Forward Planning Document

Farm Animals
Science – Pre-Kindy
 EARLY YEARS LEARNING FRAMEWORK

Outcomes:
COLOUR KEY: Curriculum Approach Forward Planning Documents

OUTCOME 1: Children have a strong OUTCOME 2: Children are connected with OUTCOME 3: Children have a strong OUTCOME 4: Children are confident and involved OUTCOME 5: Children are effective

sense of identity and contribute to their world sense of well being learners communicators

Children feel safe, secure, and supported Children develop a sense of belonging to groups Children become strong in their social and Children develop dispositions for learning such as curiosity, Children interact verbally and non-verbally with

and communities and an understanding of the emotional wellbeing cooperation, confidence, creativity, commitment, others for a range of purposes

reciprocal rights and responsibilities necessary for enthusiasm, persistence, imagination and reflexivity

active community participation

Children develop their emerging autonomy, Children respond to diversity with respect Children take increasing responsibility for Children develop a range of skills and processes such as Children engage with a range of texts and gain

inter-dependence, resilience and sense of their own health and physical wellbeing problem solving, enquiry, experimentation, hypothesising, meaning from these texts

agency researching and investigating

Children develop knowledgeable and confident Children become aware of fairness Children transfer and adapt what they have learned from Children express ideas and make meaning using a

self identities one context to another range of media

Children learn to interact in relation to Children become socially responsible and show Children resource their own learning through connecting Children begin to understand how symbols and

others with care, empathy and respect respect for the environment with people, place, technologies and natural and processed pattern systems work.

materials
Children use information and communication

technologies to access information, investigate ideas

and represent their thinking

Principles:

1. Secure, respectful & reciprocal relationships 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective practice

Practices:

Holistic approaches Responsiveness to children Learning through play Intentional teaching

Continuity of learning & transitions Cultural competence Assessment for learning Learning environments
 CONSTRUCTIVE PLAY (BLOCKS)
FARM BLOCK CENTRE (child-led)
The students found within this learning centre
are to use and manipulate the constructive
play blocks to reflect the following real life
experiences (a block centre book is provided):
1. Farming Structures
2. Farm Animals Habitats
3. A Farm
However, the student is free to create any
other ideas that they may possess.
Refer to the brainstorm for images.
PAINTING
UDDER PAINTING
The students are able to approach this learning
centre in their own time and manner (a
restriction of 2 students at a time to avoid
chaos) as minimal supervision is required.
Within this learning centre, a rubber glove is
filled with paint and suspended from a frame
overhanging a large piece of butcher’s paper.
The students are to use their fine motor skills
to squeeze the glove with their hands to create
their painting underneath.
Refer to the brainstorm for images
DRAMATIC PLAY
Using the DOWN ON THE FARM picture cards, the
students may observe and experiment with them to
replicate the given movements of the Farm Animals.
This activity should be educator-directed to ensure that
the students are understanding how animals move and
act in certain situations.
MANIPULATIVES
LEARNING CENTRE PLAN OLD MACDONALD HAD A FARM MUSIC
This learning centre is appropriate for those students
who are visual and auditory learners.
A music box is placed on the mat, with a selection
Week 2 to Week 2 _ of song lyrics for the students to sing a long with.
 Baa Baa Black Sheep
 B-I-N-G-O
INVESTIGATION TABLE  Farmer in the Dell
 Old MacDonald had a Farm
 Mary had a Little Lamb
 Little Bo Peep
An educator may enter the play scenario to extend
the students learning processes.
COLLAGE
ANIMAL MATCHING ACTIVITY SHEET
This activity is educator-led for assessment
purposes.
ICT
Within this activity the students are to cut out
their pictures from the animal matching
activity sheet, provided by the educator.
Once they have completed this, they will glue
the cut out pictures onto a separate piece of
A4 Paper.
A copy is attached down below.
BOOK CORNER DRAWING / WRITING CENTRE
A wide range of children’s literature relating to Farm Animals
will be provided for the students within this learning centre. A free play learning centre is established by the educator
for those students who do not wish to partake in the Farm
However, the main focus of this corner is for the students to Animal activities.
engage with the OLD MACDONALD STORY STONES to A drawing and writing corner with the available writing
retell the story in their own creative way either individually or materials (scissors, pens, pencils, crayons and textas) and
collaboratively. paper are placed on a particular desk within the
Refer to the brainstorm for images classroom.
 CLIMBING AREAS CREATIVE PLAY
OUTDOOR PLAN
FARM ANIMAL: PUPPET MAKING
Within this creative play station, the students are
to create their own animal puppets with the
Week 2 to Week 2 available craft materials (refer to the material
list) or utilise the already available toy puppets.

Within this activity he students will recall upon

SAND & WATER PLAY
FARM WASHING ANIMAL STATION & TOUGH TRAY
A Tough Tray with Play Dough and farm structures such as
fences, rocks, stones, animal figurines and a barn, are set up by
the educator for the students to explore and experiment with.
At the completion of the activity or if the students have
finished experimenting, they may wish to partake in a Farm
Animal Washing Station to strengthen their fine motor skills.
MAT PLAY Refer to the brainstorm for images
their previous knowledge of Farm Animals to
create their own narratives (stories) to present to
their peers or the educator.
This activity should be child-directed and the
educator supervising the activity should enter the
play scenario upon the students’ requests.
INVESTIGATION

NATURAL ENVIRONMENT
FEED THE PIG
This learning centre activity is derived from the subject area of
Health and Physical Education, in such a large area is required.

The students in small groups of 4 (for safety purposes) as

instructed by the educator will get to play the game which is
depicting gross motor skills, where the students throw different
shaped sport balls into the pigs mouth.
Full educator supervision is required for this activity.
Refer to the brainstorm for images

ART/CRAFT TABLE BIKE PLAY

PLAY DOUGH (child-led with educator assistance) CHILDREN’S INTERESTS/ FUTURE PLANNNING
A play dough table is located outside with multiple colours
(brown, blue, red, green and yellow) reflecting the concept
of Farms. Within this activity the students should be
striving to create the following (however, not limited to):
1. Farm Animals
2. A Farm Animal habitat.
3. Elements found on a farm.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: TERM 2, WK 2 YEAR LEVEL: PRE-KINDY LEARNING AREA/TOPIC: WHAT IS A FARM?

EYLF 1.Responsiveness 2.Learning 3.Intentional 4.Learning 5.Assessment for 6.Cultural 7.Continuity of 8.Holistic approaches
PRACTICES to children through play teaching environments learning competence learning &
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice
OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident and 5.Children are effective
sense of identity with and contribute to their sense of wellbeing involved learners communicators
world

WEEK/ EYLF SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac O/C OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Lesson One 2 1 2 Objective One Formative Assessment Motivation and Lesson Introduction What is a Farm?
Students will be able The “Animal Matching 1. To initiate the lesson, the educator will
What is a 3 3 4 to formulate the Activity Sheet” will be read to the students, the children’s What kinds of Animals live
Farm? definition of a Farm used to evaluate each literature book, named Sal and Sam at the on a Farm?
5 5 5 and understand what students level of Farm by Gordon Winch and Gregory
it does. understanding. Blaxell. What is a Farm used for?
7  What can you do
2. Following on from the book, the educator on a Farm?
Objective Two will explain what a Farm is and what it
Students will be able Summative Assessment does to the students (whole group focus). What kind of food is
to identify the The students are A farm is a big area of land that is used grown on a Farm?
different types of observed during their for growing crops for food and looking
animals that live on a play activity and this is after animals.
Farm. recorded in the form of People that work on farms are called a
anecdotal notes. “farmer” and they can be both male and
female. YouTube Video
Objective Three Farms are a way of producing things like
Students will be able food for us to eat and clothes for us to Children’s
to effectively wear. Literature Book
communicate with Teaching Point: the educator requests students
others. to contribute any answers such as what animals
can be found and what kind of food is grown
providing a base for their learning centre plans.

3. To signal the end of the mat session a

video on farm animals will be played to
the students.
https://www.youtube.com/watch?v=EwIO
kOibTgM
 During the mat session, if the students become off
topic or distracted, the educator is to implement the
behaviour management strategy of “are your eyes
watching (pointing to eyes), are your ears listening
(pointing to ears), are you voices quiet and are
your bodies still.

Lesson Development and Steps

The learning centre plans (mentioned above) are set
up with the appropriate materials before instructing
students to approach the respective tables to
complete their activities.
1. The students are called up to the collage
activity table, two at a time to complete
their activity.
The students are chosen based on their
level of concentration within their play
scenarios in the other learning centres.
Animal Matching
Activity Sheet
2. “Today, you are going to be doing some
gluing and cutting”. The educator is to Scissors
focus the students’ attention towards the
expectations of the activity written at the Glue
top of the sheet by reading it aloud.
“Match the animal picture to what they A4 Paper (blank)
produce and how we use it”.
The students are free to use the available
materials provided on the table to
complete their work.

3. The students are to cut out their pictures

(Animal Matching Activity Sheet)
provided by the educator and glue them on
a separate piece of A4 sheet of blank
paper.
A copy has been attached.

4. To evaluate the students understanding,

the educator may use the prompts of:
What product does this animal produce?
Does this one animal match this food
item?
 5. The students will complete their work by
the educator scaffolding discussion to
extend their thinking and gather an
understanding of whether the students
understand the activity at hand.
Teaching Point: whilst the educator is
completing this assessed activity with selected
students, the other children are to be exploring
the other available learning centres (refer to the
learning centre plan)

Lesson Closure
At the closure of the table top activity, invite the
students to share their thoughts on their collage
activity through scaffolding questioning. Questioning
Do you think you have matched it correctly?
The closure of the lesson is completed when the
students have completed their matching activity as
the classroom is very play based.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: TERM 2, WK 2 YEAR LEVEL: PRE-KINDY LEARNING AREA/TOPIC: WHAT IS FOUND ON A FARM?

EYLF 1.Responsiveness 2.Learning 3.Intentional 4.Learning 5.Assessment for 6.Cultural 7.Continuity of 8.Holistic approaches
PRACTICES to children through play teaching environments learning competence learning &
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice
OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident and 5.Children are effective
sense of identity with and contribute to their sense of wellbeing involved learners communicators
world

WEEK/ EYLF SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac OBJECTIVE (what & how) EXPERIENCES QUESTIONS
O/C
(include learner diversity)
1 1 1 Objective One To effectively assess this Motivation and Lesson Introduction What are story Children’s
Lesson Two Students will be able lesson, the educator will 1. To initiate the lesson, the educator will read the stones? Literature Book
3 2 2 to identify what is use a simple checklist as
children’s literature book named Old MacDonald
What is found fond on a Farm. well as anecdotal notes. What happened in the Nursery Rhyme
on a Farm? 5 5 4 had a Farm by Anne Kennedy to the students. book that we can
explain using our Story Stones
7 5 Objective Two 2. At the completion of reading the children’s stones?
Students will be able literature book, the educator will introduce the Interactive
8 to effectively story stones. What is found on a Whiteboard
communicate with Farm?
Teaching point: the educator will demonstrate the
others.  Animals
stones to the students on how to use them along with an
 Machinery
example.  Food
 Drink
3. Once the story stones are explained, to evaluate
the students understanding as a whole, a
brainstorm is conducted on the interactive
whiteboard.
The students are to contribute answers on what
they believe is found on a farm.

4. To signal the end of the mat session, the Old

MacDonald had a Farm nursery rhyme will be
played.
This video can simply be found on YouTube.

During the mat session, if the students become off topic or

distracted, the educator is to implement the behaviour
management strategy of “are your eyes watching (pointing
to eyes), are your ears listening (pointing to ears), are you
voices quiet and are your bodies still.
 Book Corner
Lesson Development and Steps
The learning centre plans (mentioned above) are set up
with the appropriate materials before instructing students to
approach the respective tables to complete their activities. Story Stones
1. The students are called over to the Book Corner
where the educator has set up their assessment Nursery Rhyme
criteria.
The students are chosen based on their level of
Discussions and
concentration within their play scenarios in the
Questioning
other learning centres.

2. “Today we are going to be looking at the

alphabet and the Old MacDonald Story Stones”.
The educator is to focus the students attention
towards the expectations of the activity.
Teaching Point: can the student make a story with the
stones? and can the student make an alphabetical list of
what’s found on a farm?

3. The main activity that is being conducted within

this lesson is “making an alphabetical list of the
things that are found on a farm”
The educator must ensure that the students are
extending their knowledge.
 Did you know that some meats come from a
farm?
Teaching Point: the educator is to not limit the list to
the obvious farm productions.
For example: a: apples ; b: bacon (pigs)

Lesson Closure
At the closure of the table top activity, invite the students to
share their thoughts on their activity through scaffolding
questioning.
Did you like the story stones? and Was the alphabet activity Questioning
hard?
The closure of the lesson is completed when the students
have completed their activity as the classroom is very play
based.

This activity is used in conjunction with the book corner

as seen on the learning centre plan above.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: TERM 2, WK 2 YEAR LEVEL: PRE-KINDY LEARNING AREA/TOPIC: WHAT DO FARM ANIMALS LOOK LIKE?

EYLF 1.Responsiveness 2.Learning 3.Intentional 4.Learning 5.Assessment for 6.Cultural 7.Continuity of 8.Holistic
PRACTICES to children through play teaching environments learning competence learning & approaches
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning &
reciprocal relationships equity reflective practice
OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident 5.Children are effective
sense of identity with and contribute to their sense of wellbeing and involved learners communicators
world

WEEK/ EYLF SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac OBJECTIVE (what & how) EXPERIENCES QUESTIONS
O/C
(include learner diversity)
1 2 2 Objective One Summative Lesson Motivation and Introduction What do Farm
Lesson Three Students will be able to Assessment 1. To initiate the lesson, the educator will read Animals look like?
2 3 4 gather an understanding of The students are the children’s literature book named Hello
What do Farm what Farm Animals look actively observed by Are Farm Animals
Farm by Amy Pixton. Children’s
Animals look like? 5 5 like. the educator when different or the same?
completing their Literature Book
8 Objective Two puppet making as 2. At the completion of reading the children’s What kind of animals
Students will be able to well as when the literature book, the educator will initiate a are they? Finger Puppets
demonstrate oral reasoning students are creating discussion, based on the question “What did
through the finger puppets. their narratives. Are finger puppets Discussion
the animals look like in the book?”
real?
Objective Three Teaching Point: the educator must make it YouTube
Students will be able to Formative clear to the students that animals look and What kind of animal
effectively communicate Assessment sound different, no animal is the same. are you making? and
with others. The students what does it look like?
“Puppets” will be 3. At the completion of the discussion, the
used to evaluate each
educator will then introduce finger puppets
students level of
understanding on (retrieved from the school resource
what they perceive cupboard).
specific farm animals Teaching point: the educator will demonstrate the
to look like. puppets to the students on how to use them along
with an example.
 4. Once the educator has finished explaining
the puppets to the students. A select group
of students will be chosen to re-create the
story using the puppets.
The students are to contribute answers on
what they believe happened in the book.

5. To signal the end of the mat session,

multiple nursery rhyme will begin to play
as the students’ transition through the
various learning centres.
These videos can simply be found on
YouTube.

During the mat session, if the students become off

topic or distracted, the educator is to implement the
behaviour management strategy of “are your eyes
watching (pointing to eyes), are your ears listening
(pointing to ears), are you voices quiet and are your
bodies still.

Lesson Development and Steps

The learning centre plans (mentioned above) are
set up with the appropriate materials before
instructing students to approach the respective
tables to complete their activities.
Creative Play
1. The students are called over to the
Discussion
creative play table, four at a time.
The students are chosen based on their Questioning
level of concentration within their play
scenarios in the other learning centres. Finger Puppets

2. “Today we are going to be making our very Coloured Card

own puppets to re-tell the story we read on
Googly Eyes
 the mat session together, or your very
own!”. The educator is to focus the students Scissors
attention towards the expectations of the
activity (making a puppet that looks like a Glue
Farm Animal).
Teaching Point: are the students able to make a Pencils, Pens,
puppet that replicates a chosen Farm Animal? Textas, Crayons

3. Before the students initiate into the Toilet Rolls

activity. The educator is to ask the
students “what Farm Animal are you Paper Plates
going to make?” and “What does it
Felt
look like?”
The educator may need to focus some Glitter
students thinking skills to another
animal or direct them in the right path. Sharing Session
4. Once this discussion is complete with
the four students participating in the
activity. The students are to use the
available materials found on the desk
to create their puppets.
Teaching Point: the educator is to not limit the list
to the obvious farm animals.

5. The students will continue this activity

until they have created a Farm Animal.
Once each student in the class has
created a puppet, a sharing session
will be held on the mat, allowing each
student to share their animal puppet
with the rest of the class.

Lesson Closure
At the closure of the table top activity, invite the Questioning
students to share their thoughts on the animal they
have created through scaffolding questioning.
Did you like your animal? and can you explain what
it looks like to me?
The closure of the lesson is completed when the
students have completed their activity as the
classroom is very play based.

This activity is used in conjunction with the

creative play centre as seen on the learning centre
plan above.