WELCOME TO THE "FARM VILLE"!

Hi kids! I'm Tobby, the dog. 

I live in the Farm Ville, with my owner Kate, the farmer.


I'm going to show you how the life in the farm is.

Pre-Tasks

It's time to sing! 


Are you all ready? Pay attention on the farm animals. 

       Let's have fun with the song Old MacDonald  Had a Farm!

  

   Source: http://www.youtube.com/watch?feature=player_embedded&v=hDt_MhIKpLM

See the video again and count how many animals there appear.

Let's play! 

Tobby and his friends are playing hide-and-seek. Find all  of them! There are six friends and Tobby. Try on!

Task Preparation

To begin to know the farm, we have to know the animals we can find in it.


In class we have known some of the animals such as the rabbit, the dog, the chick ... But which animals more are there?


Think about the animals you can find on a farm and make a list! The picture below can help you.

Tasks Realisation

Now that we have an idea about the animals that there are in a farm, we are going to learn more!

Activity 1. Here you are some of the farm's animals. It appears some animal that you thought in the pre-task? Sure!

If there is any animal that you didn't think on the first activity, don't worry! Now is the time to know them!

To continue learning, we are going to do some funny activities:

Activity 2. This activity it's very easy: you only have to identify the animals of the pictures. Write the number and the name of the animal that corresponds:

Now, you have to explain some characteristics of the animals that you have learned in Science: what they eat, where they live, how they born, what the humans use of them...

Tasks Realisation.

Activity 3. Bobby has lost some vowels of the names! Can you help him to fill in the names of the animals?

You have the names in three languages: catalan, spanish and english. 

P_ll_t / P_ll_t_ / Ch_ck 

 V_c_ / V_c_ / C_w

 P_rc / C_rd_ / P_g

 Ov_ll_ / Ov_ j _ / Sh_ _p

 C_n_ll/ C_n_ j _ / R_bb_t

 C_v_ll / C_b_ ll_ / H_rs_

            R_c / B_rr_ / D_n_k_y

 G_ll d'Ind_ / P_v_ / T_rk_y

Activity 4. Well! Now It’s the moment to show what you have learned. Find the name of the animal’s list in the Alphabet Soup. If you don’t see one, don’t worry, ask your partner or teacher.

Activity 5. A good farmer has to know how many animals has in the farm. Kate, the owner of the farm, has a lot of work, and she asks Bobby to do the counting of the animals for her. But, Bobby is not too good at maths... Can you help Bobby to count the animals? At the same time, the animals want to know it too. Can you tell them? They were born in differents places, so you have to speak them in catalan, spanish and english.


How many animals? Quants animals hi ha? ¿Cuántos animales hay?

1: ONE / UN / UNO.
2: TWO/ DOS / DOS.
3: THREE/ TRES/ TRES.
4: FOUR/ QUATRE/ CUATRO.
5: FIVE/ CINC/ CINCO.
6: SIX/ SIS/ SEIS.
7: SEVEN/ SET/ SIETE.
8: EIGHT/ VUIT/ OCHO.
9: NINE/ NOU/ NUEVE.
10: TEN/ DEU/ DIEZ.
11: ELEVEN/ ONZE/ ONCE.
12: TWELVE/ DOTZE/ DOCE.




- There are _ _ _ _ /_ _ _ _ _ _ / _ _ _ _ _ _ cows/vaques/ vacas.
- There are _ _ _ _ _/_ _ _ _/ _ _ _ _  sheep/ovelles/ovejas.
- There are _ _ _ _ _/ _ _ _ _/ _ _ _ _ horses/cavalls/caballos.
- There are _ _ _ _ _ _/ _ _ _/ _ _ _ _ _  ducks/ànecs/patos.
- There are _ _ _ _/ _ _ _ _/ _ _ _ _ _ chickens/gallines/gallinas.
- There are _ _ _/ _ _ _/ _ _ _ donkeys/rucs/ burros.
- There are _ _ _/ _ _ _/ _ _ _ _ pigs/porcs/cerdos.

Now, circle the right choice:

- There are nine/ eight/ ten  pigs and donkeys.

- There are six/ nine/ eight horses and chickens.

- There are eleven/ ten/ nine ducks and cows.

- There are twelve/ eleven/ ten/ sheep and horses.

- There are seven/ five/ eight/ chickens and donkeys.

Activity 6. It's time to show what a good farmer you are! Explain to a partner what do you think is important to know in a farm. 

Then, it's the turn of your partner and you have to listen carefully because later you have to decide between the two what is the paramount!

Post-Tasks.

We're going on an excursion to a farm!

In the farm, the farmer will explain us all that she do with the animals, because we are studying farm animals. We will meet how is a real farm and how is the farmer's work!

Activity 7. You have to do groups of 5 persons. Each group  will have a photo camera. You have to make photos of what you see in the farm: animals, the farmer, the landscapes... 





Then, you have to do an album, and in above of each picture you have to write a short description.

Activity 8. You have to draw a picture of what you liked most over the farm.

Activity 9. In the same groups of 5 as before, mark in the map that the teacher will give to you the route we do with the farmer when she takes out the sheep to pasture. 

Activity 10. In the same groups of 5, you will have a notebook and a pencil and you have to write some of the explanations of the farmer about the work that he/she has with the animals. 

Later, in the school, each group will expose one of the explanation to the rest of the class.

To learn more

Well, here you are some links to continue learning! 


Click on the vocabulary words and drag them to their corresponding image. Click check to correct: http://www.madridteacher.com/Activities/farm-animals.htm





***All the images of the blog have been taken from Google Images.

INTRODUCTION

This teaching unit is designed for children in first grade. His name is Let's learn about Farm Animals and belongs to the area of knowlegde of the natural, social and cultural. 


It is based on explaining which animals can be found on a farm and how is the day as a farmer in this.


The timing of this teaching unit is three sessions, the last one requires a day and go out of school. 

OBJECTIVES

We take into account the objectives established by the Curriculum, the teaching unit aims for students to be able to:

• To use different languages ​​for expressing and communicating the contents of the area.

• To participate in group work, adopting a responsible attitude, supportive and cooperative dialogue, arguing with their own opinions and comparing them with those of others while  respecting the basic principles of democracy.

• To recognize the animals that live on a farm in English.

• To understand and to respect the roles of a farmer.

• To respect the environment where we live and expressing this by thoughts,  opinions, ideas, actions, etc., because this promotes positive values ​​in our society.

SKILLS

This Education Unit should help to develop basic skills in Primary Education.

In this section, we explain what we want to promote with the teaching unit:

- Knowledge and interaction with the physical world: Pupils must respect the environment because they live in it and they have to see the important functions it has. In this case, children must be able to respect and care for animals as well as valuate the great work that the farmer because thanks to them many of us can eat. This competence will develop during all the Unit but, especially, during the visit of the farm, where they will see what the farmers do and why they exist like a workers.

- Multilingual and intercultural competence: Children should develop the  Unit's activities in English and in Catalan and Spanish. They should be able to overcome their difficulties in learning new content in both languages, Catalan and Spanish, as in a foreign language, English. It's not necessary to be in the subject of English to work in this language, because children could use the other two languages that we commented before, too. This competence takes place in all the Unit, but specially in the activity of the vocabulary of animals, and in the activity of counting the animals in the field, in which they practice the mathematics.




With less intensity, with this Unit we want that the students could develop artistic skills, with the activity of making a drawing during the farm's visit; and we   pretend also work the communicative competence during the diferents exhibitions in the different activities. The teacher has to help the students teaching them how to do a good explanation step by step, and the teacher should see a progress in the exhibitions from the first activity to last, in which the pupils should follow the teacher's advises.

EXPLANATION OF ACTIVITIES

Session 1:  

Activity 1: Talking about our pets. How can we take care of them?

First of all, the teacher have to prepare this activity before the first session because he/she will choose 5 volunteers to bring up at class one pet. Apart from this, the teacher must speak to the parents to get the permission.

The activity consists in show the animals and then talk about some aspects related with them:

-What they eat?

-What they need?

-Where they sleep?

-What they do?

Also, during the activity it will appear some knowledge about how the animals live, as if they eat meat, grass... (carnivore, herbivore...) or if they born from eggs, from another animals... (oviparous, mammals...). 


We think that this is a good way to introduce new knowledge because from the drived dialogue children let us to know the previous knowledge that they have about the subject. The objective of this activity is to increase the knowledge of the students from their previous ideas. With the animals we can motivate students to pay attention and to participate in class.

After this, we apply all this information to one place where we can find a lot of animals, a farm. So, we made a list about the animals that we can find there (in Catalan, Spanish and English). 
Duration: 30 minuts.


A second part of this activity consists on going to the computers' room and work in pairs doing the pre-task activities and the task realisation activities from our web page.

Duration: 30 minuts.

Session 2:

The students are going to do some activities from a blog of farm animals. In this webpage there are some explanations and some activities that allowed students to increase their knowledge about farm animals. The best of this activity is that students are motivated because they break with the routines and because they learn at the same time that they enjoy. This activity is in pairs and it is an autonomy work because the teacher will be seeing what the students are doing and helping them if it's necessary but hte pupils have to interact with his/her partners. 
Duration: 1h.

Session 3:

Activity1: Visit a farm

When the students have done the different activities from the blog, they are already prepared to visit a farm. In the farm, the children could see the animals that have been studying in class. Also, a farmer will explain to them what he/she does, what kind of food eat each animal, etc. The children could see that the animals are there because farmer takes benefits of them as the milk of the cows and of the sheeps, the eggs of the chickens... And later, the farmers bring this products to us, at the supermarkets and then, to our houses. 


In this excursion, the students would have to do an album with photos of the farm and, also,they would have to do a draw about the thing that they like the most, these activities are thought to work the creativity of each student. 

The objective of this global activity is that the students checked how is a day in a farm and to put in practice what they have learnt before with the visite and her activities.

Duration:  8 hours

ASSESSMENT CRITERIA

·         Session 1

With this activity we want to develop the language skills of students in terms of their speaking and organization of the previous ideas about pets. It takes into account the objectives of teaching unit that we explain before. Also, is encouraged the competence learning to learn in this first activity, students will not receive new items but must collect the previous ideas between them and formulate questions and help each other (although they have the support of the teacher). All of this  gives initiative to the ability to learn by themselves and relate theoretical knowledge with practice.

This activity will be avaluate with the Thursntone's scale . It is a resource assessment in which individuals express their attitude to choose a set of statements that come to consider their opinion. Involves whether or not the student has achieved the criteria to be defined according to different objectives and skills to work in unity. 

Ø Activity 1. Talking about our pets. How we take care of them?
Student name: ..................................................................................................................
Criteria’s:	V*	A*	N*	Observations/Proposals to improve:
1. Be attentive to explanations and develop attitudes of cooperation.
2. Explains what the animals eat, where they sleep, what they need and what they do?
3. Participates actively in the session.
4. Has initiative, shows interest in content.
5.If they shown receptive, tolerant and respectful of their classmates.

*Very Achieved, Achieved, None Achieved.

·         Session 2

In this activity we want to develop working in pairs and the using of computer and the blog. It introduces more knowledge about farm animals and it prepared them for the last session when they visit the farm. They formulate questions and help each other (although they have the support of the teacher).


This activity will be evaluate with Thursntone's scale. Involves whether or not the student has achieved the criteria to be defined according to different objectives and skills to work in unity.

Ø  Activity 2. The blog
Student name: ..................................................................................................................
Criteria’s:	V*	A*	N*	Observations/Proposals to improve:
1 Know how to use computer
2. Be attentive to explanations and develop attitudes of cooperation.
3. Understand the three languages of the activities
5.  Participates actively in the session.
6. Has initiative, shows interest in content.

                        *Very Achieved, Achieved, None Achieved.

·         Session 3

Mainly, it will foster competition in the knowledge of and interaction with the physical world, competition for autonomy and personal initiative, social and civic competence, proficiency learning to learn. It is time to apply knowledge and worked to encourage critical thinking to solve and make decisions with initiative, be responsible with the environment and nature.


The assessment takes into account aspects about the visit and aspects about the work that the pupils have to do individually and in groups.

Activity 1: We will tour the farm
Student name: .................................................................................................................
Criteria’s	V*	A*	N*	Observations/Proposals to improve:
1.He has made ​​a good album that encompasses the entire visit.
2.His behavior has been adequate.
3. Recognizes the main Functions of a farmer.
4.He has been respectful when the farmer was speaking.
5.He has been respectful with the animals of the farm.
6. Shows interest, is participatory maintains goodwill.
7. Makes relevant observations and notes during the visit to the pharmacy.

                                *Very Achieved, Achieved, None Achieved.

The qualitative note will be given considering all assessments criteria that we explained before. We don't want students to study for an exam and forget after. We want that they learn.