Agriculture, Living Things, and Environments
Agriculture, Living Things, and Environments
Objectives
-
identify what is a living thing and a nonliving thing.
-
identify living and nonliving things on a farm.
-
identify different products and where they come from.
-
demonstrate understanding of Pennsylvania agriculture.
-
identify basic needs of people, plants and animals.
-
identify ways to conserve.
-
identify different bodies of water.
In this unit, students will understand the importance of agriculture to humans and the different components of a farm. Students will:
Essential Questions
-
Do I notice similarities and patterns in living things?
-
Can I explain why living things need air and water?
-
Can I use my sense to help solve problems?
-
Can I compare common physical characteristics?
-
Can I explain what I’ve observed?
-
Can I identify types of moving water?
-
What are some products that come from nature?
-
How can I conserve and protect natural resources?
-
How does agriculture support human needs?
Related Unit and Lesson Plans
Related Materials & Resources
The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.
Materials haven't been entered into the unit plan.Formative Assessment
-
View
Multiple Choice Items:
- Read questions aloud and have students circle the correct answer.
-
-
Circle the animals that would usually be found on a farm in Pennsylvania:
-
-
-
2. Circle the thing that is nonliving:
-
-
3. Circle the type of water that can be found on a farm.
-
4. Circle the basic need of living things:
-
Multiple Choice Answer Key:
1. cow and pig
2. tractor
3. stream
4. water
Short-answer Item
Have students draw a picture of what a farmer might do on a typical day. Encourage children to draw background and details. Tell them that you would like them to draw at least three things the farmer might do. Have students describe their picture. Provide a list of farm vocabulary on the board to help.
- Describe your picture:
-
- ------------------------------------------------------------------------------------------------------------
-
- ________________________________________________________________________
-
- ------------------------------------------------------------------------------------------------------------
-
- ________________________________________________________________________
-
Short-Answer Scoring Rubric:
Points
Description
2
-
Student draws at least three different events or actions that might be part of a farmer’s day.
-
Student adds detail to the drawing.
- Student describes the picture.
1
-
Student draws fewer than three different events or actions that might be part of a farmer’s day.
-
Student adds little detail to the drawing.
- Student’s description of the picture is limited.
0
-
Student does not draw pictures illustrating a farmer’s day.
-
Student does not add detail to the drawing.
- Student is not able to describe the picture.
Performance Assessment:
Give small groups resealable plastic bags that contain living and nonliving items, and let students sort them into two groups. These items that can be placed in the bag: a pencil, a coin, rocks, plastic toys, leaves, moss, seeds, flower buds, dead insect, and feathers. You may substitute picture cards if you wish.
Then give students a large sheet of paper and tell them to divide the chart in half, and label one side “Living” and one side “Nonliving.” Have students sort the objects into one of the two categories: Living or Nonliving. Then give them magazines and tell them to cut out pictures of objects and glue them to each side of the chart. Have groups share their posters.
Performance Assessment Scoring Rubric:
Points
Description
3
The student completes two of the requirements:
-
Sorts objects into categories Living/Nonliving
- Selects and places Living/Nonliving pictures in correct category.
2
The student completes two of the requirements:
-
Sorts objects into categories Living/Nonliving
and
- Selects and places some Living/Nonliving pictures in correct category.
1
The student completes one of the requirements:
-
Sorts objects into categories Living/Nonliving
or
- Selects Living/Nonliving pictures in correct category.
0
The student demonstrates lack of understanding or does not attempt to complete the assessment.
DRAFT 11/19/2010
