESOURCEShttp://www.wisagclassroom.org/Books.htmhttp://www.dairyfarmersor.com/http://www.alpenrose.com/dairyd.htmhttp://www.tillamookcheese.com/Education/http://www.ageducate.org/links/links2.html

http://www.moomilk.com/tours/tour1-4.htmhttp://www.agr.state.il.us/kidspage/milkstry.htmlhttp://www.beef.org/http://www.poultryegg.org/Resources/index.htmlhttp://www.missionmill.org/index.htmlhttp://www.n4hccs.org/shop/products.

Recipes/Projectshttp://www.woolfestival.com/articles/koolaid.htm - Dye Wool Yarnhttp://www.microsoft.com/education/icecreamscience.mspx -Make Ice Creamhttp://www.educationworld.com/a_lesson/showbiz_science/showbiz_science047.shtml -Make cottage cheesehttp://www.educationworld.com/a_lesson/showbiz_science/showbiz_science015.shtml - Make Butterhttp://www.clover.okstate.edu/fourh/aitc/lessons/intermed/cheese.pdf - Make Cheesehttp://www.wisc.edu/foodsafety/mozzarellacheese.pdf - Make Mozzarella Cheesehttp://www.educationworld.com/a_lesson/showbiz_science/showbiz_science014.shtml - Make Mayonnaise http://www.energyquest.ca.gov/projects/solardogs.html - Solar Hot Dog Cooker

LOCAL RESOURCESMission Mill: Historic Woolen Mill Tour Artisan Cheese Trading CompanyTillamook Cheese FactoryRickreall Dairy Tour



Amy Erwin, North Santiam S. D.UNIT PLANNING PAGES

I. FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Visit a Dairy Farm Visit Mission Mill for Wool Mill Tour Teacher Made Big Book Observation Charts Inquiry Chart Picture File Cards Realia Super Scientists Awards Farm

II. INPUT Graphic Organizer 6 Kingdoms of Life Pictorial Input with 10/2-Dairy Cow to Milk Carton Narrative –The Very Needy Grocer Read Aloud

III. GUIDED ORAL PRACTICE T-graph for Social Skills Poetry /Chants Picture File Activities Sentence Patterning Chart Personal Interaction Team Tasks Expert Groups Mind Map Process Grid Echo Reading

IV. READING/WRITINGTotal Group

Group Frame- Compare and Contrast Cooperative Strip Paragraph with responding, revising, and editing Story Map Poetry Frame and Flip Chant Highlighting and Sketching Chants Chalk Board Phonics Interactive Writing

Flexible Group Team Tasks

o Flip Chanto Process Grido Focused Readingo Input Charts: Creating and Labeling

ELD Review Expert Groups Ear to Ear Reading Flexible Group Reading-leveled and heterogeneous

Individual Learning Log Interactive Journals Team Tasks Taken to Individual Task Home-School Connection Individual Tasks

Writer’s Workshop Mini-lesson Writing Conferences Authors Chair

Extended Activities Die wool yarn with Kool-Aid Field Trip to Grocery Store Act Out Narrative Bridges Math Farm Unit Art Guest Speakers

- Veterinarian- 4H Raising Pigs- Leather Worker- Artisan Cheese Maker

Cooking

V. CLOSURE Process Charts Assessment of Skills in Group Frames and Learning Logs Unit Folders Containing Individual Tasks Teacher and Student Made Quizzes



Amy Erwin, North Santiam S. D.SAMPLE DAILY LESSON PLANS

DAY 1FOCUS/MOTIVATION

Super Scientist Awards-Standards Cognitive Content Dictionary with Signal Word/Interactive Writing Observation Charts Inquiry Chart Big Book- Important Book About Farms

- Shared Reading

INPUT Graphic Organizer-Six Kingdoms of Living Things

- 10/2 Primary Language- ELD Review- Learning Log

FOCUS/MOTIVATION Poetry/Chant

GUIDED ORAL PRACTICE T-graph for Social Skills-Team Points Picture File Activity

-Free exploration-Classify/categorize

Exploration Report-Modeled Writing Poetry/Chant

INPUT Pictorial Input –Dairy Cow to Milk Carton


Read Aloud- Farmers Market: Families Working Together- Learning Log

READING/WRITING Reading/Writing Choice

- Journals/Teacher Models Alphabet Book

CLOSURE Process Inquiry Chart Home/School Connection


Cognitive Content Dictionary with Signal Word/Interactive Writing Process Home School Connection Review Graphic Organizer with Word Cards Review Input Chart with Word Cards Read Aloud

INPUT Narrative Input Chart


GUIDED ORAL PRACTICE Poetry/ Chant-Highlighting

READING/WRITING Alphabet Book

INPUT Read Aloud Extra Cheese, Please: Mozzarellas Journey From Cow

to Pizza- Learning Log-Text/You

READING/ WRITING Flexible Grouping

- Expert Group- Team Tasks

Phonemic Awareness Chant Chalkboard Phonics Reading/Writing Choice

- Journals/Teacher Models

CLOSURE Process Inquiry Home/School Connection


Cognitive Content Dictionary with Signal Word Process Home School Connection Review Input Chart with Word Cards Act Out/ Review Narrative with Word Cards/Conversation Bubbles Highlight Poetry/Chants

GUIDED ORAL PRACTICE Sentence Patterning Chart

- Reading Game- Trading Game- Flip Chant

Mind Map

READING/WRITING Alphabet Book Flexible Grouping

- Expert Groups- Team Tasks

Read Aloud

GUIDED ORAL PRACTICE Process Grid Poetry/Chants

READING/WRITING Cooperative Strip Paragraph/Group Frame

- Respond- Revise- Edit

Reading/Writing Choice- Pocket Poetry, Retelling of Narrative, etc.- Authors Chair

CLOSURE Process Inquiry Home/School Connection


Cognitive Content Dictionary with Signal Word Process Home School Connection Process Charts Poetry/Chants

INPUT Narrative Story Map

READING/WRITING Flexible Grouping-Leveled Groups

- ELD Retell-Group Frame- Team Tasks

GUIDED ORAL PRACTICE Poetry/Chant Strip Book-Farms are…

READING/WRITING Listen and Sketch: If It Weren’t For Farmers Reading/Writing Choice

- Journals- Authors Chair

CLOSURE Process Inquiry Home/School Connection Poetry/Chants

Day 5FOCUS/MOTIVATION

Cognitive Content Dictionary with Signal Word Process Home School Connection Highlight Poetry/Chants

READING/WRITING Flexible Grouping-Leveled Groups

- At or Above Grade Level from Class Group Frame- Struggling /Emergent –Small Here, There Poetry Booklet- Team Tasks

Cloze Reading Activity Ear to Ear Reading Read Aloud

GUIDED ORAL PRACTICE Poetry/Chants

INPUT Guess My Category Introduce Social Action Plan: Recycling Chicken Feathers

- Letter To Dr Walter F Schmidt how can we help increase recycling

READING/WRITING Focused Reading with Personal Cognitive Content

Dictionary/Picture Dictionary Read Aloud- All the Places to Love

- Learning Log Reading/Writing Choice

- Big Book Tasks- Model-Total Class- Students-Write, Respond, Edit, Art

CLOSURE Team Presentations Process Inquiry Framed Letter Home Evaluation of the Week Home/School Connection

- Take Portfolios Home- Share Work With Parents

THE IMPORTANT THING ABOUT FARMSby Amy Erwin and Shealon Cooper

The important thing about farms is they provide products for us to use.Cattle are raised for many reasons including dairy and beef products. A female is called a cow, a male is called a bull and a baby is called a calf.

But, the most important thing about farms is they provide products for us to use.

The important thing about farms is they provide products for us to use.Chickens are raised for many reasons including egg and poultry products. A female chicken is called a hen, a male chicken is called a rooster and a baby chicken is called a chick.


The important thing about farms is they provide products for us to use.Sheep are raised for many reasons including wool and meat products. A female is called an ewe, a male sheep is called a ram and a baby sheep is called a lamb.


The important thing about farms is they provide products for us to use.Pigs are raised for many reasons including pork products. A female pig is called a sow, a male pig is called a boar, and a baby pig is called a piglet.


The important thing about farms is they provide products for us to use.Goats are raised for many reasons including milk and meat products. A female goat is called a doe or nanny, a male goat is called a buck or billy, and a baby goat is called a kid.


Dairy Cow to Milk Carton

Dairy Cow to Milk Carton Physical Characteristics

- 4 legs, hooves, ears, eyes, tail, mouth and an udder (add udder after calf is on chart)

Diet- A cow grazes on grass, grain, hay and drinks water.

Life Cycle- A cow gives live birth to a calf. - After she gives birth to the calf the cow’s udder fills with milk to feed the calf.- The udder is a bag with 4 teats that the calf sucks on for milk. As the calf gets

older it also eats grass, grain, and hay. Product

- On a dairy farm the milk a cow produces becomes a product for us.

- The cow is taken to a milking parlor. The milking machine is attached to the cow’s teats on the udder.

- The milk then goes through pipes to a cold storage tanks. - A special truck that keeps the milk cold takes the milk from

the milking tanks and transports it to the dairy plant.- At the dairy plant the milk is pasteurized to kill the bacteria

and then packaged. Some milk is packed in cartons like the milk we have in the school cafeteria.

- The milk can also be used to make cheese, ice cream, and pudding.

THE VERY NEEDY GROCER(Narrative Input Text)

Story Adapted From King Bidgoods In the BathtubBy Amy Erwin and Shealon Cooper

“Help! Help!” cried the grocer when the sun came up. My customers are in the store and there is no bacon! “Oh, who knows what to do?”

“I do!” cried the farmer when the sun came up.“You can buy my pigs for a 100 bucks.”

“Help! Help!” cried the grocer when the sun got hot. My customers are in the store and there are no eggs! “Oh, who knows what to do?”

“I do!” cried the farmer when the sun got hot.“You can gather my hen’s eggs for not a lot.” “Help! Help!” cried the grocer when the sun went down. My customers are in the store and there is no milk! “Oh, who knows what to do?”

I do!” cried the farmer when the sun went down.“You can milk my cows, do not frown.”

“Snore! Snore!” went the grocer when the moon shown bright, the grocery store was closed and all was right.

Poetry Book

GABBY’S FARM

This is the farm that Gabby built.

These are the sheepThat provide the woolOn the farm that Gabby built.

This is the sheep shearer,Who shears the sheep,That provide the woolOn the farm that Gabby built.

This is the wool room worker,Who washes and spins the wool.Taken from the sheep shearer,Who shears the sheep,That provide the woolOn the farm that Gabby built.

This is Gabby’s sister,Who knits a warm sweater,Using the wool she loves,Taken from the wool room worker Who washes and spins the wool.Taken from the sheep shearer,Who shears the sheep,That provide the woolOn the farm that Gabby built.

S. Cooper

Farmyard Boogaloo

I’m a farmer and I’m here to say, I work on my farm everyday.Raising livestock is what I like to do,Providing products for your family and you.

Livestock, farmers, equipment too,Doing the Farmyard Boogaloo!

Feeding calves and cows, there is milking to do,Mucking out stalls full of lots of poo.Gathering eggs from the chickens’ nests,Shearing the sheep, no time to rest.


Goats in a herd chewing their cud,Piglets in the pen wallowing in mudDifferent types of farmers working hard every day,Bringing important products to the market for their pay.


S. Cooper & A. Erwin

FARMERS HERE, FARMERS THERE

Farmers here, farmers there,Farmers, farmers everywhere!

Busy farmers shearing,Happy farmers milking,Tired farmers gathering,And hungry farmers working.

Farmers in the field,Farmers by the milk parlor,Farmers on a tractor,And farmers around the farm.

Farmers here, farmers there,Farmers, farmers everywhere!

Farmers! Farmers! Farmers!

A. Erwin

Home School Connection #1Farm Unit

Name: _____________________ Date: _____________

Talk to your family and find out what their favorite farm animal is. Sketch or write what your family shared.

Parent Signature: _______________________________


Name: _____________________ Date: _____________

Discuss with your family if they have ever been to a farm. Sketch or write what your family shared.



Name: _____________________ Date: _____________

Survey your family and find out what their favorite farm product is. Sketch or write their answer.



Name: _____________________ Date: _____________

Retell the narrative to someone in your family. What was their favorite part? Sketch or write their response.


CONECCION DE Y ESCUELA #1UNIDAD DE GRANJA

Nombre: _____________________ Fecha: _____________

Habla con su familia y se informe de cual es su animal de granja favorite. Di buja o escribe que su familia compartio.

Firma de padre_________________________


Nombre: _____________________ Fecha: _____________

Habla con su famila para se informe de ellos han visitado una granja. Dibuja o escribe que su familia compartio.

Firma de padre_________________________


Nombre: _____________________ Fecha: _____________

Pregunta su familia para se informe de cual es su producto de granja favorite. Dibju o escriba sus respuestas.

Firma de padre_________________________


Nombre: _____________________ Fecha: _____________

Repite el narrative a alguien en su familia? Cual era su parte favorite? Dibuja o escribe su respuesta.

Firma de padre_________________________

Chickens

Physical CharacteristicsChickens are birds with two legs, two wings, a beak and bodies covered in feathers called plumage. Chickens have two wattles hanging under their chin and a comb on the top of their head.

Life CycleFemale chickens called hens lay eggs in nests. Hens keep the eggs warm by sitting on them. After 21 days the chick will hatch by breaking the shell apart. Chickens can live to be seven years old.

DietChickens are omnivores. Omnivores eat both plants and other animals. Chickens will eat insects, worms, slugs, and snails. They also eat corn, leaves, seeds and grains.

ProductsChickens are raised all over the world to produce meat and eggs. The meat and eggs from chickens are called poultry products. Some poultry products are: chicken nuggets and eggs.

Interesting FactsEven though chickens have wings they do not fly well. Today there are more chickens in the world than there are people

SheepPhysical CharacteristicsSheep are mammals with a thick coat of hair called wool covering their body. Sheep have four legs and hooves. Female sheep have udders. Some sheep have horns that curve out from their head.

LifecycleFemale sheep called ewes usually give live birth to one or two lambs at a time. Sheep are considered full grown at approximately a year old. Sheep can live to be twenty years old.

DietSheep are herbivores. They do not eat other animals. Sheep are grazers eating grass hay and grain from the ground. Lambs drink their mother’s milk and at 4 months will also graze like their parents.

ProductsSheep are raised primarily for their wool and meat. The wool is sheared from the sheep like a haircut and then used to make clothes like sweaters and socks. Lamb chops and mutton are both meat products that come from sheep.

Interesting FactsSheep have many predators. To protect themselves they gather into large groups called flocks. Guardian dogs are used in many countries to protect the sheep from predators.

PigsPhysical CharacteristicsPigs are mammals with four short legs, hooves, and a short tail. Pigs have snouts and thick skin that is partly covered in bristly hair.

Life CycleFemale pigs called sows give live birth to litters of 10 or more piglets. Pigs reach their adult size at about two years of age. Pigs can live from 9 to 15 years of age.

DietPigs are omnivores, eating both plants and other animals. Pigs eat what they can find including fruit, insects, mice, and worms. Piglets nurse their mother for approximately 4 weeks then they begin to eat solid food. On a farm they may be fed pig food, which contains grains and soy.

ProductsPigs are raised primarily to provide meat, which is called pork. Pork products include: bacon, pork chops and ham. The skin of the pig may be used for leather and the bristles are used for brushes.

Interesting FactsPigs are considered smarter than dogs. They learning very quickly and they make excellent pets.

GoatsPhysical CharacteristicsGoats are mammals with a thick furry coat of hair, short upturned tail, four legs, and hooves. Both male and female goats grow beards from their chins and have pointed horns. A female goat has an udder.

LifecycleFemale goats called a nanny or doe give live birth to kids in the spring. The average number of kids a doe will birth is two, but they can give birth to as many as 5 kids. Goats can live 16 years.

DietGoats are herbivores; they eat only plants not other animals. Goats eat the leaves and bark of trees, shrubs, berry brambles, thistles and other plants and grass. Kids nurse their mother for a few months.

ProductsGoats are raised around the world primarily to provide food products. The milk from goats can be used to make cheese and other dairy products. Goat meat is often called chevon.

Interesting FactsGoats require little space and are often raised where cattle and sheep can’t be. Around the world people drink more goat milk than cow milk and goat meat is eaten more than chicken, beef, or pork.

Process Grid

Animal

Physical Characteristic

sLife Cycle Diet Product

InterestingFacts

Cow

Chicken

Sheep

Pig

Goat

Guess My CategoryCow Sheep Goat

Pig Chicken

Guess My CategoryCowMilkBeefCalf

Milk ParlorGraze on grass

SheepWoolLamb

Wool RoomShearEweRam

GoatNannyBeard

KidEats berry brambles

BillyMeat called chevon

Raised where there is little room for cattle

PigPork

Omnivore: eat worms and miceLitter of 10 or more piglets

BaconHam

Short legsSmarter than dogs

ChickenHens lay eggs

Has two wattlesWingsPoultryChick

Farms (1)-Alphabet Book

AgricultureBeefCowDoeEggFarmerGoatHenIce CreamJerkyKidLivestockMilkNannyOmlettePigQualRoosterSowTurkeyUdderVeilWoolFoX a predator of sheepYolkZoologist

Documents

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