Rasmussen

=**__Farm Lesson Plan__**=

__Project Narrative__
 * The class that this lesson is geared towards is a Head Start class made up of 4- and 5-year-olds. Every student in the class is part of a family that is considered low-income. There are 17 children in the class, 12 of which are minorities.
 * The classroom is a good size for 17 students to have enough room for 6 play areas (block area, writing area, housekeeping area, reading area, computer area, and an art area), a carpeted area for group time, a sensory table, a sink for hand washing and brushing teeth, 3 moon-shaped tables (each able to seat 8 children and/or teachers comfortably), a mailbox area (for students’ papers to take home), a quiet area, and the teacher’s desk area.
 * The block area contains 6 different-sized wooden blocks, a 4x3-foot rug that shows a town with roads and buildings (such as a library, post office, police station, fire station, and hospital), matchbox cars, 3-inch plastic people, buildings (such as a library, post office, police station, fire station, and hospital), and animals and a barn (put out for the farm unit).
 * The writing area contains a table with a rack full of paper, crayons, markers, and stencils (with letters, shapes, and animals on them). The writing area also has an alphabet poster and 2 chairs.
 * The housekeeping area contains a small table (about 2x2 feet) with 3 chairs, a wooden play sink/dishwasher, a wooden play refrigerator, and a wooden cabinet. There are also play dishes, silverware, cups, food, and dolls. For the farm unit, there are 2-inch stuffed farm animals that go with a small barn.
 * The reading area is just a 4x3-foot rug (with the alphabet on it) with a small book shelf (filled with books) and pillows on the floor.
 * The computer area is a table with 2 chairs and 1 computer. This computer is only used for educational games for the children to play.
 * The art area has a 2-sided easel with paint, paint brushes, and 2 smocks.
 * The carpeted area for group time is an area with a 6x6-foot rug with letters, numbers, shapes, and colors on it. In this area, we do calendar time, read books together, sing songs, and any other group activities. This area is also for doing floor puzzles and playing with musical instruments during play times.
 * The sensory table contains new things for each unit or time of year. In this farm unit, there are 4 different kinds of seeds that are planted on a farm.
 * The quiet area is a twin-sized mattress with a “Finding Nemo” sheet on it, in a corner. This area is for any student that feels like they need to have some alone time or need some quiet time. The students refer to this area as “Nemo.”
 * Although some of the students are still 4 years old, lesson at the kindergarten level are used.
 * At this point, we have been talking about farms for 3 days. We’ve talked about animals and the barn, but this lesson brings up specific food grown on farms, and the machines farmers use to carry out necessary tasks.
 * Students need to know the rules of the classroom and the rules for using the computer. To help students be more familiar with what we are reading about, it would be beneficial to be able to recall the previous information learned about farms (animals and barns).


 * Grade Level: ** 4K **Subject:** Reading, Science, Math


 * Concept **: Students will demonstrate understanding of the text by answering questions about the story as we read and drawing a picture about what they’ve learned after reading the book.


 * //Alignment of standards, objectives and assessment(s)t for student learning //**//: //

**//(If applicable attach rubric, test or other assessment instrument //** || C.EL. 1 Shows an appreciation of books and understands how print works.
 * **//Model Academic Standard(s) or Early Learning Standard (EC majors) //** ||  **//Learner Outcomes/ Objective(s) //**  ||  **//Type of Assessment(s) //**

C.EL. 5 Uses writing to represent thoughts or ideas.

C.EL. 3 Uses various styles of learning including verbal/linguistic, bodily/kinesthetic, visual/spatial, interpersonal, and intrapersonal.

A. EL. 2 Understands new meanings as memory increases.

NETS Standard: 1.C. Use models and simulations to explore complex systems and issues.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">4.C. Collect and analyze data to identify solutions and/or make informed decisions. || <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Students will be able to retell something from the story by drawing a picture and explaining in their own words what they draw.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Students will be able to classify different animals using an online game. || <span style="font-family: "Times New Roman","serif"; font-size: 16px;">I will assess students by observing what they have to draw in their picture and listening to their description of what they drew about the story. In this activity, students will produce beautiful pictures for them to take home to show their parents what they’ve learned about farms.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">I will assess students by observing them classifying different animals while playing an online game. (The game is self-correcting, so students will also be assessing themselves.) ||


 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">NETS for Teachers: **

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">1.C. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> Ex: Using the Doc Cam to promote students to understand and think about information in the book being read to them.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">2.A. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> Ex: Playing the online game “Animals on the Farm” (the game is appropriate for all students).

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">3.D. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> Ex: As a teacher, I will always be using technology in every lesson, any way I can. Students will also be able to see that I use the computer for my research for lesson planning and communicating with parents and other teachers every day.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">4.B. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> Ex: Students will be aware of the proper way to use a computer and the rules that go along with computer use in the classroom. These rules will be enforced at all times.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">5.C. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> Ex: As a teacher, I will always be looking for new information on new technologies that could be useful in the classroom and current issues in the teaching profession. I will stay current on these things by looking at online teaching and technology journals on a regular basis.




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