Teaching Guide
The Wonderful World of Farming
produced by Maggie Bracy
Web Institute for Teachers, Summer, 2000
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Introduction
Farming is the most important occupation in the world. People cannot
live without food and nearly all the food they eat comes from crops and
livestock raised on farms. Various industrial materials, such as
cotton and wool, also come from plants and animals raised on farms.
This instructional module was designed for special education students
on a second grade performance level. Teaching techniques and strategies
were planned and developed to meet the needs of all specific learning characteristics
in the classroom.
Aim
To acquaint students with food sources and trace food growth in the United
States and other countries. This unit will include accommodations
and modifications to meet the needs of all specific learning styles.
Rationale
Paul Revere CPS Scholar School is community based. The staff recognizes
technology as an integral part and vial component of the instructional
process and curriculum development. Our staff is planning a world
studies program in sixth grade to branch out into all levels including
Special Education beginning 2000-2001 school year. Our main focus
is to prepare our students for global learning and world functionability.
Goals and Objectives
Language Arts
SG-1
SG-1
CAS-D
CAS-A
CFS-2
CFS-9
Math
SG-10
CAS-A
CFS - 1,2 and 3
Science
SG - 11
CAS - A
CFS - 1
SG - 11
CAS - C
CFS - 1
Social Studies
SG - 16
SG - 15
CAS - A
CAS - B
CFS - 1
CFS - 1
OBJECTIVES
-
to introduce the concepts of farming.
-
to provide information on food sources
-
to acquaint students with the origin of different foods.
Audience
Special Education
Age Range: 7-10
Performance Levels -- 2nd and 3rd
Handicapping Conditions: E/BD - EMH - LD
Prerequisites
KWL Chart: used to determine how much students know about food
sources.
Subject-Matter
The importance of farming to our daily living and our food supply.
Fundamental learning Areas: Language Arts, Math, Science, Social
Studies, and Fine Arts will be addressed.
Instructional Plan
Teacher will introduce the concept of farming with illustrations
and pictures of farming and foods to elicit information and stimulate conversation.
Students are required to complete activities in teams/cooperative groos.
Teacher will model activities and modify lessons for special need students
with specific characteristics. Activities include:
group activities: identifying parts of a hamburger;
individual activity: each student must keep a journal.
Teacher will show pictures of different regions in the United States
where certain types of foods grow, i.e. Florida -- oranges, etc.
Students will plant seeds, measure and chart growth. Students
will also list things that plants need for growth, as a science activity
FOR TEACHER DIRECTED ACTIVITIES SEE INSTRUCTIONAL
LESSON PLAN
Materials
Computer
Encyclopedia
Pictures/Filmstrips
Chart paper
Library books
Seeds (which students will plant)
Overhead transparancies/projector
Colored Pencils and/or crayons
Planting Cups
Soil
Pencil
Paper
U.S. Map with colored regions
U.S. Globe
Rulers
Assessment and Evaluation
Help to wrote Rubric
Using a map -- select and identify parts of the United States where
fruits and vegetables grow. Write or tape a short paragraph on how
food is transferred to grocery stores.
Alternative Assessment:
Arrange foods on chart according to different food groups.
Higher order of Thinking: (Hots) What is the best way to transport
food? Defend your answer.
Rubric (Broad Assessment):
20 points - report on trip to farm -- short paragraph
20 points - group activity - participation
20 points - identify region in United States and name one food
from that region
20 points - name modes of transportation of foods
20 points - graph
Rubric for Journals:
25 points - arrangement
25 points - usage
25 points - organiation
25 points - pictures
Accommodations/Modification
Modify according to specific handicapping condition. Group with
mixed abilities for peer support.
Higher orders of Thinking Skills: Special selected student assignments.
Use of many visuals
Use peer coaching
Give students more time to complete tasks
Use performance based assessment
Alter pace of instruction
Reduce number of complexity of items
Appendices (optional, if needed)
Resources
Chicago Public Schools, Office of Accountability. Expect More:
Higher Standards for Chicago's Students. Levels K-3; CPS, 1999.
Illinois State Board of Education. Assessment. Illinois
Learning Standards, Springfield, IL. II SBE, 1997
The World Book Encyclopedia. F, Volume 7 - 1985, USA.
Chicago Public Schools, Office of Specialized Service, Curriculum
Accommodations and/or Modifications. Based on Chicago Academic
Standards, 1997, CPS.
Floethe, Louise and Richard. Farming Around the World.
Charles Scribner's Sons, New York, 1970.
Hawkes, Nigel. Food and Farming. Franklin Watts,
New York, 1982.
The American Family Farm. Photo Essay, George Ancona; Text,
Joan Anderson. Harcourt Brace Jovanovich, New York, 1989.
Manley, Deborah. Let's Grow Things. Griesewood and
Dempsey, 1979.
Rogo, Zack. Oranges. Orchard Books, New York, 1988.
Glossary - Alphabetical List of Meanings
CAS - Chicago Academic Standards
CFS - Curriculum Framework Standards
CPS - Chicago Public Schools
E/BD - Emotional Disturbed Behavior Disorder
EMH - Educable Mentally Handicap
ISBE - Illinois State Board of Education
LD - Learning Disability
SG - State Goals
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