The Farm School Lesson Plan by Frankie Negron

LESSON PLAN

Lesson plan for children 5-8 years old.

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LESSON PLAN

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LESSON PLAN

TA B L E O F CONTENTS

Dear Educators

Lesson Pan Section

Laying the Ground

The Garden

Things you need to know

Think like a botanist

Seasonal Gardening

Garden Bugs

The Kitchen

How to cook with children

Celebrating Food

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Dear Educator,

Welcome to The Farm School Lesson Plans! This guide contains 15 lesson plans with activities to engage your students in a fun and educational exploration of fruits, vegetables and healthy eating. The lessons are cross-curricular and support curriculum for Pre-K-5th grade. A variety of activities are included so you can pick and choose the learning objectives that are appropriate for your students. A garden is a great resource to use when teaching students about healthy eating and agriculture. Even if you donâ&#x20AC;&#x2122;t have an in ground garden, you can still complete the activities in this guide with your students. If this is your first time gardening with students, we recommend that you start small. Be sure to establish clear guidelines and safety procedures with your students so that everyone can have a positive learning experience.

LESSON PLAN

DEAR EDUCATOR

The Farm School are proud to grow healthier kids.

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The recommended grade level, season and teaching setting (indoor or outdoor) is listed at beginning of each lesson.

LESSON PLAN

LESSON PLAN SECTIONS

Description: A overview of the lesson objectives. Background: Information about the content in the lessons and key points or tips on how to plan the lesson. Materials: A list of what you will need to complete the lessons. Most materials are easy to find and some may be items that most students can bring from home. Preparation: A list of what needs to be gathered or prepared prior to the lesson. Activity: The steps for completing the lesson with your students. Some lessons are designed to present new information and others are designed to reinforce previous learning. We recommend that you read through the entire lesson before teaching it. There are lesson extensions that you may want to incorporate into your lesson as well. Tying It Together: Discussion questions to help students summarize their learning.

Digging Deeper: Extension activities that incorporate the lessonâ&#x20AC;&#x2122;s objectives. National Standards: The National Content Standards addressed in each lesson. Lesson Extensions: Activities from other subject areas that can be incorporated into the lesson. Literature Connections: Books related to the lesson that can be shared with your students. Home Connections: Resources that can be shared with parents to reinforce the learning objectives at home.

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LAYING THE GROUNDWORK:

LESSON PLAN

Why Should Your Have Farm School? Whether you want to build a new garden or garner support for an existing garden at your school, you will need to be able to “make the case” to administrators, parents, teachers and potential supporters about why the garden is so important. So, why should your school have a garden? Because what we feed our children, and what we teach them about food in school shapes how they learn, how they grow and how long they will live. And children today—in schools all across the nation—are in need.

_In the last 30 years, the percentage of American children who are overweight or obese has tripled. _1 in 3 children born in the year 2000 are on track to develop Type II diabetes (1 in 2 if they are a child of color). _23% of all American children face food insecurity. _Only 2% of children eat enough fresh fruits and vegetables. _The typical elementary student receives just 3.4 hours of nutrition education each year.

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LESSON PLAN

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LESSON PLAN

Chapter 01

THE GARDEN

Gardens are magical, fun, and always full of surprises. Watch a child pull a carrot from the earth, brush off the soil, and take a bite, or see the anticipation in the eyes of a youngster creating a bouquet of flowers she grew. There is a natural magnetic attraction between children and the earth, whether itâ&#x20AC;&#x2122;s making mud or discovering a germinating seed emerge from the earth. Gardening with children, from toddlers to adolescents, opens new windows in a world dominated by technology.

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LESSON PLAN

THINGS TO KNOW BEFORE YOU GROW Pick a fruit or vegetable and ask students when the best time of the year to eat it is.

Background: Special Care: The font of seed packets can be small. If you need larger font size for students, you can make an enlarged copy of the front and back or you could buy some larger seed packets with bigger lettering. If you want to eliminate some of the information on the seed packets, highlight the information you want to include on a black and white copy of the seed packet to reduce the visual clutter and allow the student to focus on the information that theyâ&#x20AC;&#x2122;ll be researching.

Learning about seeds and the steps that you need to take when planting is a great lesson in sequencing. Seed packets contain a wealth of information about the plant that grows from them. Itâ&#x20AC;&#x2122;s important that the directions on the seed packet are followed so that they grow and produce a large harvest. Review the directions with students. Like seeds, people who live healthy (healthy diet, exercise, sleep) can grow healthy and strong. Students will study what produce can be grown during the four seasons of the year in their region. Students will play a matching game to review what they have learned about seasonal planting.

THE GARDEN

Materials • Seasonal Gardening Chart • Paper divided into four seasons • Construction paper • Scissors • Glue or tape • Produce Matching Game Cards

Description: Students will research a plant or one that’s growing in the garden, gathering information from seed packets and displaying the information using a rubric

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Preparation 1. Review the photosynthesis cycle and Plant Parts Sheet. 2. Make copies of the Photosynthesis Cycle Worksheet and the Photosynthesis Vocabulary Worksheet for each student.

Lesson Extensions: Health: Bring in examples of fruits and vegetables that are fresh, canned, frozen and dried. Have students sample a taste from each. Ask students to decide which they like the best by writing their name on a sticky note and placing it on the board under the columns fresh, canned, frozen or dried. Create a class graph from the responses. Explain why food is packaged in different ways and that foods cost more when they aren’t in season. Science: Students create a planting guide for what they would like growing in their “dream garden” during each season. Math: Compare total number of plants that can grow at each season. Compare number of days to harvest by using seed packets or growing guides. Use the following website as a reference: http://www.gardening.cornell.edu/homegardening/scene0391.html

LESSON PLAN

THE GARDEN

SEED PROC ESS

Activity 1. Ask the class what they know about the seasons of the year. • What are the four seasons? • How is the weather during each season in your region? • What foods do you eat in the four seasons? 2. Explain that the four seasons of the year affect our everyday lives, from the clothes we wear to the food we eat. Some fruits and vegetables can only be grown during certain seasons of the year, while some can be grown all year long. This is why fruits and vegetables are grown in different places since the four seasons are different across the country. It’s important to know what fruits and vegetables are in season: • Gardeners can plan what they’ll plant according to the season, so they can have a good harvest. • Fruits and vegetables that are in season normally taste better and are more affordable. 3. Divide students into groups and pass out the Seasonal Gardening Chart. Discuss what can be grown at different times

of the year and allow students to share some of their favorite fruits and vegetables for each season. 4. Have students draw a fruit or vegetable from each season that they will share on the class poster “Eating through the Four Seasons.” Display the poster in the classroom or in the hallway. 5. Have students play a matching game using the produce pictures and cards. Students will match the picture of the produce to the name. Students can also separate the matched cards by season.

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LESSON PLAN

THINGS TO KNOW B E F O R E YO U G R O W PLANT NAME

DAYS TO GERMINATION (plant sprouts out of the soil)

DAYS TO HARVEST (fruit or vegetable is ready to pick)

PLANTING DEPTH (how deep to plant seeds)

PLANT SPACING (how far apart to plant the seeds)

PLANT HEIGHT (how tall the plant grows)

OTHER PLANTING TIPS

THE GARDEN

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LESSON PLAN

FORM AND FUNCTION â&#x20AC;&#x201D; THINK LIKE A BOTANIST

Use the Photosynthesis Vocabulary Worksheet to show studentsâ&#x20AC;&#x2122; level of understanding of the key vocabulary words and concepts

Digging Deeper: Review the Plant Parts Sheet for a more in depth study of plant processes and stages of development. Special Care: Showing students a visual representation of learning concepts helps them assimilate new information. This model will help students gain a visual understanding of the steps of photosynthesis.

THE GARDEN

Materials •Two identical plants, planted in the same soil •Water •Garden journals •Plant Parts Sheet •Photosynthesis Cycle Worksheet (optional) •Photosynthesis Vocabulary Worksheet (optional)

Background:

Description:

Photosynthesis is the process in which green plants use sunlight, carbon dioxide and water to make sugar (food) and release oxygen into the air for us to breathe. Photosynthesis takes place in the green leaves of plants in tiny organelles called chloroplasts. Each chloroplast has chlorophyll, which absorbs sunlight and gives leaves their green color. Carbon dioxide is absorbed through small holes in leaves called stomata, and water is absorbed by the roots of the plant. Students will learn the needs of plants (water, light, air and nutrients) and how these elements contribute to the process of photosynthesis.

Students will learn about the photosynthesis cycle in plants. Students will compare and contrast a plant grown in the dark for a week to another grown in light at regular intervals up to a month. Students will also discuss what they need to help them grow and be healthy.

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LESSON PLAN

Preparation 1. Review the photosynthesis cycle and Plant Parts Sheet. 2. Make copies of the Photosynthesis Cycle Worksheet and the Photosynthesis Vocabulary Worksheet for each student.

Activity 1. Explain to students that all living things need food for energy. We grow food to eat and our bodies make the energy we need after we eat the food. Plants are also living things and need energy, but they make their own “food” for energy. 2. Then ask: •What are the different parts of a plant and what do they do? Roots take in water and nutrients; stem transports the water and nutrients. Leaves take in sunlight and water. Flowers produce seeds and seeds make new plants. •What do plants need to grow? Water, soil, sunlight, nutrients •What is photosynthesis? The process that a plant uses to make its food and make oxygen for us to breathe. 3. Tell the students that you’re going to eliminate sunlight from the growth process of a plant to see what happens.

4. In their garden journals, have students draw and label Day 1 of the experiment and make predictions of what will happen during the experiment. 5. Over the next 14 days, water both plants each day, but leave one in the dark. 6. Check the plants on days 1, 4, 7, 11 and 14. Have students record their observations and draw the results for each day in their garden journals. Each time the data is recorded, talk about the changes and the differences in both plants.

THE GARDEN

PHOTO SYNTHESIS C YC L E I N PLANTS Lesson Extensions: Science: Students can collect more plant data over time. Decide what to test (height, number of leaves, etc.) and observe and record data at regular intervals over a month. Math: Add more plants to the mix to get a broader range of data. Use calculations to compare the growth rates of different plant or the mean, median and mode. Language Arts: Publish data in a class scientific journal. Report on the development, growth and findings of the study. Students can work as a class or in small groups to summarize the data. Remind students to focus on the process and outcomes that occurred during the study. Use the Photosynthesis Vocabulary Worksheet to show studentsâ&#x20AC;&#x2122; level of understanding of the key vocabulary words and concepts. Students can write a composition based on the data they collected, listing the process and outcomes of the experiment. Career Investigation: Show students the Plant Scientists video clip and lead them in a discussion about the different types of plant scientists. Have students imagine they are plant scientists and brainstorm ways they can improve plants and agriculture. https://www.youtube.com/watch?v=cBryPpsfcHU Literature Connections: Photosynthesis by Torey Maloof Photosynthesis: Changing Sunlight Into Food by Bobbie Kalman

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PLANT PARTS

LESSON PLAN

THE GARDEN

+ MAKES

AND

Sugar

Sunlight

Oxygen

Carbon Dioxide

Water

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LESSON PLAN

SEASONAL GARDENING Pick a fruit or vegetable and ask students when the best time of the year to eat it is.

Background: Special Care: Seasonal fruits and vegetables could be sketched for students and they could color and cut them out for the “Seasons in the Garden” poster. Digging Deeper: Compare types of plants that grow better in different seasons. Look for patterns. Which fruits and vegetables grow in winter? Spring? Summer? Fall?

The seasons of the year offer different opportunities to grow produce in different parts of the country. Some regions can grow in the soil year round, while others need to grow indoors or in green houses for the winter. Fruits and vegetables taste better when they’re in season and often are more affordable. It’s important toknow what your growing region is and to research what can be grown at different times of the year. The USDA has many helpful tips to help you know when to plant. http://planthardiness.ars.usda.gov/PHZMWeb/.

THE GARDEN

Materials • Seasonal Gardening Chart • Paper divided into four seassons • Construction paper • Scissors • Glue or tape • Produce Matching Game Cards

Description: Students will study what produce can be grown during the four seasons of the year in their region. Students will play a matching game to review what they have learned about seasonal planting.

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LESSON PLAN

THE GARDEN

Preparation 1. Review the photosynthesis cycle and Plant Parts Sheet. 2. Make copies of the Photosynthesis Cycle Worksheet and the Photosynthesis Vocabulary Worksheet for each student.

SPRING SUMAMER FA L L WINTER

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LESSON PLAN

SEASONAL GARDENING CHART

SPRING

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SUMMER

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LESSON PLAN

SEASONAL GARDENING CHART

FALL

THE GARDEN

WINTER

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LESSON PLAN

GARDEN BUG — FRIEND OR FOE? Parasitic relationship is an interaction where a plant or animal lives or feeds on another type of plant or animal and usually does damage or kills.

Background: Special Care: Students can photograph or shoot a video of garden bugs to document them and then match them to the chart. Digging Deeper: Have the students inspect plants in their yard or neighborhood for the presence of bugs and make a list of what they discovered as a homework assignment.

Students will learn about the common types of garden pests and friends. They’ll discover the benefits and problems that bugs bring to the garden and search the garden for the creatures. After learning the definition of symbiosis (helpful bugs) and parasitic (harmful bugs), the students will predict where these bugs may be in the garden. They’ll also learn ways to prevent these pests and how to encourage the beneficial ones. Students will also discuss healthy and unhealthy foods and how they affect their bodies. Bugs are present in every garden and it may take close inspection to find them. Teach your students to turn over rocks,

THE GARDEN

Materials •Garden Bug – Friend or Foe Insect Chart •Garden Bug – Friend or Foe Insect Data Sheet (optional) •Map of your garden space •Clipboards or garden journal •Magnifying glasses (optional)

Description: inspect the underside of leaves and to get on their hands and knees to see what’s happening in the soil. Many interactions occur in the garden and the students will love to hunt for them. Garden bugs have helpful and harmful relationships and this can be explained through symbiotic (helpful) or parasitic (harmful) interactions. A symbiotic relationship is an interaction between two different organisms that help each other thrive.

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Preparation: 1. Make copies of the Garden Bug â&#x20AC;&#x201C; Friend or Foe Insect Chart for each student. 2. Draw a map of the garden and make copies for each student or have students draw a map of the garden in their journals. Activity: 1. Explain a symbiotic and parasitic relationship to the students. 2. Give students a copy of the Garden Bug â&#x20AC;&#x201C; Friend or Foe Insect Chart (this can go on a clipboard or taped into their garden journals) and the garden map (or have them draw a map of the garden). 3. Take students to the garden and allow them to explore the garden looking for the bugs in the chart. Explain to the students that the garden is home to these bugs and every bug has a purpose in the garden. Discuss which bugs are safe to touch and remind them to be respectful to the bugs and not harm or remove them from the garden.

LESSON PLAN

4. Have students plot where they find the bugs on their garden map. Some of the bugs from the chart may not be present in your garden. If so, have students research and discuss the bugs they find in the garden to discover what it is and determine if the unknown bugs are harmful or beneficial to the garden. 5. Come together as a group and share what was found in the garden and determine if the bugs are friends (symbiotic) or foes (parasitic). 6. Explain to students that there are ways to attract good bugs and prevent pests in the garden. 7. Then discuss what types of foods are like friends and foes to our bodies. Ask students:

THE GARDEN

EXPLORE THE BUGS IN THE GA R D E N

Lesson Extensions: Language Arts: Students write compositions that explain the cause-and-effect relationships of a common garden bug and the plants that are their host, based on research and their discoveries in the garden. Math: Using the Garden Bug â&#x20AC;&#x201C; Friend or Foe Data Sheet, students tally the number of each type of bug (species and symbiotic/parasitic) in the garden. Compare collected data using fractions/decimals/percentages. For example: If 20 bugs are found and six of them are ladybugs, 6/20 or 3/10 or 3:10 or .3 or 30% are ladybugs. Students can create representations of symbiotic vs. parasitic bugs as well. Science: Collect data for several different days or different seasons throughout the year. Make comparisons about what they find at different times and growing seasons in the garden.

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LESSON PLAN

GARDEN BUG â&#x20AC;&#x201D; FRIEND OR FOE CHART

BENEFICIAL BUGS IN THE GARDEN

THE GARDEN

HARMFUL BUGS IN THE GARDEN

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BENEFICIAL BUGS

LESSON PLAN

HARMFUL BUGS

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LESSON PLAN

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LESSON PLAN

Chapter 02

THE KITCHEN

The Farm School teaches these values through edible education, an essential ingredient to raising healthy, happy children. Learning comes alive in the kitchen classroom, where kids mix math, simmer science, and taste fun! There is so much for children to learn by spending time in the kitchen. Itâ&#x20AC;&#x2122;s tempting to send my kids off to play while Iâ&#x20AC;&#x2122;m fixing dinner. We believe in the power of food to unite people around the table and in the kitchen.

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LESSON PLAN

The recommended grade level, season and teaching setting (indoor or outdoor) is listed at beginning of each lesson.

THE KITCHEN

HOW TO COOK WITH CHILDREN

1. Decide on the area of the kitchen where you will be cooking. 2. Gather stools or chairs that will allow your child to stand or sit comfortably while working. 3. Wash hands. 4. Get out the recipe you will be using. 5. Read the recipe with your child. Explain that you will be following the steps in the recipe to prepare the food. 6. Set out: The equipment and supplies that you will need (such as a mixer, blender, bowls, pans, measuring cups, knives, and spoons) The ingredients that you will be using.

7. Have your child participate in cooking activities (such as washing fruits and vegetables, adding ingredients, mixing ingredients, and kneading dough). 8. Clean up with your child. 9. Eat what you have prepared.

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KITCHEN GUIDELINES

LESSON PLAN

• NO horsing around! Kitchens have dangerous things in them, and we will not tolerate grabbing, pushing, yelling, wrestling or not sharing. • You get three strikes—then you are out of the Kids Team for good. No exceptions. The chefs will let you know when you have a strike. They can also send you to the principal or make you sit in the hall quietly. • You are expected to clean up any messes, not just your own. This is a team effort and we need to work together to get this food cooked and on the table in time to eat. • You have to share. Sometimes you will be doing something that you want to keep doing, but other kids get to try too. Also, be sure you leave enough food so that everyone gets to have some.

THE KITCHEN

• If there is extra food, we will wrap it up for you to take home; but again, you have to share or take turns. • You must have a signed permission slip from your parents and your teacher to join the team. You may need a ride home every week. • Come with an open mind and at least try different foods that might look new to you. • Use your manners. When we go to stores or restaurants and in class, be polite because you represent your team and your school. Invite visitors to sit and eat with your team.

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LESSON PLAN

Materials • Celebrating Foods Worksheet • Computer with Internet access

CELEBRATING FOODS Why is it important to make healthy food choices, even during holidays and celebrations?

Background: Food gives us healthy nutrients that helps our bodies grow and be strong. Our food choices are influenced by many different factors. For example, we eat what our parents provide and the region in which we live influences what types of foods are available. Our food choices are also influenced by our culture. Food is part of many holidays and celebrations. Some of these holidays and special celebrations include: • Lunar New Year is one of the most important holidays for cultures across Asia such as the Chinese. Japanese, Koreans, Vietnamese and others. Family, ceremonies, fireworks, parades and traditional food is celebrated. An animal represents each new year.

• Pow Wows are North American Indian ceremonies that involve feasting, singing and dancing. • Cinco de Mayo (the 5th of May) commemorates the Mexican army’s victory over the French at the Battle of Puebla. Traditional food, dance and family are included in this celebration. • Kwanzaa is a festival that many African-Americans observe Dec. 26-Jan. 1 to celebrate their culture, heritage, traditions and foods. • Ramadan is the ninth month of the Muslim year, when fasting is observed from sunrise to sunset. • Mardi Gras (in French) or Fat Tuesday is the last night of eating

THE KITCHEN

Special Care: Students can draw pictures of the foods they use to celebrate and the teacher can scribe. If students will not have access to computers with internet, create overview sheets for select holidays and celebrations.

Description: certain foods before the Christian fasting season of Lent. â&#x20AC;˘ Hanukkah is a Jewish celebration that lasts eight days and includes traditional foods and lights intended to celebrate their faith. â&#x20AC;˘ Passover is the Jewish spring festival that celebrates the freedom of the Israelites from Egyptian slavery. â&#x20AC;˘ Thanksgiving is a U.S. national holiday observed on the fourth Thursday in November. Many people celebrate by giving thanks for all that they have and share a dinner or meal with family and friends.

Food is a very important and necessary part of our lives. We use food in many different ways. Our family, culture, and community have an influence on the things that we eat. Food also plays an important part in how we celebrate. Students will explore cultural celebrations and the foods associated with them.

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LESSON PLAN

Activity 1. Explain to students that today they’ll explore cultural holidays and foods eaten during the celebrations. 2. Ask students to think of celebrations and holidays that have food associated with them. As students share, write the celebrations and the foods on the board in two columns, celebration and food. Use the information in the background section if students aren’t familiar with some of the celebrations. Some celebrations to consider are: Lunar New Year, Pow Wows, New Year’s Day, birthdays, Cinco de Mayo, Christmas, Thanksgiving, Halloween, Easter, Valentine’s Day, Kwanzaa, Ramadan, Mardi Gras, Hanukkah, Passover, Rosh Hashanah, etc. 3. After the list is complete, go through and look for healthy foods. If none are listed, have the students think of ways to make the food healthier or a substitution. Edit the list as students share.

4. Ask students what other celebrations are they familiar with and what kinds of food are served? 5. Pass out the Celebrating Foods Worksheet and tell students they’ll choose a holiday and research about it using the questions on the worksheet. 6. When students have finished, collect and share their findings. Preparation Determine if this activity will be completed individually or in small groups and make copies of the Celebrating Foods Worksheet for each student or group.

THE KITCHEN

Lesson Extensions: Health: Have students bring in holiday recipes with a healthy twist to share with the class. Social Studies: In a small group, students research a holiday recipe that comes from a country or region of the world. Have students look at ways to make it healthier (baked vs. fried, low-fat milk vs. whole milk, etc.). Create a Healthy Holiday Recipe Book using the recipes.

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LESSON PLAN

HEALTHY BALANCE Parasitic relationship is an interaction where a plant or animal lives or feeds on another type of plant or animal and usually does damage or kills.

Background: Special Care: Calorie information for several foods and physical activities and provide the information to the students so they can complete the activity. Digging Deeper: Have the students inspect plants in their yard or neighborhood for the presence of bugs and make a list of what they discovered as a homework assignment.

Most students can list healthy and unhealthy foods, but may not be aware of the energy it takes to burn the calories they consume. Introducing the concept of energy input and output can help students think about making healthier food choices and being physically active.

THE KITCHEN

Description: Students will explore the importance of healthy eating and physical activity to maintain a healthy lifestyle. Students will collect calorie data for food and physical activity. Through the activity, students will gain an understanding of what it takes to keep their eating and physical activity in balance.

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LESSON PLAN

in the garden. Discuss which bugs are safe to touch and remind them to be respectful to the bugs and not harm or remove them from the garden. 4. Have students plot where they find the bugs on their garden map. Some of the bugs from the chart may not be present in your garden. If so, have students research and discuss the bugs they find in the garden to discover what it is and determine if the unknown bugs are harmful or beneficial to the garden. 5. Come together as a group and share what was found in the garden and determine if the bugs are friends (symbiotic) or foes (parasitic). 6. Explain to students that there are ways to attract good bugs and prevent pests in the garden. 7. Then discuss what types of foods are like friends and foes to our bodies. Ask students:

THE KITCHEN

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LESSON PLAN

MAKING GOAT CHEESE Store bought cowâ&#x20AC;&#x2122;s milk will work fine in this recipe, but should not be ultra-pasteurized. In ultrapasteurizaton, protein structure is damaged due to high heats and milk will not form a curd.

Background: Milk is used to make many different things that we eat. Because milk sours quickly, people have found ways to extend the life of milk by turning it into yogurt and different cheeses. Milk is made up of mostly water, but it also contains milk solids which are the sugars, proteins, fats, and vitamins. Cheese is made by separating the solids (curds) from the liquid (whey). Any acid will curdle(coagulate) the milk. There are many simple cheeses that are made by adding lemon juice or vinegar. This will make a softer cheese, like queso

blanco. To separate curds and whey more completely you can add rennet which contains enzymes that will further curdle the milk. Store bought cowâ&#x20AC;&#x2122;s milk will work fine in this recipe, but should not be ultra-pasteurized. In ultra-pasteurizaton, protein structure is damaged due to high heats and milk will not form a curd.

THE KITCHEN

Ingredients • Citric acid • 1/2 gallon of milk • Cheese salt • Rennet

Tools • 2 pots • Colander • Measuring spoons • Cups • Wooden spoon • Knife • Thermometer

Description: In this lesson, students learn the process of turning milk into cheese. Students use goat’s milk from our farm* to make mozzarella cheese.

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LESSON PLAN

Activity 1. Combine 1/8 teaspoon of rennet into 1/8 of a cup of cool water. 2. Mix 3/4 teaspoon of citric acid into 1/2 cup of cool water. Stir until dissolved and pour into a large pot. 3. Heat the milk on medium heat to 88ยบ while stirring. 5. Turn the burner off once the temperature reaches 88ยบ. 6. Slowly stir in the rennet solution with an up and down motion for approximately 30 seconds. 7. Cover the pot and leave it undisturbed for 5 minutes. 8. Check the curd. If whey is still milky, let set for a few more minutes. 9. Cut the curd with a knife so that the curd are in small chunks. 10. Turn the burner back on and heat until the temperature reaches 95ยบ. Stir slowly while heating. 11. Take off the burner and continue to stir for 3 minutes. 12. Put the colander in a smaller pot. Scoop curds into a

colander. When most of curds have been scooped, pout the remaining curds and whey through colander into smaller pot. 13. Heat whey to at least 140ยบ on medium-high heat. Dip curds into hot whey several times until it become stretchable. 14. Add teaspoon of salt and stretch cheese until is smooth and shiny. If it is hard to stretch, dip in hot whey again. Form your cheese into a ball. 15. Cheese should go into cold water several minutes to hold its shape.

THE KITCHEN

Lesson Extensions: Health: Have more vitamins and minerals than cow’s cheese. Goat’s milk is richer in essential nutrients vitamin A, vitamin B, riboflavin, calcium, iron, phosphorus, magnesium, and potassium. Math: Children will integrate fractions in the activity.

I T ’S E A S I E R T O D I G E S T.

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LESSON PLAN

SCRAMBLED EGGS WITH VEGETABLES It’s best to serve scrambled eggs as soon as they are cooked, but if necessary, they can be held for a short time. Place the skillet of cooked eggs over a pan of hot water rather than over direct heat.

Background: Did you know that an egg a day is equal to a multivitamin meal for your child? Eggs are a universal favorite. But more than their popularity, it’s the nutrition that eggs provide that make them a great food choice for your kids. As a powerhouse of nutrients an egg contains proteins, vitamin A, vitamin D, minerals like Choline and Selenium. What’s more, you can make a variety of foods with eggs. Although babies and young children may get an allergic reaction from eggs, that problem, for most kids, is quickly outgrown — most often by the time they’re 5. It’s important

to keep in mind that eggs have 200 mg cholesterol so limiting the amount of eggs kids eat in one week is a good idea. You should avoid cooking eggs in cast iron pans as the greenish cast eggs might take on, while harmless, is sure to turn kids off. It’s important to wash hands thoroughly in warm water before handling raw eggs because of the small possibility of salmonella food poisoning.

THE KITCHEN

Ingredients • 24 large eggs • ¼ pound mushrooms • 1 bell pepper • 1 medium onion

Tools • Large cutting board • 1 10-inch chef knife • 1 richaud with fuel • 1 mixing bowl • 1 whisk • 1 rubber spatula • 1 large sauté pan (nonstick)

Description: Learning how to make easy scrambled eggs can be fun! In this lesson, students learn the process of making scrambled eggs.

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LESSON PLAN

Instructions

Insider Info

• Cut mushrooms, bell pepper, and onion into small diced size shapes. • Crack eggs into a large pitcher; season with salt and pepper; then whisk until well blended. • Heat large sauté pan until hot; add 2 tablespoons of butter or canola oil. • Add mushrooms, bell pepper, and onion into pan and sauté until they just start to become golden. Remove from the pan. Keep warm. • Add eggs to sauté pan, cook slowly, letting the egg set up at bottom, gently lift cooked portion with a spatula to form soft flakes, letting uncooked portion flow to bottom of pan. Do not over stir as eggs will become lumpy, instead of soft and fluffy. • When eggs are cooked but still shiny and moist, fold in the mushroom, onion, pepper. Add cheese if available. Serve right away!

Avoid cast iron. Eggs scrambled in a cast iron skillet can turn a greenish shade. This harmless but unappealing color change is the result of a chemical reaction between iron in the pan and sulfur in egg whites. Don’t overcook. The heat retained in the pan will continue to cook and firm up the eggs after pan is removed from heat. How long to beat? It’s a matter of preference. Light beating produces more dense scrambled eggs. Vigorous beating aerates the eggs, resulting in lighter fluffier curds.

THE KITCHEN

THE FARM SCHOOL

LESSON PLAN

FRUIT SMOOTHIES Today weâ&#x20AC;&#x2122;re going to make smoothies. Weâ&#x20AC;&#x2122;ll blend together fruits and yogurt to make a delicious snack!

Objectives:

Description:

Review learning from prior weeks (fruits, vegetables, whole grains, beans/seeds). Reinforce concepts around dairy products and introduce students to a second type of low-fat dairy (yogurt) Allow students to express creativity in combining foods in novel ways. Reinforce peeling, chopping, and measuring skills and selfefficacy for preparation of healthy snacks

This is a great recipe to show students a healthy way to satify that summer with smoothies! The frozen bananas are smooth and creamy and are extra delicious when topped with the students favorite toppings.

THE KITCHEN

Ingredients 1 pint of fat-free greek yogurt Frozen strawberries Frozen blueberries Frozen mango Fresh pineapple 4 kiwis 4 bananas 2 peaches Flaked coconut Honey Small paper cups One quart of orange juice

Tropical Delight

Berry Berry Delicious

1 cup yogurt

1 cup mango

1 cup strawberries

1/2 cup pineapple

1 cup blueberries

1 banana

Flaked coconut (if desired) or kiwi

Honey (to taste)

THE FARM SCHOOL

LESSON PLAN

Instructions Clean two tables with the disinfectant wipes. Each table needs six to eight chairs. Get the aprons, soap, and hand towels out. The hand-washing assistant should find the sink if it is not in the classroom. Divide foods and tools into two workstations: a. 2 Bananas, kiwis, strawberries, peaches b. 2 Bananas, pineapple, blueberries, mango Write out recipes and place near the blenders. Divide up the printed kidsâ&#x20AC;&#x2122; name tags among the two workstations, being sure to consider potential group dynamics. Divide ingredients and place in bags on each of the tables. When the kids arrive, two volunteers should be sitting down. The other two volunteers should help get the kids to sit as a group, or at their tables.

This recipe is an excerpt from our Small Bites curriculum; our in-school curriculum that supports students learning in the Common Core State Standards.

THE KITCHEN

You can separate boys and girls and bring kids to the bathroom, if necessary to avoid a long line. Have kids find their name tag at their table.

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LESSON PLAN

Nutrition

Cooking

Show the package of yogurt. Who knows what this is made out of? (MILK!) What are some other foods made out of milk? What does the “0%” mean? Why is this good? Explain that some dairy is lower in fat (e.g., skim milk, low-fat cheese). You should try to pick these choices when you can. What are some benefits of dairy? (helps your bones and teeth grow and stay strong)

Lead teacher explains to the whole class how the process will work: students will be at each station for five minutes. When I say freeze, put down what you’re doing and stop moving! Then you’ll rotate to the other table. Once we’ve finished, we’ll get to eat what we’ve made.

Today we’re going to make smoothies. We’ll blend together fruits and yogurt to make a delicious snack!

At each table, begin by briefly introducing the ingredients, the tools, and the recipe (if necessary). The teacher will explain relevant skills and have kids apply those skills. One teacher helps run point between all tables and announces when the rotation should happen. Have kids rotate between stations after about five minutes.

THE KITCHEN

Eating

Cleaning Up

Place all the ingredients on a table and divide the kids into two groups. Have each group prepare one of the two smoothies recipes, taking turns on measuring out ingredients and adding them to the blender.

Divide kids between the two stations. You need someone who a) clears tables, b) washes, c) rinses, and d) dries. You can assign two children to certain tasks, as needed.

After blending, give out paper cups. Have the kids sit at a table and pour out a sample for each. Then sit down with them and talk about how it tastes. Do you like this combination? Which fruits can you taste? Then switch groups and let the children try the second recipe. Finally, after the second tasting, let each group work together to come up with a new, third recipe using any of the available ingredients. What do they think will go well together? As the eating starts to wind down, a couple of teachers should start to set up the clean-up stations (and recruit help from kids who may have finished eating).

Itâ&#x20AC;&#x2122;s a team effort. Use an assembly line, and try rotating through different roles if kids get antsy. Try creating a contest for getting the least water on the floor. If needed, put some kids in charge of cleaning up the floor. Teachers should put items away.

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LESSON PLAN

Chapter 03

THE FARM

Children can learn a great many lessons and develop positive personality traits by working with farm animals. Working with animals will teach children responsibility and promote good character and integrity. A farm is a wonderful environment in which children can play, work, and learn about animals and the important place they hold in our lives. Research has shown that children who have been exposed to farm animals from a young age tend to better listeners, do well in school, and develop integrity and compassion above their age level

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LESSON PLAN

WE NEED FARM ANIMALS Students will List farm animals. Describe the behavior, appearance, and habitat of farm animals. List resources people utilize that they obtain from farm animals

Assignments • The students will write descriptions of animals. • The students will draw a farm animal and label it with information about their animal. • The students will sort products from farms according Special Care: Farm Hunt! Have your students and families search their homes for products that come from farms or farm animals. They can make a list of things they found and where in their home they found these items.

to what animal they come from.

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Materials • Construction paper • Index cards • Scissors and glue • Butcher paper • Chart paper • Drawings of several farm animals

Background:

Description:

Kids love to learn about animals. Our farm animal series is filled with printables that introduce the many animals that help farmers provide the healthy foods. Students will learn about farms and the resources that we need from farms. They will learn about writing descriptively, and how to focus on their audience. They will also learn about writing questions.

Students will learn about the types of animals on a farm and what resources they provide for people. They will practice descriptive writing and adding detail to their writing as they keep their audience in mind.

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LESSON PLAN

B E H AV I O R , APPEAR ANCE, A N D H A B I TAT DAY I Step 1: Explain to the children that we will be talking about farms for the next few weeks. Ask them what they know about farms. Focus the conversation on what animals are on farms and then tell them that we will be looking at a book with farm animals. Read the book, Hattie and the Fox. Step 2: Tell the students that they will be describing an animal. As a class, practice by describing the fox. Ask the students about his color, size, number of legs, etc. Does he have fur or feathers? Wings? A beak or a nose? Try to encourage them to be as specific as possible as though they were describing a fox to someone who has never seen one. Step 3: Divide the class into five groups. Each group will study one animal from the book (horse, cow, pig, goose, and

chicken). Send the groups to their tables and put a picture or model of the animal that each group will study in the center of the table. Have each student write a description of their animal. You may need to roam the room, reminding them to add details. Step 4: When the students finish, have them return to the rug and ask for someone from each group to describe their animal. You might want to choose those who have a lot of details in their writing.

THE FARM

DAY II Step 1: Review the animals that the class talked about yesterday. Today they will get even more information about their farm animal. Show the books by Gail Gibbons. Show the students how to get more information about their animal from the book. Have them focus on things like: Where on the farm does the animal live? What does their animal do (walk, fly, swim, etc.)? What do they eat? Remind the students that they will be writing as if the person reading has never seen their animal. So they need to add lots of detail. Step 2: Send the students to their “farm animal” tables to write about their animal’s behavior. Step 3: As they finish, they can return to the rug so they can share what they learned about their animal. Day III Step 1: Have the students sit in a circle around the rug. In the middle of the circle place the figures or pictures of food. I usually remind the students that they cannot touch the objects yet and if they want to play the game, they need to keep their hands in their laps. Anyone whose hands are too eager can sit apart from the group to “watch how to keep their hands in their laps” since they didn’t understand the first time. After a few minutes they can try again. Explain to the students that we will be sorting these objects. First, have the students find what comes from a chicken. Then go from animal to animal until all the objects are sorted. As you sort, you can have them place objects on large pieces of construction paper to visually separate them better. In this conversation you might end up talking about how hamburgers come from cows and chicken comes from chickens. I have never had a problem with students understanding this or having a hard a time with it, and I generally let them take the lead on this discussion. Step 2: Send the students to their tables to write about resources from their farm animals. Then they can join together as a group to share their results.

Day IV Step 1: Today the students will make a mural to represent all that they have learned about farm animals. Each student can choose an animal to make. They will make their animal from construction paper and write three things that they learned about their animal on three little index cards. These index cards will act as labels. Day V Step 1: Have the students finish the mural by making a barn, fences, trees, a chicken coop, etc. Then have them assemble the mural by placing animal in the appropriate place on the farm. Then have them put their labels near their animals.

THE FARM SCHOOL

LESSON PLAN

GOING TO THE FARM Farm Dreams: Before going on the trip, imagine what kinds of objects, people, and animals they will see on the farm. Represent this in writing or pictures. When they return from the trip talk about what from their “Farm Dream” came true.

Background: Farm visits are dispelling children’s deep ignorance about where the food they eat comes from and helping teachers deliver a wide spectrum of the national curriculum, a new study has shown. The trips, set up as part of the Government’s Educational Access scheme, challenge many children’s belief that milk comes from bottles and that bread comes from a packet - something even those from rural areas struggle with. But despite campaigns to encourage primary school visits to farms, trips are often dependent on individual teacher’s enthusiasm and funding is limited.

Interviews with farmers, teachers and parents found farm visits helped address basic gaps in knowledge. “Some haven’t a clue about agriculture and the countryside,” one farmer said of children visiting his farm. “They still think milk comes from bottles, even in rural areas.

THE FARM

Materials • Paper • Pencils • Chart paper • Clipboards • Camera, film • Farm Scavenger Hunt (PDF)

Description: To culminate the unit on farms, plan and visit a local farm or farmer’s market. This will give the students a chance to use what they have learned as well as build new knowledge.

THE FARM SCHOOL

DAY I Step 1: Since you have been discussing farms for the last two weeks, tell the students that today is their big opportunity to tell you what they know about farms. Allow them a brainstorming session at the rug to list things that they learned about farms. Step 2: Send the students to their tables to write a list of five things that they learned about farms. Step 3: When the students have finished, have them come to the rug and consolidate their lists of things that they learned into one list. Day II Step 1: Tell the students that they will be going to a farm and they will have an opportunity to talk to a farmer. What kinds of things would they like to know? What would they like to ask a farmer? Kindergarten students usually have a hard time understanding how to ask a question. I tell my students that a question “waits for an answer.” Then, as they volunteer ‘questions,’ we talk about whether or not their response was actually a question. We test it by asking, ‘does that need an answer or is it OK by itself?’ This is a very abstract concept for them and something that will come with practice. You might also want to give them ‘question words,’ like ‘what,’ ‘when,’ etc. Model writing some questions on some chart paper to remind them about question marks, spacing, etc.

LESSON PLAN

Step 2: Send the students to their tables to write a list of three questions. You might want to give them time to check their work with a partner to make sure that what they wrote are really questions. Step 3: As they finish, they can return to the rug so they can share their questions. Again, consolidate their list of questions in the “What We Want to Know” column of the KWL chart. Day III - Field Trip!! Step 1: Here are some tips that might help to make a field trip as safe and stress-free as possible. Make small groups of students ahead of time according to behavior. Assign one parent to each group. Write your school’s name and phone number on a label each student can wear on their coat. Make sure the students’ names are not on the labels, as this is a safety hazard. Have an info sheet for each parent with your cell phone number (I bring a school cell phone, so I do not have to give out my personal number), the names of the students in their groups, and directions, such as where and when to meet at the end of the trip. You might want to include information about lunch (where and when) and gift shop (I have a strict No Gift Shop rule!). Visit the restroom before leaving the school. Check to see if everyone has lunches. I have the students carry their lunches in their backpacks. Carry a few first aid supplies, such as wet-wipes, Band-Aids, etc. Step 2: After everyone has used the restroom and is ready to go, explain to the group that at the farm they will be doing

THE FARM

a scavenger hunt. They will need to look for things on the farm according to clues on the sheet. When they have found the answer, they need to draw or write the answer on the sheet. For this, everyone will need a clipboard with the paper attached and a pencil. Step 3: Have everyone bundle up and do a backpack check. Everyone should have a lunch and clipboard with paper and pencil in their backpack. If there are other things in their backpack, I have them leave it in their cubby so they do not have the extra weight. Step 4: Get on the buses and go! Have fun! Try to get lots of pictures. Try to get one picture of each student. Day IV Step 1: Talk about the trip. Have the students write they learned from the trip and add it to the last column of the KWL chart. Day V Step 1: Tell the student that today they are going to make a class scrapbook of their trip to the farm. You will be giving them pictures of themselves at the farm to use as a writing prompt. Have them focus on audience as they are writing, since people who will be reading their scrapbook didnâ&#x20AC;&#x2122;t necessarily go on the trip.

Step 2: Pass out the pictures, send students to their tables, and have them write about their picture. If you want, you can give them construction paper, markers, and glue for them to arrange a scrapbook page, or you can assemble it later. Step 3: The students will be especially excited about this project. They will definitely need time at the end to see each otherâ&#x20AC;&#x2122;s work! And pictures!

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LESSON PLAN

HATCHING CHICKS WITH YOUR STUDENTS Incubation and hatching in the classroom is one of the most amazing experiences you will provide your students. It’s a first-hand view of life and can be an experience your students will never forget.

Background: You may find eggs at a local farm or from a neighbor’s backyard flock, but it’s important to make sure the eggs come from a home with both hens and roosters, otherwise they won’t be fertilized. For best results, check to see that there is at least one rooster for every ten hens and ask if the seller has been successful hatching their own eggs. Another question to ask before incubation is what to do with the chicks once they hatch. Chicks require responsible owners to provide them with good care as they grow. If you want to take the chicks home yourself, great! But if not, there are other

options. If the eggs came from a backyard flock or a local farm, the owners may take the chicks back once they’ve hatched—it doesn’t hurt to ask at the time of purchase. Additionally, check online for local chicken groups. It’s usually free to become a member and you can post in their forum to see if anyone is interested in providing a home for the chicks. Craigslist or other online classifieds allow you to create free ads to find a home for your hatchlings. Alternately, starting a chicken flock at your school is an excellent solution that continues the learning experience, too.

THE FARM

Materials • Incubator • Automatic egg turner • Thermometer • 1 Hygrometer • Electricity • Water • Flashlight or candler • Finding eggs (12-24)

Description: Whichever path you choose, once you have fertilized eggs, you’ll need to store them at room temperature until you’re ready to put them in the incubator. This should take no more than seven days—the fewer the better. If the eggs are unclean, gently wipe off dirt or debris with a dry cloth.

Incubation and hatching in the classroom is one of the most amazing experiences you will provide your students. It’s a first-hand view of life and can be an experience your students will never forget

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LESSON PLAN

Preparation and set up

Take a look at your personal and school calendars to choose what day you would like your chicks to hatch. I like Wednesdays—if the chicks come a day early or late, we’re still in school. Next, count back 21 days, the time it takes for chicken eggs to hatch. When choosing your hatch date, look at all 21 days and make note of any holidays, picture days, or other events that might make it difficult to take care of the eggs or take your students out of your classroom on or near hatching day. Now is the time to make sure everything is operating properly. Set up your equipment two days before you plan to place your eggs in the incubator. Place the incubator near your desk if possible—on top of an extra student desk works great. This allows your class the chance to view the eggs often while offering you easy access to monitor what needs to be done. Plus, it minimizes the chance of students inadvertently bumping the machine. Make sure your classroom is temperature controlled at all times, especially if your incubator doesn’t have an automatic thermostat. Some schools turn off the AC or heat at night to save money. Since you’re not at school to monitor and

manipulate the thermostat, your eggs may get too hot or cold. Even if you have an automatic thermostat, avoid placing the incubator in front of a window. As the sun shines on the incubator, the temperature will increase and spoil your hatch. During this two day trial period, plug in your incubator and the egg turner. Monitor the temperature to make sure it stays between 99.5°F to 100°F. Add water to the incubator and monitor the humidity levels using your hygrometer. Look for relative humidity of between 45 and 55 percent—ideal levels for days 1 through 18. If you’re having trouble raising the humidity by adding water, try placing a moist sponge in the incubator or misting the eggs with a spray bottle. We also placed a webcam in the incubator so family members could watch at home. While it’s wonderful to be able to see it in person, this was helpful because sometimes the hatch doesn’t take place during the school day. If you’re hatch begins after school hours, just send an email to parents so everyone can watch online at home.

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THE FARM SCHOOL

Place the small end of the egg down into the cups of the egg turner. If you don’t have an egg turner, you can manually turn the eggs by drawing a circle on one side of the egg and an X on the other, flipping them from the circle to the X three to five times a day. On weekends, you can package the eggs in cartons, wrap the cartons in a towel to keep in heat, and carry your equipment home to continue turning, although removing the eggs from the incubator can be just as bad as not turning them.

LESSON PLAN

For the first 18 days, the eggs should be turned regularly, the temperature should be kept between 99.5°F and 100°F, and relative humidity should stay between 45 and 55 percent. On day 19, increase the humidity to 55 to 65 percent. Also, stop turning the eggs and remove the egg turner from the incubator. The eggs should be placed on their side and left alone until they hatch. You may begin hearing chirps coming from the eggs as the hatching day nears. Whistle back to encourage them, especially once they make the first break in the shell, called a “pip.”

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Depending on your incubator, you may need to remove a plug to allow more airflow. It will take many hours for the chick to hatch on its own after the first pip. And although itâ&#x20AC;&#x2122;s hard, do not help the chick out of the shell. Make sure to have a brooder ready for the chicks as they hatch and dry off (see Brooder Basics on page 25), otherwise they will be rolling all the other eggs as they stumble around. It usually takes 24 hours for a chick to fully dry off enough to be transferred to the brooder.

Mishaps will occur, but they can teach valuable lessons, too. If an egg is dropped, compose yourself and scoop it up to allow your students see the stage of development. No matter what happens during the incubation experience, students are engaged and learning important life concepts. Weâ&#x20AC;&#x2122;ve experienced everything from perfect incubation and hatches to major pitfalls, yet each instance has been a learning experience for not just the students, but for me, too.

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LESSON PLAN

THE FARM SCHOOL

ON THE FARM OR AT THE ZOO? Students will List farm animals. Describe the behavior, appearance, and habitat of farm animals. List resources people utilize that they obtain from farm animals

Special Care: The zoo is a place where there are lots of different types of animals. The zoo has lions, monkeys, and bears. It also has birds, lizards, and snakes. At the zoo, you can see animals from around the world. You canâ&#x20AC;&#x2122;t touch the animals at the zoo, since they are too dangerous to be close to. Zoos are a great place to learn about animals. A farm is a place where there are animals and people grow food in the ground. The farm has horses, pigs, chickens, and cows living on it. The farmer will milk the cow to get milk. The farmer will also get eggs from the chickens. There are lots of animals on the farm. A farm also grows food such as corn and wheat. What do the zoo and the farm have in common?

LESSON PLAN

THE FARM

Materials â&#x20AC;˘Pictures of various wild and domestic animals (optional) â&#x20AC;˘Farm Animals and Zoo Animals (print and copy)

Background:

Description:

In this activity, children will discuss the relationship between people and different kinds of animals. Then they will categorize animals into two groups, farm animals and zoo animals.

THE FARM SCHOOL

LESSON PLAN

Activity Discuss with the fact that people have different relationships with different animals. For example, because cows are more tame, they can be kept on a farm, while tigers and other wild animals cannot. Ask children to think about the kinds of animals that can live on a farm and the kinds that may live in a zoo. You may want to discuss why some animals live on a farm (horses help farmers do work, cows give milk, hens lay eggs, etc.) and other animals may be kept in a zoo (they are wild and most people might not see and learn about them otherwise.) Then write Farm at the top of a piece of chart paper and Zoo at the top of another. Name each animal from the list below and ask children to tell you whether it lives on a farm or in a zoo. If you have a matching picture, hold it up as you say the animalâ&#x20AC;&#x2122;s name. cow, tiger, lion, horse, hen, bear, rooster, giraffe, elephant, duck, rhinoceros (rhino), sheep, goat, hippopotamus (hippo), pig, kangaroo

List the animals on the chart that the children indicate. If they are having trouble deciding where a particular animal should be listed, revisit your initial about farm animals and zoo animals. Next, tell children that they will play an animal roundup game. Divide the class into three groups: zookeepers, farmers, and animals. Explain that some children are going to pretend to be animals that have wandered away from the zoo and the farm, so the children who are zookeepers and farmers must bring the animals back to their respective homes. Designate one area of the classroom to be a farm and another to be the zoo. Pass out the labels from the Farm and Zoo Animals sheet (helping children to read words as necessary). Then have the farmers and zookeepers round up their animals. Repeat the activity with new farmers and zookeepers.

THE FARM

Teaching Options Categorize animals into different groups, such as animals that live on land, animals that live in water, animals that can fly, etc, or let children come up with their own ways of categorizing animals. Divide a bulletin board into two sections. Label one section Farm and create a barnyard background. On the other section, create a zoo background and label it Zoo. Then have children cut out or draw pictures of animals that can be displayed on the appropriate side of the bulletin board. For an outdoor activity, turn the animal roundup game into a game of tag. When a farmer or zookeeper tags an animal, the animal must go home to the farm or to the zoo (depending on where it belongs). Note: Farmers and zoo keepers can only tag animals that belong to them. If a farmer tags a zoo animal, for example, the animal remains free.

THE FARM SCHOOL

LESSON PLAN

Bibliography

THE FARM SCHOOL

LESSON PLAN