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Farm animals at Falconbrook ...

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Louise Davidson

on 7 June 2015

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Transcript of Farm animals at Falconbrook ...

Teaching about farm animals
Introduction and Abstract
Activities planned and delivered;
making butter
farm animal fact files
sorting objects
farm shop role play
making banana milkshakes
animal treasure hunt
sorting eggs
inputs and plenaries
junk-modelling sheep
we will cover ...
input 1
farm animal fact files
making butter
sorting eggs
animal treasure hunt
making sheep
Farm animal fact files
Input 1
Making Butter
Sorting eggs
Animal Treasure Hunt
Designing and making sheep
fact files
Making sheep
role play
material sorting
treasure hunt
making butter
banana milkshakes
egg sorting
add double cream to a jar
attach lid securely
shake for approx. 10 minutes
read the story ''Cows in the Kitchen"
ask plenary questions
children making butter...
resources: jars, double cream
children can experience first-hand where their food comes from e.g. butter is made with cream - made from milk - taken from a cow
children can begin to see how much effort it takes to create even a small amount of butter - empathy aspect

Learning Intention:
to know that cream is used to make butter
writing fact files ...
Resources: word banks,writing templates, fact books, pencils
Input 1 Learning Intention:
Learning Intention:
Learning Intention:
Learning Intention:
Learning Intention:

Ordering eggs by size ...

eggs of different sizes, pictures of different birds
- chicken - duck - bantam chicken
- quail - goose
bantam chicken
Searching for animals and their products ...
Resources: pictures of animals and their products e.g. chicken
- egg, cow - beef, sheep - wool
Designing and making sheep...
Resources: glue, scissors, paper, wool, egg boxes, empty cardboard boxes, felt-tips, string, egg trays, pencils
What was the point? ...

(Input 1):
Cooper, L., Johnston, J., Rotchell, E. and R. Wooley (2010) Knowledge and Understanding of the World, Continuum: London

DCSF (2008) The Early Years Foundation Stage; Setting the
Standard for Learning, Development and Care for Children from Birth to Five; Practice Guidance, DCSF: London

Vickery, A. (2013) Active Learning in the Primary Classroom, SAGE Publications: London

Scoffham, S. (2010) Primary Geography Handbook: Revised Edition, Sheffield: Geographical Association.

Listened to farm animal sounds.
Discussion - where our food comes from & how it gets to supermarket.
Engaging activity: matching pictures of animals and foods.

Where does butter come from?

What else can we get from cows?
"cheese - because we mix it [milk] with butter"
Where in the cow does milk come from?
"the bottom"
"in the cow"
Would you like to be a farmer and make butter?
"No! It takes a
long time!"
Why do you think this egg is bigger?
"because when the chicken is big it lays bigger eggs"
Where do you think this egg might come from?
Why do you think geese lay the biggest egg?
"because gooses are different to other birds and gooses are the biggest egg"
Where does cheese come from?
Milk comes from udders on the cow.
"pigs have udders too."
Where does milk come from?
"cows and Asda"
What food can we get from
a duck?
Do we get milk from a chicken?
Do you know another animals
that we can get milk from?

to know the different products we can get from the farm animals in the story "Cows in the Kitchen"
What was the point? ...
to assess what the children had learnt over the day
to find out whether the children still held any misconceptions about where products came from/ what products could be obtained from certain animals
What can we get from cows other than milk?
Does anybody know what we can get
from ducks?
No pictures where taken during the story but here
are some examples of what the children could tell us in response to plenary questions ...
Prior learning
"beef comes from a cow"
Farm visit and explore farm animals.
Wrote letters to the farmer.
Described farm animals.
"you get eggs from
"we get chicken
and eggs from
a chicken"
"use wool for
blankets, warm
covers, jumpers
and pillows"
"bacon and
salami from
"you can get
milk from a
- to recognize how farm animals help us
- to understand where our everyday items come from

to order objects by size (ordering different types of eggs by size)

Aim of the day:

to explore the different products we can get from farm animals through a range of cross - curricular activities

Links to Geography and Maths:
Development of learning:
the individual tasks were planned to build on from the inputs to develop the children's understanding with a plenary at the end of the day to assess what had been learnt
Factfile Learning Intention:

To write short, meaningful sentences describing a farm animal and explaining what they give us.
Why did we plan this way? ...

Conclusions from children's responses
Vickers (2013) proposed
a framework for creating an environment that encourages the development of thinking skills ...
Links to EYFS...

'children use everyday language to talk about size'
The world:
'children make observations
of animals and explain why some things occur, and talk about changes.
Writing short sentences:
describe the animal
explain what everyday item the animal produces.
Cooper, Johnston,
Rotchell and Wooley (2010:32)
Input 1
Farm animal toys
pictures of animals and items produced by animals
To identify farm animals sounds.
To find out where everyday items comes from/how they get to supermarket.
To match animal to correct everyday item & identify odd one out.
social skills
positive relationships

'do or make'
'experience and think'
Why did we do this?
DCSF (2008)
stimulates and
encourages curiosity through ...
critical thinking
decision- making
Engaging children in learning and identifying animals.
To clear misconceptions about:
names of different farm animals
to reinforce that food is not produced in supermarkets.
image: google
image: google

Why did we do this?
To encourage writing sentences to describe animal

To also assess what the children have understood so far.
the children learnt, and had the opportunity to experience, how butter is made
showed empathy
for farmers and drew their own conclusions
they tried to
make connections
between what they knew and the world around them

Became clear to see that many children have not thought about where there food
Many children did not understand
we get products from farm animals
Writing template for children with LA.
Independent writing for more able.
Word banks for EAL
What have I learnt from the children?
What have I learnt from the children?
the children could now list more products obtained from a wider range of farm animals
some children were generalizing - eggs and chicken from a chicken = eggs and chicken from a duck
Where does milk come from?
"cows and lizards"
What does a pig give us?
" Pigs can also give us eggs."
Has helped gain knowledge of farm animals and understanding how they help us.

Increased knowledge in where our food comes from.

Beginning to understand that food and other items are not produced in supermarkets and shops.

Understanding of the long process of food and other items from source to sale.
'children are forming values and attitudes that will colour thier perception of the world around them' (Scoffham, 2010)
'Background knowledge is the raw material that conditions learning. It acts as mental hooks for the lodging of new information' (Campbell & Campbell, 2009).
knowledge is more effective if built from existing understanding. (Bruner, 1986)
Showed children different types of farm animals eggs
Whole class collaborative activity: sort eggs in size order
Outdoor individual/ group work: find pictures of farm animals and match it to their products
Group discussion on different farm animals and what they provide us with.
After children talked about their design ideas, children used a range of resources to make sheeps.
some children are still unsure of products obtained from key farm animals
Bruner, J. (1986) Actual minds, possible worlds, Cambridge, MA: Harvard University Press.

Campbell, B. & Campbell, L. (2009) 101 Proven Strategies for Student and Teacher success, Thousand Oaks, CA: Corwin Press.

Garrick, R. (2009) Playing Outdoors in the Early Years. (2nd ed.) London: Continuum

Siraj-Blatchford, J. & MacLeod-Brudenell, I. (1999) Supporting Science, Design and Technology in the Early Years. Buckingham: Open University Press

Stevens, J. (2012) Foundations on Mathematics: An Active Approach to Number, Shape and Measures in the Early Years. London: Continuum

DfE (2011) The Early Years Foundation Stage Review: Report on the evidence, Accessed on: 02/06/2015, https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/184839/DFE-00178-2011.pdf

Mercer, N. & S. Hodgkinson (2008) Exploring Talk in School, London: SAGE

To order farm animal eggs in size order

Why did we do this activity?
To develop children's understanding of different eggs farm animals produce
Explicit cross-curricular links with maths, providing a hands-on experience
Encourage children to use mathematical vocabulary when comaring the sizes of eggs

Children's learning
Identified differences/ similarities between the different eggs
Made direct comparisons
Used mathematical voculary linked to size
'Children learn most about measurement...when they are engaged in a range of hands-on activities' (Skinner and Stevens, 2012: 59)

Treasure hunt
To talk about some of the things they have observed such as farm animals and their products.
Why did we do this activity?
To provide rich opportunities for physical development and learning using the outdoor environment
Outdoor spaces provide children with greater opporunities for independence (Baldock, 2001).
To encourage investigative/ collaborative approach to learning (Mercer, 2008)

To construct with a purpose in mind, using a variety of resources
Use simple tools and techniques to competently and appropriately
Why did we do this activity?

To provide children with a hands-on experience to learning
To develop children's designing and making skills
To develop children's motor skills
Design technology in the early years
The purpose is for children to experiment with materials and tools and have a degree of control over the process (Blatchford and Brudenell, 1999)
Teaching strategy
Investigative approach to learning
Planning and teaching was based on Howard Gardners Multiple intelligences theory (Howard, 2006)
Children's learning was developed through a range of practical activities, taking prior learning into account
Teaching strategies used were appriate for both inputs and group work
Learning intentions were acheived and our observations and assessments reflect on this
We developed skills such as being able to adapt to changes and being flexible to meet the needs of the school and contribute to children's learning.

EYFS (DfE, 2012)
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