Begin the lesson by showing students pictures of some Pennsylvania farms (S-K2-5-1_Pictures of Pennsylvania Farms.doc). Tell students that you recently visited some farms in Pennsylvania and here are some pictures. Ask students, “How many of you have ever seen a farm? I am going to write down some things you might remember seeing on a farm.” Allow students to tell what they might have seen on a farm. Record all student responses on the chart. When students have added their responses, you may also add to the list. Remember to include nonliving things such as a tractor, barn, house, rocks, and other nonliving items students may not have included.
Day 1
Activity 1: Living Things on a Farm
Gather students and have them listen to the story Farming by Gail Gibbons. Tell students that as they listen to the story they should think about other things that are mentioned in the story that are found on the farm and at the end of the story they can add to the list. Read the story, pausing during the story to ask questions and monitor students’ understanding. When you are finished reading the story, look again at the chart. Ask: “Does anyone have anything else we might include on our list?” Record any additional examples the students might suggest.
Explain to students that this list of things they might find at the farm is a long list. Tell students that some things on the list need some important things. They all need the same thing. Write these things on the board or chart: Food, Air, Water, and a place to live (Shelter). Say: “Living things all need these things to stay alive. These are called basic needs, what every living thing needs to stay alive. Do we need these things? Are we alive? Can you name some things that are alive in this room? Can you name some things that are alive on our list that are found on the farm?” As students name items on the list, circle them with a marker. After students have suggested items from the list that are living, review the list. If students have omitted some things, ask “Does this need food, air, water, shelter to live?” Continue until all the living things on the list have been circled.
Then have students think about what a farm is, and who might be on the farm. “Draw a picture in your brain of a farm. Don’t forget all the details; remember information that you learned from the story by Gail Gibbons.” Hand out copies of the Living Things Found on a Farm worksheet (S-K2-5-1_Living Things Found on a Farm.doc). Tell students, “Now I want you to draw what you saw. Don’t forget all the living things that you would see on a farm.” Allow students enough time to draw several items on their sheets. Have students discuss their drawings with a partner or the class. Collect and display students’ work in the room.
Day 2
Activity 2: Nonliving Things on a Farm
Review with students the previous day’s lesson. Say: “Who remembers what a living thing is? What do living things need?” Point to a clock or other object in the room say: “Is a clock a living thing? It has hands that move, it makes noise, and it does things when you turn its dials or press it.” Have students discuss what they think. “Even though it is like a living thing in some ways, it is nonliving. Why can I say that the clock is not alive (or nonliving)?” Point out other objects that are nonliving as examples. Make sure students make the connection that nonliving things do not have basic needs. Ask students to look around the room and give examples of nonliving things.
“Let’s look at our chart we made of things found on a farm. We circled all the things that we discovered that were living things. They need air, food, water, and shelter. I see other things on our list that are not circled. They are not living things. They do not need food, air, water, or shelter. Can you tell me some things found on the farm that are nonliving?” Circle the items listed on the chart that are nonliving using a different color marker. Select an item and have a student explain why that item is nonliving. Continue selecting items and students until all can explain why an item is nonliving. Hand out copies of the Nonliving Things Found on a Farm worksheet (S-K2-5-1_Nonliving Things Found on a Farm.doc). Tell students, “Now I want you to draw all the nonliving that you would see on a farm.” Allow students enough time to draw several items on their sheets. Have students share with a partner. Have students discuss their drawings with a partner or the class. Collect and display students’ work in the room.
Give students each a magazine and tell them they are going to find pictures that show the basic needs of plants, animals, and people. Show students a page that you have done. The paper may have a picture of wind blowing, or objects moving by air to depict air, various pictures of food, and a house. Collect this paper when students have completed their work.
To check for understanding of the difference between basic needs and wants, tell students they will now complete a Wants and Needs Activity sheet (S-K2-5-1_Wants and Needs Activity Sheet.doc). Tell students, “I am going to hand out a piece of paper. I want you to draw pictures of things you want on the left, and pictures of things you need on the right.” Hand out the activity sheet and give a designated time to complete it. Then have students discuss the pictures they drew. Air, food, shelter, and water should be the basic needs that were drawn on the right. Give students time to add to their pictures or draw arrows to change columns.
Extension:
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For additional learning, the class could go on a nature walk and collect living and nonliving things. Students can work in groups to sort the items into groups of living and nonliving things.
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Students who may be going beyond the standards can create a model of a farm in the block center or art center. They will identify the models of living and nonliving things in their farm.
