Activity:

Art Activity- Make objects/equipment they see

on a farm
Objectives:

Date:
4-3-15

Time Frame: 15-20

minutes

Ages: 3-5 years

old

The children will enhance their large and fine motor skills.

Space, materials &

preparation needed

Space: open area so all the student have room to work.

Materials: boxes, paints, buttons, markers and crayons, different
types of boxes
Preparation: You can go to a car repair shop and see if they have
any car parts that they are going to throw away or that they
dont need if they want to make a tractor or other farm
machinery.

Specific words or
phrases to build
vocabulary

Tractors, combines, pivot, animals, fields

Procedure
Preparing the
children
Introducing materials
Demonstration
Possible questions
Guidance during
activity
Extending the
activity

Adaptations for
special needs and
English Language
Learners

How will I know if Im

successful?

Preparing the children: talk about all the equipment/objects they see on the farm.
Introducing materials: Go through all the materials you got so the students can get
an idea of what they can make. Talk about materials that are new to the students
especially ones you got from the repair shop.
Demonstration: build something to show them
Possible Questions: What does this ____ do on the farm? Why did you place this
box here?
Guidance during activity: Be there is the students need help getting materials or
need help putting the materials together to make their creation
Extending the activity:

Juan, Antonia, Maria (little English)- give them directions in their

language and you can label the materials in their language
Joseph (Down syndrome)- pair Joseph with a student buddy
Alexis ( high activity level)- break up the activity so she doesnt
get frustrated
Tommy (wheel chair) - sit Tommy on the floor so he can build with
the
The children.
children showed improvement in their fine and large motor
skills.

Developed by Barbara Beck, Central Community College, Hastings, NE 20

Activity:
Science Activity- Lima Bean Experiment

Date:
4-3-15

Time Frame: 15-20

minutes

Ages: 3-5 years

old

Objectives:
The children will be able to predict what will happen.
The children will be able to observe and record what happens each day.

Space, materials &

preparation needed

Space: window space to place cups,

Materials: Small, clear plastic cups for each child, paper towels, lima beans,
water, and pictures of growing plants from magazines.
Preparation: gather all the items for the experiment

Specific words or phrases to

build vocabulary

Sprout, roots

Procedure
Preparing the children
Introducing materials
Demonstration
Possible questions
Guidance during activity
Extending the activity

Preparing the children: talk about how all plants have roots in them that help them
stay in the ground and grow. That is how the plant gets water.
Introducing materials: show the children the lima bean
Demonstration: make my own experiment so they know how to
Possible Questions: Why do we have to keep getting the paper towel wet?
Guidance during activity: be available to help assist the students when needed
Extending the activity: You could place a lima bean in the shade and see if it will
grow in there.

Adaptations for special needs

and English Language
Learners

Juan, Antonia, Maria (little English)- have visual aids to help instruct them
Joseph (Down syndrome)- have visual aids of the instructions for the assignment
Alexis ( high activity level)- have Alexis sit at the table with the teacher or para
Tommy (wheel chair)- be around if he needs help

How will I know if Im

successful?

The student can make reasonable predictions about the lima bean
The student are able to record/ tell you what they observed

Activity:
Outdoor/Movement Activity: Animal findings

Date:
4-3-15

Time Frame: 15-20

minutes

Ages: 3-5 years

old

Objectives:
The children will learn what noise farm animals make.
The children will learn to match the noise of the animal with the animal.

Space, materials &

preparation needed

Space: large outside area.

Materials: different animals masks of different farm animals
Preparation: write the name of the animal on the mask in both languages

Specific words or phrases to

build vocabulary

Moo, oink, quack, nay, baa-baa, meow, barks, gobble, cock-a-doodle do

Procedure
Preparing the children
Introducing materials
Demonstration
Possible questions
Guidance during activity
Extending the activity

Adaptations for special needs

and English Language
Learners

Preparing the children: go through the sounds of the animals

Introducing materials: tell them what they are going to do
Demonstration: Have one of your paras put on the animal masks and you make
the noise your partner tries to find out.
Possible Questions: Do you think baby animals make the same noises as the
bigger animals?
Guidance during activity: Help the child out if they cant quite get the noise right.
Extending the activity: we will sing Old MacDonald Had A Farm, E I E I O!

Juan, Antonia, Maria (little English)- on the mask has the Spanish and English
name of the animals
Joseph (Down syndrome)- have Joseph walk around finding the animal/ or being
the one that is making the noise with a teacher by his side
Alexis ( high activity level)- enough space to run and not hurt someone
Tommy (wheel chair)- put him in a wagon

How will I know if Im

successful?

The children will know what sounds different farm animals can make.
The children are able to match the animals to their noises.

Activity:
Math Activity: Feed your animals

Date:
4-3-15

Time Frame: 15-20

minutes

Ages: 3-5 years

old

Objectives:
The children will learn how to correspond what number it says to how many pieces of food they get.
(number recognition)
The children will learn what types of food different animals eat.

Space, materials &

preparation needed

Space: table space or you can put it as a center

Materials: plastic paper animals, different types of food they eat
Preparation: laminate the animals cut outs, have a set of animals for each child.

Specific words or phrases to

build vocabulary

The names of the animals, numbers, different types of foods

Procedure
Preparing the children
Introducing materials
Demonstration
Possible questions
Guidance during activity
Extending the activity

Preparing the children: We will talk about what the animals eat and practice our
numbers to 10
Introducing materials: When introducing materials I will hold up each animal and
they will tell me what they eat and what the number is on them
Demonstration: Grab the laminated cow cut out with a number 5 on it and place 5
straws of hay.
Possible Questions: Which animal is really hungry? Which animal has the most
food? Which animal has the least food?
Guidance during activity: Give the children options if they are having trouble with
their numbers.
Extending the activity: You can have the children match the numbers on the
animals to the number on the place they live or you can add some bigger numbers.
You could also put them in groups of two and have them work together on the
assignment.

Adaptations for special needs

and English Language
Learners

You
placeMaria
the animals
the different
they live.
Ex) cowspasture,
Juan,could
Antonia,
(little English)labelplaces
the different
animals
and food
in
Spanish
Joseph (Down syndrome)- stay by the teacher or para
Alexis (high activity level) - break up the assignment into pieces so she can get a
break.
Tommy (wheel chair) - have the materials on the table where Tommy can reach
them.

How will I know if Im

successful?

The children are able to match the number with objects.

The children are using what animals eat in different aspects of the room. Ex)
dramatic play, house, block area.

Activity:
Social Studies: Places Animals Live/ What they
eat
Objectives:

Date:
4-3-15

Time Frame: 15-20

minutes

Ages: 3-5 years

old

The children will be able to distinguish the different places farm animals live.
The children will be able to tell you what the different farm animals can eat.

Space, materials &

preparation needed

Space: 3 or 4 different tables

Materials: Tubs, mud, hay, corn, soybeans, pasture grass, water, and plastic farm
animals.
Preparation: get the mud ready ( or have the children help with it)

Specific words or phrases to

build vocabulary

Pasture, field, mud, grass, hay or alfalfa, seeds, corn, soy beans

Procedure
Preparing the children
Introducing materials
Demonstration
Possible questions
Guidance during activity
Extending the activity

Preparing the children: Talk about how animals on the farm live in different parts
of the farm.
Introducing materials: show them the materials and explain what they are if the
children have questions or look confused
Demonstration: show the children an example
Possible Questions: How did you decide which animal went where?
Guidance during activity: be available if the children need help
Extending the activity: let the children wash the animals afterwards in a tub of
lukewarm water and soap. You could also get a lot of farm toys and fence stuff.
Then have the children build their own farm

Adaptations for special needs

and English Language
Learners

How will I know if Im

successful?

Juan, Antonia, Maria (little English)- have visual aids with the Spanish words on
them
Joseph (Down syndrome)- have him sitting by the teacher at the table
Alexis ( high activity level)- let her stand doing the activity
Tommy (wheel chair)- make sure the materials are in reach for him and make sure
he can fit under the table the activity is going on at
The children can tell me when the animals live on the farm.
The children are able to tell me what foods the animals eat.

Activity: Language or Early Literacy Activity

Mrs. Wishy-Washys Farm Felt Board

Date:
4-3-15

Time Frame: 15-20

minutes

Ages: 3-5 years

old

Objectives:
The children will be able to recall the story and put the felt pieces in sequential order.

Space, materials &

preparation needed

Space: Circle Time/Story Time spots

Material: Felt board materials, felt letters
Preparation: read the story a couple times before doing the felt board

Specific words or phrases to

build vocabulary

Pig, Restaurant, Hardware store, Paint, farm, cow, duck

Procedure
Preparing the children
Introducing materials
Demonstration
Possible questions
Guidance during activity
Extending the activity

Preparing the children: read the book

Introducing materials: show them the different felt
Demonstration: show the children how the felt sticks to the board
Possible Questions: What kind of stores did the animals visit?
Guidance during activity: help the children remember what comes next if they are
having trouble, give them options
Extending the activity: Leave the felt board supplies and book in the book center
and watch the children do the story and felt board themselves.

Adaptations for special needs

and English Language
Learners

Juan, Antonia, Maria (little English)- visual aids with Spanish words
Joseph (Down syndrome)- Let Joseph be a helper while reading the story and
doing the activity
Alexis (high activity level) give Alexis a stress ball or something to keep her
hands busy while reading the story
Tommy (wheel chair)- sit Tommy in a chair on the floor so he can be comfortable

How will I know if Im

successful?

The children were able to recall the story and put the felt pieces in sequential
order.

Activity:
Creation: Milk a cow

Date:
4-3-15

Time Frame: 15-20

minutes

Ages: 3-5 years

old

Objectives:
The children will improve their fine motor skills.

Space, materials &

preparation needed

Space: sensory tub

Materials: a bucket or tub they can squeeze the water or milk into, milk, water,
gloves, aprons
Preparation: getting the gloves ready

Specific words or phrases to

build vocabulary

Utter, squeeze

Procedure
Preparing the children
Introducing materials
Demonstration
Possible questions
Guidance during activity
Extending the activity

Preparing the children: talk about how cows give us our milk, have pictures of a
cow getting milked by hand by a farmer,
-Maybe show the picture of the utter depending on if you think appropriate
language will come out of it.
Introducing materials: pass around the glove so they can see how fragile it is if
they pop a whole in it.
Demonstration: show the children how to softly squeeze the utter so they dont
squeeze it hard enough to pop the glove.
Possible Questions: What do you think it would be like to milk a real cow? How
much would you have to milk to get a full glass?
Guidance during activity: Be available to offer assistant like hand on hand
instructions.

Adaptations for special needs

and English Language
Learners

Juan, Antonia, Maria (little English)- visual aids of the instructions

Joseph (Down syndrome)- have Joseph do the activity by the para
Alexis (high activity level) - have her stand up and do the activity, make sure she
has room to lightly sway back and forth if she needs to.
Tommy (wheel chair)- sit Tommy in a his special chair by the sensory table

How will I know if Im

successful?

The children showed improvement on their fine motor skills by squeezing the
utter