unit 9 On the Farm - · PDF filepermission to reproduce copyright material. Every effort has been made to determine and contact copyright owners. The author and publisher would welcome

unit 9 On the Farm

by Joni Bowman

Unit9_final.indd 1 5/1/08 10:05:38 AM

SAMPLE PAGES www.portageandmainpress.com

© 2008 by Joni Bowman

Portage & Main Press acknowledges the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPDIP) for our publishing activities.

All rights reserved. Except as noted, no part of this publication may be reproduced or transmitted in any form or by any means – graphic, electronic, or otherwise – without the prior written permission of the publisher.

Printed and bound in Canada by Friesens.

Kindergarten Plus! ISBN 978-1-55379-156-0

Unit 9 – On the Farm ISBN 978-1-55379-169-0

Project editor: Leigh Hambly Illustrator: Lisa Rae Swan Book and cover design: Relish Design Studio Ltd.

Acknowledgments My parents, Bill and Barb Brown, for being my creative soundboard and my first editors throughout this project.

The publisher would like to thank Tricia Geske, former kindergarten teacher, and Jamie Dyck, music teacher, for their review of the content and for their invaluable advice.

Permission AcknowledgmentsGrateful acknowledgment is made to the following for permission to reproduce copyright material. Every effort has been made to determine and contact copyright owners. The author and publisher would welcome any information regarding omissions and errors.

Jean Feldman. “Colour Farm” is reprinted by permission of Jean Feldman.

mary Flynn. “Sing a Rainbow,” “Orange,” and “Blue” are reprinted by permission of Mary Flynn.

Jo anne Hambly. “Teddy Bears,” “Sleeping Bears,” “If I Were,” and “What Am I?” are reprinted by permission of Jo Anne Hambly.

James Horner. “Green,” and “Red” are reprinted by permission of James Horner.

JenniFer lawson. Assessment blackline masters from the Hands-On Series. © 2006 by Jennifer Lawson. Used by permission of Portage & Main Press.

leslie malkin. “We’ve Got Bears,” “Pet Bear,” “Where’s Your Parka, Polar Bear?,” I Saw a Polar Bear Today,” “Welcome Spring!,” “Springtime Days,” “Is it Spring?,” “I Know That It’s Springtime,” and “Winter Time” are reprinted by permission of Leslie Malkin.

sHel silverstein. “Hug o’ War” from Where the Sidewalk Ends. © 2004 by Evil Eye Music, Inc. Reprinted with permission from the estate of Shel Silverstein and HarperCollins Children’s Books. Used by permission of HarperCollins Publishers; “Snowball” from A Light in the Attic. © 1981 by Evil Eye Music, Inc. Used by permission of HarperCollins Publishers.

Julie vickery-smitH. “Build a Snowman,” “The Frost Song,” “Snowflakes, Snowflakes,” and “The Winter Pokey” are reprinted by permission of Julie Vickery-Smith.

100-318 McDermot Avenue Winnipeg, MB Canada R3A 0A2

Tel: 204-987-3500 Toll-free: 1-800-667-9673 Toll-free fax: 1-866-734-8477 Email: [email protected] www.pandmpress.com

ENVIRONMENTAL BENEFITS STATEMENT

Calculations based on research by Environmental Defense and the Paper Task Force.Manufactured at Friesens Corporation

TREES

FULLY GROWN GALLONS

WATER ENERGY

MILLION BTUs

SOLID WASTE

POUNDS

GREENHOUSE GASES

POUNDS

Portage & Main Press saved the following resources by printing the pages of this book on chlorine free paper made with 100% post-consumer waste.

24 8,680 17 1,115 2,091



Letter to Parents/Guardians 2

Books for Children 3

Mathematics 4

1 Sorting Farm Animals 4

2 Graphing Our Farm Animals 8

3 Animal Patterns 15

4 Sorting and Ordering Groups of Farm Animals 17

5 Rosie’s Walk: Looking at Positional Words 26

6 Greater Than, Fewer Than, and Equal to: Comparing Groups on the Farm 32

7 Skip-Counting (By 5’s) 36

8 Counting Popcorn Kernels (Making Groups of 10) 41

9 Graphing Our Favourite Flavour of Milk 47

10 Reviewing Two-Dimensional Shapes 51

11 A Day at the Farm: Telling Time to the Hour 55

12 Introducing and Sorting Three-Dimensional Objects 64

13 Building with Three-Dimensional Shapes 68

14 Hungry Farm Animals: Looking at Capacity 73

15 Pennies in the Piggybank 77

16 Baby Farm Animal Tic-Tac-Toe 85

Language Arts 93

Weekly Poem 1 – To the Farm 93

Home-School Connection 93

Day 1/Lesson 1 94

Day 2/Lesson 2 94

Day 3/Lesson 3 96

Day 4/Lesson 4 97

Day 5/Lesson 5 98

Weekly Poem 2 – Ten Fluffy Chickens 101


Day 1/Lesson 1 102

Day 2/Lesson 2 102

Day 3/Lesson 3 104

Day 4/Lesson 4 105

Day 5/Lesson 5 106

Weekly Poem 3 – The Four Little Chickens 107


Day 1/Lesson 1 108

Day 2/Lesson 2 108

Day 3/Lesson 3 109

Day 4/Lesson 4 110

Day 5/Lesson 5 111

Weekly Poem 4 – Farmyard 114


Day 1/Lesson 1 115

Day 2/Lesson 2 115

Day 3/Lesson 3 117

Day 4/Lesson 4 118

Day 5/Lesson 5 120

Additional Poems and Songs 121

Integrated Studies 124

1 Animal Babies on the Farm 124

2 What Comes From the Farm? 135

Additional Integrated Studies 142

1 KWL Chart 142

2 Mrs. Wishy Washy 142

3 Daily Question 142

4 If You Give a Pig a Pancake 142

5 The “Ig” Family 143

6 A Closer Look at Roots 143

7 Baby Chicks 143

8 The Enormous Turnip 143

9 Making Butter 143

10 Making Bread 143

11 Field Trip to a Local Farm 144

12 Back to the Barn: Animal Noises 144

13 Barnyard Dance 144

14 Farm Games 144

15 Milk Makers 145

16 Farm Music 145

Centres 147

Reading Centre 147

Writing/Language Centre 147

Arts & Crafts Centre 147

Discovery Centre 148

Mathematics Centre 148

Tactile Centre 149

Listening Centre 149

Dramatic Centre 149

Big Book Ideas 155

1 Who Lives on a Farm? 155

2 Look What Comes From the Farm! 157

Sources 159

CONTENTS



Dear Parents/Guardians,

Our Kindergarten Journey continues as we kick up our heels and travel to the farm. Our

new theme, “On the Farm,” will be fi lled with a variety of exciting hands-on activities that

include the following:

n sorting and graphing farm animals based on a variety of attributes

n skip-counting by fi ves

n graphing our favourite fl avour of milk (white, chocolate, or strawberry)

n revisiting two-dimensional shapes

n reviewing telling time to the hour

n introducing three-dimensional shapes

n creating our own actions to some new and familiar poems

n using weekly poems to identify basic sight words, rhyming words, words that belong to

the “en” family (hen, pen, ten, and so on), and the ch-sound and sh-sound

n identifying and discussing the role of quotation marks (“ ”) in a story or poem

n looking at a variety of products that come from the farm

n learning the names of baby animals on the farm

Our centres continue to be fi lled with hands-on, active learning opportunities for students.

Some highlights include investigating a variety of animal feathers at the Discovery Centre;

using the sense of touch to investigate various corn products (e.g., cob of corn, cornmeal,

Indian corn, corn kernels, and popcorn) at our Tactile Centre; and “milking a cow” at the

dairy farm at our Dramatic Centre.

During the unit, you will be asked to send in with your child an empty food package or a

picture of a food item that comes from the farm (please, no cardboard egg cartons). A notice

will be sent home with your child in a few weeks. The students will be investigating different

products that come from the fi elds and animals on the farm. Also during this unit, you will

be asked to take part in a family project. A letter describing this simple project will be going

home with your child soon. Take this opportunity to learn from each other and strengthen

the important connection for your child between home and school.

As always, weekly poems will be sent home with your child. Don’t forget to read the poem

with your child and complete the home-school connection activity. Our new “Big Book”

ideas, “Who Lives on the Farm?” and “Look What Comes From the Farm!” should prompt

much discussion about farm life.

Our letters of the month are e for egg, q for quack, and i for investigate. Our number of the

month is 9. Students will continue to work through a variety of activities that reinforce the

proper formation of both letters and numbers.

I am so proud of all the students. It is hard to believe our Kindergarten Journey will soon be

coming to an end!

Sincerely,

2 Kindergarten Plus!



LESSON 5 ROSIE’S WALk: LOOkINg AT POSITIONAL WORDSFocus

Students will use the book Rosie’s Walk to review positional words.

Materials

n copy of the book, Rosie’s Walk, by Pat Hutchinsn Positional Word Cards (BLM 9.5.1) n scissorsn construction paper or Bristol boardn glue n props for acting out Rosie’s Walk (sample of hay, bag of flour, honey, rake,

piece of string, and so on)n Farmyard Map (adapted from Rosie’s Walk) (BLM 9.5.2) n felt markern pencilsn 11 x 17-inch papern fox and hen paper-plate masks (optional)

PreParation

n Locate a copy of the book, Rosie’s Walk. n Photocopy the Positional Word Cards, cut out the cards, and mount onto

construction paper or Bristol board. Put the cards in the order that the words appear in the story.n Gather the props for acting out the story of Rosie’s Walk (sample

of hay, bag of flour, honey, a rake, a piece of string, and so on).n Photocopy the Farmyard Map (one copy per student).

n Enlarge one copy of the farmyard map onto 11 x 17-inch paper.

teaching the lesson

1. Have the students sit in a large group circle on the floor. Hold up Rosie’s Walk for the students to see. Introduce the name of the story and the author. Have the students take a closer look at the cover of the book. Ask:n Where do you think this story takes place?n How can you tell?n Who do you think Rosie is?n Where do you think Rosie lives?n Does anyone know the special name for Rosie’s little house? (Answer:

chicken coop or hen house)

2� Kindergarten Plus!

You may want to laminate the cards for future use.



Tell the students that Pat Hutchins, the author of Rosie’s Walk, uses very few words in the story. Instead, she uses pictures to tell the story.

Have the students make some predictions about what they think might happen in the story during Rosie’s walk.

2. Read the story to the students. Take the time to draw attention to the positional words in the story. When you come across a positional word, consider asking a student to demonstrate his/her understanding of the word. For example, say:n [Name of student], please walk across the room.n [Name of student], please walk around the table.

3. After reading the story, ask the students:n Do you think Rosie knew she was being followed?n Why was the fox following Rosie? n Do you think Rosie knew the string was around her foot when she

walked past the mill?n What do you think was the funniest thing that happened to the fox?n Do think the fox will follow Rosie again? Why or why not?

4. Explain to the students that you are going to show them some special words from the story. Hold up each positional word card (BLM 9.5.1), one at a time, in the order it appears in the story. Tell the students to look carefully at the word as well as its picture clue. For each positional word, ask the students:n Does anyone know what this word says? n Who remembers what Rosie went over?

5. Have the students use the props (sample of hay, bag of flour, honey, a rake, a piece of string) as well as other classroom materials to turn the room into a farmyard and act out a play based on the story, Rosie’s Walk. You will need the following:n a rake on the groundn a “pond” to walk aroundn a “haystack” to climb overn a “mill” to walk next ton a “fence” to walk throughn a “beehive” to walk undern a “hen house”n a piece of string

Select one student to be Rosie and another student to be the fox. To make the story entertaining, have the remaining students act as “sound effect artists.” Work together as a class to invent sound effects for each disaster that happens to the fox. As you read the story, have the “actors” act out the story and the sound effect artists incorporate the sound effects into the story.

Unit 9 • On the Farm 2�



6. Show the students the enlarged copy of the farmyard map (BLM 9.5.2). Ask:

n Who can tell me what I am holding? n Can someone find the rake on the map?

Select a student to come up to the map and point out the rake. Then, ask:

n Can someone find the pond on the map?

Select a different student to locate the pond on the map. Continue with this procedure until all of the following have been identified:n hen house/chicken coopn raken pondn haystackn milln fencen beehive

7. Read aloud the story again. As you are reading, use a marker to trace Rosie’s route through the farmyard. Ask the students:n Where does Rosie begin her walk?

Draw an x on the hen house/chicken coop where Rosie begins her walk. Continue reading the book, and trace Rosie’s route on the map as you read.

Follow-uP student activity

1. Distribute a copy of the activity sheet Farmyard Map (BLM 9.5.2) and a pencil to each student.

2. On their map, have students draw an x on the hen house/chicken coop where Rosie begins her walk.

3. Read aloud the story one more time, and have the students trace Rosie’s walk through the farmyard on their copy of the map.

extending the idea

n Read the story multiple times so that each student has the opportunity to be an “actor” (Rosie or the fox).

n Take the students outside, and lead them on a “kindergarten walk” through the playground. Have them listen carefully to your positional directions. For example, say:n Walk around the pole.n Walk through the gate.n Walk over the rock.n Walk under the tree.

n Use positional words to play a variation of the game Simon Says. For example, say:n Simon says, walk around the table.

Leave the props available for the students to act out the story with a classmate during free choice/centre time.

2� Kindergarten Plus!

be sure to show how Rosie gets past each location. For example, trace the path line around the pond and over the haystack.



student assessMent

n Review each student’s map on which he/she has traced Rosie’s walk through the farmyard. Assess the student’s ability to follow directions and trace Rosie’s walk through the farmyard. Record your results on the Individual Anecdotal Record sheet, GBLM-4.

n Conference individually with the students. Have the students use a hen puppet (a picture of a hen glued to a Popsicle stick) to respond to simple, positional commands. For example, say:n Show how Rosie would walk around this table.

Assess students’ ability to follow your positional commands. Use the Individual Student Observations sheet, GBLM-1, to record your results.

Unit 9 • On the Farm 2�



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WEEkLy POEM 1 TO THE FARM

To the FarmHorses, donkeys, cows that moo,Chickens, kittens, piglets too,Fish that swim down in the pond,Ducklings quacking all day long.All these animals you can seeif you go to the farm with me.

Unit 9 • On the Farm ��

Language Arts

hoMe-school connection

n Encourage your child to tap the words as you read the poem together.n Reread the poem. This time, have your child circle all the farm-animal

words.n Together with your child, brainstorm a list of other animals that can be

found on the farm. Record this list on the back of the poem.



�� Kindergarten Plus!

Materials

n copy of the poem, “To the Farm” (page 93)n chart papern felt markersn Farm Animal Pictures (BLM WP-9.1.1, page 99) n crayons or coloured pencilsn index cardsn sentence stripsn pocket chartn farm pointer (glue a farm animal pencil topper or eraser to the top of a

piece of dowel)

day 1/lesson 1

Focus

To introduce the students to the poem, “To the Farm.”

PreParation

n Print the poem on chart paper.n Display the chart paper where all students can easily see it (e.g., chart

stand, chalkboard, bulletin board).n Photocopy the poem and Home-School Connection on page 93 (one copy

per student). Place the sheet in each student’s “Watch Me Read” Duo-tang. Remember to send the Duo-tang home with the students at the end of the week.

activity

1. Have the students gather around the chart paper. Ask the students to listen carefully as you read the poem aloud. Read the poem aloud a second time. This time, use the farm pointer to point out the words as you read them. Read the poem again, and have the students be your “echo.” Read one line of the poem, and have the students repeat the line after you. Finally, read the poem together.

extending the idea

n Select a student to be the teacher. Have the student use the farm pointer to point out the words as you read the poem together as a class.

day 2/lesson 2

Focus

To match picture clues of farm animals with words in the poem.

PreParation

n Photocopy each farm animal picture (BLM WP-9.1.1), colour the picture, cut it out, and glue onto an index card.

You may wish to laminate the pictures for future use.



Documents

unit 9 On the Farm - · PDF filepermission to reproduce copyright material. Every effort has been made to determine and contact copyright owners. The author and publisher would welcome