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Letter to Educators

Introduction

 
Background

Why Study Rare Breeds?

ALBC Conservation Priorty List

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Units

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Kindergarden

~ 3-5 Overview

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Resources

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Farm Visits


Third Grade Unit: Explain

Explain: FARM FIELD TRIP (food, services, products and replacements. )

KEY CONCEPTS

• The characteristics of organisms • Regulation and behavior

- describe how animals move around, get food for fuel, and reproduce.

• Interdependence

- name products from a variety of species of farm animals. - Recognize that machinery and technology have replaced animal products and services, resulting in the loss of jobs for animals, and leading to threatened existence for breeds.

• Communities

 

CRITICAL SKILLS

• Listening • Note taking • Observation • Research methods

 

SUMMARY

The farm is a community of individuals, plants and other organic and non-organic things (living and non-living). All exist together in a system. They are interdependent. The actions of one affect the others. For the field trip, students will research farm animal/plant/human interrelationships including: jobs, services, replacements, and diets. At the farm, students work in expert teams (determined by topic) to make observations, ask questions and take notes. Each student expert researches a specific topic about a specific species. Once back in the classroom, home teams (determined by species) will gather, exchange what they learned and create species reports. They learn during their visit that there are a limited number of farm animal species (10-15) but within each species is a wide array of breeds with unique characteristics. Some of these characteristics determine the goods and services they provide.

 

MATERIALS NEEDED

Permission forms, transportation, AnExpert.pdf one copy per student, clipboards and pencils, plastic bags from the kit.

 

DIRECTIONS

FARM FIELD TRIP

1. Divide the class into Home teams. Keep in mind that Home Teams will work together once back in the classroom to create a species report and presentation. They will not be together at the farm. Expert teams will travel together at the farm.

2. Determine in advance what species are represented at the farm you intend to visit. This determines the number of home teams.

3. Assign each home team a species (pig, horse, goat, chicken). The more species available at the farm the smaller and more manageable will be the teams. Ideally, there will be about four students per home team.

4. Assign Expert Teams. Assign each member of the home team a specific expert topic:

a. 1) diet, 2) jobs, 3) services, and 4) replacements.

b. For additional members use: 5) unique characteristics, 6) interactions with other species, and 7) basic needs (in that order, as needed).

c. These additional items can be used as challenges for a high functioning team during the farm visit.

d. Discuss politeness when asking questions of the farmer. Each expert will get a turn to ask questions as they are visiting their species.

e. Once at the farm, hand out AnExpert.pdf sheets with clipboards and pencils to students, rotate through the exhibits of the animals. Have the animal experts ask their question at each species. For example, the "jobs" expert from the Goose Home Team will ask about the jobs geese do on the farm. As they get their answer they record what the farmer says. Everyone can write it down if they choose, but the expert who asked the question must be sure to record the answer in detail.

f. Give assistance if necessary. A parent volunteer might be invited along specifically for writing support. More information and detail on the topic can be added on the back.

g. As you observe the animals ask the farmer (if necessary) to share information about rare breeds so that students can gain an appreciation for and begin to recognize diversity within a species.

h. If your kit is empty, or you want to augment the supply ask the farmer if you might take a sample of hay, straw and some types of feed back with you to the classroom.

i. During the visit students consider the influence of humans, and the importance of the farmer, in the development and continuation of rare breeds.

j. Collect their papers to return the following day.

 

Navigating the Unit

nav
3rd - 5 E Summary
3rd - Engage
3rd - Explore
3rd - Explain
3rd - Expand
3rd - Evaluate
3rd - Supplement

Noah's Ark Today is property of the American Livestock Breeds Conservancy.
Copyright 2006.

American Livestock Breeds Conservancy, PO Box 477, Pittsboro, NC 27312