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ED 345 Calvin College Lesson Planning Form

Teacher: Annelise VanDyken Date: 4/20/17 Subject/ Topic/ Theme: Social Studies

I. Objectives
What is the main focus of this lesson?
Students will learn about some of the tools and activities on a Midwestern farm.
How does this lesson tie in to a unit plan? (If applicable.)
This is the sixth lesson in a unit on the Midwest.
What are your objectives for this lesson? (As many as needed.) I ndicate connections to applicable national or state standards. If
an objective applies to only certain students write the name(s) of the student(s) to whom it applies.

Students will be able to:

a) Describe the purpose of a farm
b) Describe kinds of tools used on a farm
c) Explain the different tasks needed to be accomplished on a farm in order to make things work well

4 G1.0.1 Identify questions geographers ask in examining the United States (e.g.,Where it is?
What is it like there? How is it connected to other places?).

II. Before you start

Prerequisite knowledge and skills. Students have explored physical features of the Midwest, the Great Plains, Midwest
resources, and states and capitals. This lesson builds off of the previous lesson on the
Midwestern resources. Students will explore specific features of the life of farmers.
Assessment Formative: Questions during the lesson, students work on taking notes about the
(formative and summative) presentation and have an application at the end.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

Multiple Means of Representation Multiple Means of Expression (Action) Multiple Means of Engagement
Options for Perception Options for action/interaction Options for recruiting interest
Powerpoint slides, visual aids (farming Students turn and talk with a neighbor Teacher asks students to guess who the
materials, etc), students volunteers dress about information from the presentation. guest speaker is, teacher introduces the
up to present. topic.
Options for Language/Symbols Options for Expression Options for Sustaining Effort & Persistence
Information written on a slide show, Students answer questions given by the Students follow along with presentation
information presented verbally, students speaker, students respond to presentation using a handout
answer questions by drawing a pictures of themselves using
a particular machine
Options for Comprehension Options for Executive Function Options for Self Regulation
Students answer questions on their Students can explain their reasoning Students follow along with presentation
worksheets as the speaker is presenting, behind their responses. using a handout
speaker asks students questions, students
turn and talk with a neighbor for
Various farming tools (carrier, quarts, peach blossoms, corn seed, bushels/half
Materials-what materials (books,
bushels, apple picking container, etc)
handouts, etc) do you need for this
Farm life handout
lesson and do you have them?
Pencils and colored pencils
Do you need to set up your Students remain in desks. Powerpoint screen is down. Students will be able to come up and
classroom in any special way for try on a farming outfit if they so desire.
this lesson? If so, describe it.

III. The Plan

Time The description of (script for) the lesson, wherein you describe teacher activities and student
5 min Motivation
(Opening/ 1) Teacher has students remind her of the major resources from the midwest (corn, lumber,
Introduction/ wheat, soy, dairy).
2) Teacher starts with a question: What is a farm and why do we need them? --
Students fill out what they think they know on a handout
Teacher asks students to share some of their answers: Farms provide food, farms take
care of the land, farms connect food to the table

3) I introduce the special guest (my mom) and she then comes to the front to present. As she
presents, students can fill out important bits of information on their handouts that go along with the
presentation. Teacher directs students to be giving their full attention to the presenter.

5 min 1) Mom will introduce herself and give a bit of history about the farm while I am controlling the
powerpoint. For questions she asks, teacher helps facilitate students discussion (ex. turn and
talk with a partner, give your best ideas).
2) History: (mom)
a) Slide 1 - Homestead: First, she shares the history of the farm (her grandfather grew up
b) Slide 2 - The Barn: What is this used for?
15 c) Slide 3 - the farm is a centennial farm - What do you think this word means?
min 3) What do we grow? - For each crop, my mom will have a student volunteer come up to the
front. The students will each gear up as if they were going to be picking crops .
a) Slide 4 - Strawberries -- they start in June, mom will show visuals (quart boxes and a
carrier). Student comes up and demonstrates carrying quarts in a carrier.
b) Slide 5 - Peaches - show visuals (half bushel basket, quarter peck/half peck basket,
canning jar, names of peaches). Student comes up and wears a picking strap with a half
bushel basket.
c) Slide 6 - Corn - visuals (full bushel, corn seed). Mom passes out corn seed to students
to examine without telling what it is. What might that be? Students give possibilities
and then mom clarifies. Student volunteer tries on another picking strap, but this time,
its with a full bushel. Another student volunteer helps pick the corn while the other
student holds the basket.
d) Slide 7 - Apples - visuals (picking bucket). Student volunteer comes up to try on a
special apple basket. The apples go in the top and they come out the bottom with a
10 special rope.
4) What are some machines and tools we use?
a) Have students look at different pictures. For each one, have them discuss what they
think they are and why. Then, follow up with clarification.
b) Slide 1 - Tractor and plow. Plows turn over the soil to make it ready for planting.
c) Slide 2 - Sprayer. This prevents bugs and fungi from harming the plants.
d) Slide 3 - Hilo/forklift. This helps carry large crates full of produce.
e) Slide 4 - Tree trimmer. People get lifted up so that they are able to trim branches.

5) Teacher gives students the opportunity to ask questions at the end of the lesson.
6) At the end, teacher has the students draw a picture of themselves using a piece of machinery to
perform a certain task on the farm.
7) Possibility: Teacher gives students the opportunity to review what they learned at the end of
the lesson (talk to a partner and list two things that you learned about farming from this
lesson). Teacher brings the students back together to discuss those things.

8) We know that this kind of farm is not exactly like large wheat/soybean farms from the Midwest,
but it still offers us many valuable products. Farming is an important industry from the
Midwest, and its important to know whats involved.

5 min 9) Teacher pours apple juice for the students to try out.
10) Students hand in their papers. Students thank speaker, and speaker & teacher cleans up
Closure materials.

Your reflection on the lesson including ideas for improvement for next time: