First Grade EIC Unit 3! Adventures in Agriculture! Third Trimester!

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Focus Lesson: Fiber Detectives! Essential Question: How does agriculture impact our daily lives?! Learning Objectives: ! Students will observe and identify the ber contents in textiles.! Students will identify the origins of their textile ber to the corresponding animal or plant.! Students will create a ow chart depicting raw product to nished good.! PDE Academic Standards:! Life Science 4.4.4C- Know that ber originates from plants and animals; describe several products and tell their origins.! Materials: ! various samples of textiles made of cotton, wool (sheep), angora (rabbit), silk (silkworm), cashmere (goat), alpaca; graphic organizer Be a Fiber Detective; pictures of plants and animals that produce ber; chart paper for constructing ow chart; literature: Charlie Needs a Cloak; laundry basket, raw llama ber, llama yarn- spun! Lesson Outline:! 1. Engagement: each child receives a portion of the llama ber and review what Farmer John presented about llama ber and goods made from it. (review from community based trip to Vista Farm) Now, lets read a story about another farmer, Charlie.! 2. Read aloud: Charlie Needs a Cloak. After reading story, students will use pictures to construct a ow chart to sequence events of the story from raw product to nished good of sheeps wool to nished cloak. (shearing sheep, washing ber, comb/brush ber, spin into yarn, dye yarn, weave yarn to cloth, cut and sew cloth into good=cloak).! 3. Inquiry Investigation: Today, you are going to be ber detectives and solve the mystery of what plant or animal made the fabrics in my basket. ! *Show all fabric items in basket- (all labelled for graphic organizer activity)! *Students will work in cooperative pairs to investigate and record the ber content of each fabric item as well as determining the plant or animal it originated from. Students ! will record their data on the Fiber Detective record sheet. Students will rotate through four tables to explore different types of textile fabrics.!

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Closing Activity:! Cooperative pairs will select one fabric item to present and share its ber contents and it originating plant or animal source. They will then match the fabric item to the picture of its source.! Performance Based Assessment: ! Informally by observation of sequencing of events for ow chart (shearing to cloak)! Formally through analyzing accuracy of responses on graphic organizer- ber to correct agriculture source.! Extension:! Students will be challenged to be a ber detective at home and nd something with ber content to bring in tomorrow to share at morning meeting that came from a farm plant or animal.!