• NYS Agriculture In The Classroom 

    Lesson Plans: The Source

    • Introduction
    • Student Handbook
    • Language Arts
      • The Source - The students will listen to "The Source" and begin to conceptualize where foods and fibers come from.
        • Speaking - IV - Objective 1 and 2
        • Reading - comprehension, listening and speaking, critical and interpretive reading
        • Social Studies - technology (economic pp 60, 61, 62), identity (economic p. 58), culture (economic p. 58)
      • More Than One Name -  at the end of this unit students will be able to utilize the vocabulary words of these lessons accurately and utilize synonyms for other words accurately. 
        • ELA Standard 1.2 - Speaking and Writing
        • Career Development Standard 3a.1- Basic Skill
      • Chocolate - the students will be able to arrange completed sentences in a sequence to show a logical story progression, generate complete punctuated sentences summarizing a story they have read, use sensory terms to describe a common object, and understand where chocolate comes from and how it is produced.
        • ELA Standard 1.1 - Listening and reading
        • ELA Standard 1.2 - Speaking and Writing
        • ELA Standard 2.2 - Speaking and Writing
        • Social Studies Standard 3.1 - Geography
        • Social Studies Standard 4.1 - Economics
      • Chocolate Puzzles #1- Students will complete puzzles 1, 3, 5, 6, and 7 in conjunction with Math puzzles 2, 4, 8, 9 to form the word chocolate.
        • ELA Standard 1.1 - Listening and Reading
        • ELA Standard 1.2 - Speaking and writing
        • Career Development Standard 3a.1- Basic Skills
    • Mathematics
      • Chocolate Puzzles #2 - Your students will solve the mathematical calculations and follow a coloring key to color the answers correctly, then piece together the puzzles in sequence to form the word "Chocolate," and complete the puzzle in "The Source" to discover a chocolate candy bar.
        • Math, Science, and Technology
          • Standard 3.1 - Mathematical Reasoning
          • Standard 3.2 - Number and Numeration
          • Standard 3.3 - Operations
        • Career Development
          •  Standard 3a.1 - Basic Skills
      • Peanut Math - Your students will complete the computations as directed, key out the words and learn some fun facts about peanuts.
        • Concepts
          • Mathematics - addition, subtraction, puzzles
          • Reading - comprehension, following directions
      • Measurement Cow - Students will understand the measurement of gallon, quart, pint, and cup and how they relate to one another, understand that milk and butter production begins with a cow
        • Concepts:
          • Mathematics - capacity (measurement), puzzles (addition, subtraction)
          • Social Studies - identity (economic p. 58), culture (economic p. 58), technology (economic pp. 60, 61)
    • Science
      • The Plant- The students will be able to label parts of the plant, discuss the basic function of various parts of the plant-leaves, stem, roots, and flower, and be able to identify the parts of the plant used by humans and a use for each plant part.
        • Math, Science, and Technology
          • Standard 3.1  and 3.6 - Living Environment
        • Career Development
          • Standard 3a.1 - Basic Skills
      • Plant Power (Seeds) - Students will understand : plants store energy and that one  way plans store energy is in their seeds, seeds absorb water before they germinate, as seeds absorb water they swell, and that plants can have enormous power (relative to size) due to their storage of light energy. (Plants store energy by converting it to sugar, starches, fats, and producing protein)
        •   Math, Science and Technology
          • Standard 4.4 - physical Setting
          • Standard 4.1, 4.4, and 4.6 -Living Environment
        • Career Development
          • Standard 3a.1 - Basic Skills
      • Root Structures - Students will understand that some plants store food in their roots, plants need water, and that gravity and sunlight have an effect on plants
        • Math, Science and Technology
          • Standard 1.1 - Science Inquiry
          • Standard 4.5 - Physical Setting
          • Standard 4.1, 4.6 - Living Environment
        • Career Development
          • Standard 3a.1 Basic Skills
      • Peanuts and Peanut Butter - Students will be able to label the parts of the peanut plant as previously identified on another plant, describe that a peanut is not a nut but actually the fruit of the plant which has developed underground, make peanut butter and peanut butter fudge, make a snack of peanut butter and celery, and complete Language Arts activities on peanuts.
        • Math, Science, and Technology
          • Standard 4.4 Living Environment
        • Career Development
          • Standard 3a.1- Basic Skills
        • Personal Health and Fitness
          • Standard 1.1 - Healthy Education
      • George Washington Carver - The students will listen to the story of George Washington Carver, find a few of the 300 uses of G.W. Carver invented from peanuts, use the scientific method (in conjunction with this and other lessons)
        • Math, Science and Technology
          • Standard 1.1 - Listening and Reading
          • Satandard 1.2 - Speaking and Writing
        • Career Development
          • Standard 3a.1 - Basic Skills
          • Standard 3a.2 -  Thinking Skills
        • Social Studies
          • Standard 1.1, 1.2, and 1.3
      • Celery and Using Plants - Students will be able to describe how celery is grown, utilize the vocabulary words of these lessons accurately, discuss some of the uses of celery as well as the use they like best, and understand that a plant's stem supports the plant and provides a pathway for water to move up the plant and for food traveling down to the plant's roots.
        • Math, Science, and Technology
          • Standard 1.1, 1.3 - Scientific Inquiry
          • Standard 4.6 - Living Environment
        • ELA
          • Standard 1.1 -Listening and Reading
        • Career Development
          • Standard 3a.1 - Basic Skills
          • Standard 3a.2 - Thinking Skills
      • Temperature - Students will demonstrate their understanding that animals and plants have protective parts that enable them to survive, describe what happens to properties of objects as they are subjected to heat and cold, and express their knowledge of seasonal differences in a drawing exercise.
        • Math, Science, and Technology
          • Standard 4.3, 4.4 - Physical Setting
          • Standard 4.3 - Living Environment
        • Career Development
          • 3a.2 - Thinking Skills
      • Ink - Students will make ink from 2 common food items
        • Math, Science, and Technology
          • Standard 3.5 - Measurement
          • Standard 4.1 - Living Environment
          • Standard 4.3 - Physical Setting
        • Career Development
          • Standard 3a.1 - Basic Skills
          • Standard 3a.2 - Thinking Skills
    • Social Studies
      • Sheep & Wool - At the end of this lesson, students be able to describe where wool comes from, ''spin' fiver into yard, and be able to recognize natural fiber vs. synthetic. **Additional resources available from the Farm to School Coordinator.... Weaving the Rainbow book, drop spindles for spinning yarn, and wool**
        • ELA
          • Standard 1.1 - Listening and Reading
          • Standard 1.2 - Speaking and Writing
        • Career Development
          • Standard 3a.1 - Basic Skills
        • Social Studies
          • Standard 4.1 - Economics
      • Blueberries - By completing the blueberry maze activities, students will begin to understand the many factors that affect the production of small fruits, they will be able to describe what affects a blueberry crop, and understand some of the life cycle of the blueberry and our control of it to produce.
        • Math, Science, and Technology
          • Standard 4.6 - Living Environment
        • ELA
          • Standard 1.1 Listening and Reading
        • Career Development
          • Standard 3a.1 - Basic Skills
      • Butter- Students will make butter, taste it and gain an appreciation for the amount of manual labor spent in the past to produce this food.
        • ELA
          • Standard 1.1 - Listening and Reading
        • Career Development
          • Standard 3a.1 - Basic Skills
        • Social Studies
          • Standard 4.1 - Economics
      • Purloined Pork - Students will be able to describe where pork comes from, the path of food from the farm to them, and complete the various activities.
        • Social Studies
          • Independence (economic pp. 60, 62, 66)
          • Identity and Culture (economic p. 58)
          • Technology (economic pp. 60, 66)
          • Scarcity (economic pp. 68, 72)
          • Environment (geographic pp. 76, 80)
        • Life Science
          • 1A - 2.16, 2.5
          • 1B -  1. 3
        • Physical Science: 1C - 1.11, 1.12, 2.3, 2.5
        • Reading: comprehension and vocabulary
        • Listening and Speaking IV
        • Composition: describe, express self, grammar
      • Pizza - Students will be able to describe where pizza comes from and what goes into it, describe the path of food from the farm to them, make their own pizza
        • Social Studies
          • Technology (economic pp. 60, 66)
          • Scarcity (economic pp. 68, 72)
          • Environment (geographic pp. 76, 80)
          • Interdependence (economic pp. 60, 62, 66)
          • Identify and Culture (economic p. 58)
        • Life Science
          • 1A- 2.16, 2.5
          • 1B- 1,3
        • Physical Science: 1C - 1.11, 1.12, 2.3, 2.5
        • Reading :  Comprehension and vocabulary
        • Listening and Speaking: IV
        • Composition : describe, express self, grammar