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  On Old MacDonald's Farm Content Standards Lesson Plans connection Web Site Resources connection Assessment Items connection
Primary Subject Area:  Social Studies
Grade Level:  3 - 4
Overview:
The students will learn the origins of a variety of foods. This lesson can be used to teach health, nutrition, or food - related topics.
Approximate Duration:  1 class period (50 minutes)
Content Standards:
  • Geography: Physical and Cultural Systems
         Students develop a spatial understanding of Earth's surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment.
  • Economics: Interdependence and Decision Making
         Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the World.
Benchmarks:
  • G-1D-E4
         describing the use, distribution, and importance of natural resources.
    • (1,4,5)
  • E-1A-E9
         identifying different methods for the distribution of goods and services, including the concept of markets;
    • (1,2,3,4,5)
Grade-Level Expectations (GLEs):
  • Grade 3

    • 21. Identify natural resources in Louisiana and describe their uses and importance (G-1D-E4)

    39. Identify goods that are produced within the local community and Louisiana and describe how they are shipped elsewhere for sale (E-1A-E9)

  • Grade 4

    • 18. Describe the importance of specific natural resources to human survival and human endeavors (G-1D-E4)

    19. Describe the use, distribution, and importance of natural resources in different regions of the United States using geographic tools such as maps (G-1D-E4)

    42. Describe the basic concept of a market (e.g., exchange of goods/services between buyers and sellers) and identify ways of transporting goods (E-1A-E9)

Interdisciplinary Connections:  
  • English/Language Arts : Standard 4
         Students demonstrate competence in speaking and listening as tools for learning and communicating.
  • Health Education : Standard 1
         Students will comprehend concepts and strategies related to health promotion and disease prevention.
Educational Technology Standards:  
  • Use technology tools (e.g., publishing, multimedia tools, and word processing software) for individual and for simple collaborative writing, communication, and publishing activities for a variety of audiences.
    • ( 1, 3 )
  • Gather information and communicate with others using telecommunications (e.g., email, video conference, internet) with support from teachers, family members, or peers.
    • ( 1, 4, 5, 6 )
Objectives:
The students will:
  • distinguish between animal and plant foods, and
  • discuss foods that are nutritious and the role they play in a healthful diet.
    • Lesson Materials and Resources:
    • Milking Time, a video from Tickle Your Appetite, USDA.
    • Book related to the video
    • Magazines having pictures of plant and animal foods
    Technology Tools and Materials:

    Hardware:
    Digital camera

    Software:
    KidPix

    Other:
    Background Information:
    The students should have a basic understanding of farms, differences between plant and animal foods, and from where our foods originate.
    Lesson Procedures:
    1. Show Milking Time video or read to the class a book related to farming.

    2. After the students have seen the video, ask them which foods come from a farm. (Refer to the video showing Mary Moo (cow puppet) being milked or the carrot being pulled from the ground.) If there are older students in the group, ask them which foods come from farm animals and which ones come from plants and trees.

    3. The teacher will discuss with students foods that are nutritious and the role these foods play in a healthful diet.

    4. Sing or play "Old MacDonald Had a Farm" for the group. Explain that animals and plants produce most of the foods we eat. These foods come from the farm, to the market, to us!

    5. If the classroom is decorated, ask the students to look around the room to find animals pictured as foods, animals growing on the farm, and to look at the fresh fruits and vegetables displayed.

    6. Begin a song, and ask the students to sing along. Keep the song simple and list the possible foods that come from the farm. If the students are a little older, add foods that are made from the original farm food (i.e., cheese and yogurt from milk). A copy of the song, Old MacDonald Had a Farm, is included in the Reproducible Material section.

      Sample song:
      On his farm, Old MacDonald might have

      COWS, which give us MILK, which we DRINK and use for making CHEESE and YOGURT. The cow also gives MEAT, which is ground for HAMBURGERS.

      CHICKENS, which lay eggs, which we make into SCRAMBLED EGGS or EGG SALAD.

      CORN, which we boil on the COB or make into CORN FLAKES and CORN BREAD.

      TOMATOES, which we slice for SALAD or make into tomato SAUCE or SOUP.

      Orchards with FRUIT trees and vines. APPLE trees give us apples for eating WHOLE, for making JUICE, and for making APPLESAUCE. ORANGES are good for eating and for making into JUICE.

    7. KidPix Activity: Use KidPix for a plant/animal food picture. Use stamps, drawings, and/or take food pictures with a digital camera and add them to KidPix. Separate the pictures into plant foods and animal foods categories. (An optional activity if software is not available: use pictures cut from magazines.)
    Assessment Procedures:
    • Observation of students participating in class activities.
    • Questioning: make a checkmark by student’s name indicating whether the response is right or wrong
    • Participation in song, Old MacDonald Had A Farm.
    • KidPix or magazine activity (refer to lesson procedure number 7)
    Accommodations/Modifications:
    Before doing this lesson, teachers should check about food allergies to be sure that students do not have adverse health reactions during this lesson. Consider different learning styles and abilities when planning this lesson.
              ----- written by Division of Nutrition Assistance

    Teachers must follow special needs student’s Individual Education Plan (IEP) or 504 Modification Plan.

    STUDENTS WITH SENSORY IMPAIRMENTS

    Vision:
    1. Procedures # 1-7 Assign preferential seating
    2. Procedure # 2 Use monocular for viewing video or select story in Big Book form with large text and illustrations;
    3. Procedures # 3 & 5 Provide enlarge pictures of plants, animals, and trees for use in discussion
    4. Procedure # 7 Use windows magnifying function, screen enlargers, or similar software
    5. Procedure # 7 Use large font size and high contrast background as needed on Kid Pix activity

    Hearing:
    1. Procedures # 1-7 Teacher should maintain proximity and eye-contact during class discussions
    2. Procedures # 1-7 Pair with a typical hearing student to insure understanding of directions
    3. Procedures # 3 & 5 Use visual cues to reinforce instruction; provide pictures of plants, animals, and trees for use in discussion
    4. Procedures # 1-7 Use amplified listener with a headphone if student is unaided; increase volume on computer when completing Kid Pix activity
    5. Procedures # 1-7 Give clear and concise verbal directions; repeat and/or restate as needed; frequently check for comprehension

    STUDENTS WITH ATTENTION/BEHAVIOR DIFFICULTIES
    1. Procedures # 1-7 Use close proximity to assist the student in focusing on directions; establish and maintain eye contact for all oral directions
    2. Procedures # 1-7 Provide periodic breaks for movement
    3. Procedures # 1-6 Use weighted lap pad/stuffed toy or sensory seat cushion to assist in maintaining seated position (Contact O.T.)
    4. Procedures # 1-7 Use predetermined signal to redirect attention
    5. Procedures # 1-7 Allow physically-active student to kneel or stand at workstation


    Additional Accommodations/Modifications suggestions found under "Helpful Links- General Classroom Accommodations".

              ----- written by Melissa Woods
    Reproducible Materials:
    Explorations and Extensions:
    • Play a game from the Dole 5-A-Day web site.

    • Take a field trip to a farm ( vegetable, fruit, or dairy farm).

    • Write to this month’s 5-A-Day friend on the web site as a guided writing activity.

    • Invite a farmer to visit with class.
    Lesson Development Resources:
  • Tickle Your Appetite Curriculum, USDA. It can be ordered from the National Food Service Management Institute (1-800-321-3054). Also read about it at www.fns.usda.gov/tn/Resources/tickle.html

  • http://www.dole5aday.com (Dole 5-A-Day)

  • This lesson was reviewed and updated by Diane Cole and Millie Naquin for the SLU Excellence in Health and Education Project in June 2003.
    • Reflections:
    Encouraging students to eat fruits and vegetables can help them to stay healthy so that they are able to attend school regularly and become more academically successful.
    Contact Information:
    Division of Nutrition Assistance
    http://www.louisianaschools.net/lde/nutrition/1667.html
    Louisiana Department of Education
    Additional Contacts:
    Group:  Division of Nutrition Assistance
    MarcoPolo Lesson:  No


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