Compiled by Busy Barns Adventure Farm LLC ANIMAL CARE

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1 Busy Barns Adventure Farm LLC Bringing Agriculture to Education ANIMAL CARE Curriculum Resource for Grades K-5 Spring 2012 Busy Barns Farm provides an agricultural based education program each season in order to broaden the knowledge base of elementary aged students. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 1

2 Table of Contents: Page # Notes to the Teacher 3 Lesson #1: Interactive Animal Chores 4 Animal Chores Show 5-6 Animal Chores Show Teacher Interaction 7 Animal Chores Show worksheet and key 8-9 Lesson #2: Busy Barns Acres of Adventures 10 Lesson #2 Continued: Animal Feed A Mixed Bag Total Mixed Ration feed labels 13 Lesson #3: Busy Barns Field Trip Review 14 K-W-L Chart worksheet 15 Animal Chores a Mixed Bag worksheet 16 Animal Chores Discovery Box worksheet and key Animal Chores worksheet 19 Animal Needs worksheet 20 Lesson #4: Animal Needs A Trip to the Animal Fair booklet 23 Animal Needs worksheet 24 Lesson #5: A Hundred Bales of Hay Haymaking reading and worksheet 28 Hundreds Teaching Activity Page question sheet 29 Hundreds Activity Page worksheet and key A Hundred Bales of Hay diagram 32 A Hundred Bales of Hay manipulative 33 Lesson #6: Chore Time 34 Chore Time reading 35 Chore Time worksheets My Daily Chores worksheet 38 Vocabulary Books on Farms and Animal Chores Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 2

3 Notes to the Teacher: One goal of this curriculum is to familiarize the students with agriculture emphasizing on animals and the chores farmers must employ to manage their health and productivity. They will explore the process of haymaking and the number of hours farmers put into caring for their animals. Students will examine the needs of pets and other animals and compare them with their own needs. In addition, they will make a Total Mixed Ration, know what types of feedstuffs animals eat and be able to explain why animals need a balanced diet. Helpful websites: (video on farmer chores) The materials contained in this curriculum resource guide were drawn and adapted from the following sources: - Oklahoma Agriculture in the Classroom - Center for Veterinary Medicine, FDA - American Farm Bureau Foundation for Agriculture - Original materials from Mariah Telfer-Hadler This curriculum was compiled and written by Mariah Telfer-Hadler of Busy Barns Farm. Mariah is a certified teacher in New York State. She holds a bachelors degree from the University of WI-River Falls in Animal Science, Dairy Business and a master s in education from Roberts Wesleyan College in Rochester, NY. Please contact us at if you have any feedback regarding this curriculum. Thank you for helping us bring agriculture to education. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 3

4 Lesson #1: Interactive Animal Chores Grades K-5: Pre-trip Lesson Objectives: Students will read the Animal Chores show and discuss the various feedstuffs animals eat. They will be able to make all of the farm animal sounds and understand why animals make these sounds. Background: Farm animals eat twice a day. Farmers have to do their animal feeding chores in the morning and in the evening. During chores farmers make sure all of the animals have food, fresh water, a clean bed and are healthy. A healthy well cared for comfortable animal will be more productive. The more productive a farm animal is the more profitable they will be for the farmer. Procedures: 1) Read the Animal Chores show. Discuss the background information and the concept of chores. Ask students if they do chores around the house. Ask your students how they feel after they have helped care for their house, their bedroom or their pet. What impact does helping with chores have on their house, room or pets? Why are chores important? 2) On the board make a list of the various types of feeds that were mentioned throughout the show. Have students list some of the other animal chores farmers perform besides feeding. Examples: trimming feet, vaccinations, cleaning buckets and equipment, tagging animals, record keeping, removing manure, brushing animals, breeding, etc. How often are each of the chores performed and how long would they take a farmer to complete. 3) Do the Animal Chores show teacher interaction with your students, have them practice all the sounds farm animals make. Discuss that making sounds is one way that the farm animals let a farmer know they are hungry. Ask your students what else an animal would do to show their owner that they need food or care? Example: dump over a bucket, kick or rub against something, lie down or roll over, get very close or stay far away, have abnormal manure. 6) Have students complete the Animal Chores Worksheet A after reading and potentially practicing (see extensions) the Animal Chores show. Extensions: 1) Have students write their own verse and add to the Animal Chores show. 2) Assign students or groups of students parts of the Animal Chores show to practice and read in front of the class. Or divide the class in half and create two teams. Have students make puppets and act out the show as a group. There are 10 animals represented in the Animal Chores show. 3) Have students work in pairs. Have them select a farm animal they would raise. Then go around the room and have each pair of students finish this sentence If we were farmers, we would raise Have them explain what animal, why and how they would raise them. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 4

5 Name: Animal Chores Show At Busy Barns Farm one early spring morning, farmer Brian heard a cow begin to moo, I need to be feed and milked! I really do. Each day I have to be milked two times or three. A dairy farmer has to get all of the milk out of me. The cow mooed at the dog, who began to bark, It s time for breakfast. It s no longer dark. I need some good food for fuel. My job on the farm is to get animals in their pens, the farm is what I rule. Farmer Brian then heard a goat begin to bleat, Where are my oats? and she stomped her feet. I want to climb and play, but I need my oats to start my fun day. The goat stomped at the hog, who began to squeal, I m waiting for my blend of corn, soybeans, barley and wheat. I m due for a meal. Don t forget my drink, I need up to 5 gallons of water a day to grow and think. Then farmer Brian heard a rabbit begin to thump, I ll want my pellets. I ll never grow plump. I have a kit of bunnies to feed before I teach them to hop. As they age they will dig and jump non-stop. The rabbit thumped at the horse, who began to neigh, I m hungry. I m hungry for hay. And don t forget my treats that I love to bite and lick, A sugar cube, an apple and my carrot stick. Farmer Brian heard a duck begin to quack, What s going on? I must have my snack. Don t forget it has to be ground and crushed pretty fine, Even though I have a gizzard that is used to grind. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 5

6 The duck quacked at the cat, who began to meow, I d like a cuddle. I d like it now. My belly s empty, I ve caught all the mice A bowl of milk this morning would be nice. Then farmer Brian heard a hen begin to cluck, My grain is late. That s just my luck. I have work to do today, an egg I must lay. The hen s cluck was followed by a loud donkey s bray My manger is empty, I need some hay. I can be road or haul a heavy load, however today I ll make sure the pasture is mowed. Naa-naa-aa, Mooo, Woof, Quack, Oink, Meow, Thump-thump, Neigh, Cluck, Bray (recorded animal sounds on noise box play over microphone system) Busy Barns in the morning was a noisy place, Farmer Brian had to do his chores, and he was in a race. The farm animals needed their feed. Who will be first, every animal was in need. He started with a slab of hay and a shovel of grain for the cow, she s happy now. Then a bowl of food for the dog, he was as hungry as his hog. A scoop of pellets for the goat, so he didn t eat his coat. Lots of water and grain for the pig, so he didn t have to find roots to dig. Then some lettuce to fill-up the tummy of his momma bunny. He feed hay to the horse, plus his treats of course. The duck got a cup of grain, so weight he could gain. Milk for the cat, then she can take her morning nap. Lots of grain for the hen, so that she can lay again. Then the last slab of hay, so the donkey will no longer bray. After the chores the farm was finally quiet, Farmer Brian feed all of the animals in time before there was a riot. The farmyard was now as quiet as a mouse, Then he headed back to the house. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 6

7 Animal Chores Show (Teacher Interaction) How many times a day to you eat? That s right, 3 times a day. Farm animals eat twice a day. Farmers have to do their animal feeding chores in the morning and in the evening. During chores farmers make sure all of the animals have food, fresh water, a clean bed and are healthy. During the animal chores show we met many of the Busy Barns farm animals and they each make a sound letting you know that they were hungry. I m going to read a rhyme about the chores at the end of the day. I want you to listen closely and then make the animals sounds with me. When I point to you, make your best animal sound letting the farmer know your full. Here we go In the farm yard at the end of the day, All the animals politely say, Thank you for my food today. The cows said, moo The sheep said, baa The hen said, cluck The goat bleated, neeeh The duck said, quack The dog said, bow wow The cat said, meow The donkey brayed, he-haw The horse said, neigh The pig grunted, oink The animals are all feed, healthy and clean, My chores are done it seems. Then the barn is locked up tight, And the farmer says, good night Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 7

8 Name: Animal Chores Show (worksheet A) 1) How many times a day do animals get fed? 2) How many times a day do cows get milked? 3) What is the dog s job on the farm? 4) What grain does a goat eat? 5) List three treats horses like to eat? 6) Do ducks eat whole or crushed grains? 7) What do cats drink? 8) What animals to cats chase? 9) What do hens lay? 10) What vegetables do rabbits eat? BONUS QUESTIONS: 1) How many gallons of water a day does a pig need to grow and think? 2) What is a group of bunnies called? 3) What part of the duck s body crushes eaten food? 4) What is a donkey s noise called? 5) What is a name for a section of hay? Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 8

9 Name: Animal Chores Show (worksheet A - KEY) 1) How many times a day do animals get fed? 2 2) How many times a day do cows get milked? 2 or 3 3) What is the dog s job on the farm? get animals into their pens 4) What grain does a goat eat? oats 5) List three treats horses like to eat? carrot, apple, sugar cube 6) Do ducks eat whole or crushed grains? crushed 7) What do cats drink? milk 8) What animals to cats chase? mice 9) What do hens lay? eggs 10) What vegetables do rabbits eat? lettuce BONUS QUESTIONS: 1) How many gallons of water a day does a pig need to grow and think? 5 gallons 2) What is a group of bunnies called? kit 3) What part of the duck s body crushes eaten food? gizzard 4) What is a donkey s noise called? bray 5) What is a name for a section of hay? slab Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 9

10 Lesson #2: Busy Barns Acres of Adventures Grades K-5: On-farm Field Trip Objectives: Students will experience agriculture firsthand through unique interactive farm activities. Mixed Ration and be able to explain why animals need a balanced diet. Students will work together to accomplish the scavenger hunt as groups. Students will make a Total Mixed Ration Approximate Time: 2 to 4 hours (30-minutes guided lesson) This Acres of Adventures on-farm fieldtrip lesson takes place in the hands-on outdoor classroom at Busy Barns Farm. It consists of three parts that will be experienced in any order. 1. Hands-on Exploration: Students will discover and learn about agriculture through unique interactive farm experience including visiting, touching and feeding all of the farm animals, milking the simulated cow Holly the Holstein, determining the tools used to care for farm animals in the Discovery Nesting Box, playing in tubs of wheat or oats seeds and many more fun, yet educational activities. 2. Make-n-Take: Animal Feed a Mixed Bag A 30-minute guided educational session on animal feeds and feeding. Students will make a TMR or Total Mixed Ration. (see pages #11-13) Students will be able to view various animal feedstuffs. Students will learn about why we feed animals different feedstuffs. Students will learn that animals need a variety of foods for good nutrition. Students will learn why animals need a balanced diet. Students will learn how animal feeding relates to human nutrition. 3. Scavenger Hunt: Explore the 8-acre farm where navigational decisions are determined by the answers to rhyming clues. There are 8-16 different rhyming clues that the students can search the farm for. Some of the scavenger hunt questions reflect information that parallels educational material taught in this Animal Chores curriculum resource guide. There is also a seek and find component to the hunt that students can complete by visually searching the acres of adventures at the farm for the hunt items. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 10

11 Lesson #2 Continued: Animal Feed A Mixed Bag Grades K-5: On-farm Make-n-Take Objectives: Students will learn that animals and humans need a variety of foods for good nutrition. Materials: resealable plastic snack bag spoons or dixie cups variety of snack mix foods examples of a variety of animals feeds Background: All farm animals need a balanced diet. An animal nutritionist is an individual who is an expert on animal feed and how the feed is used by animals. An animal nutritionist normally has specialized training on how to make the best diet for either a specific species (cats, dogs, pigs, chickens, cows and horses) or group of animals (ruminants or monogastric animals). Ruminants, such as cows, sheep and goats, have a complex four-chamber stomach. Monogastric animals such as a dogs, chickens, and pigs, have a simple single-chambered stomach (people have monogastric stomachs, too). Everyone needs to eat a variety of food in order to stay healthy. Cattle are the same way. Their best source of vitamins is fresh forage the grass and other plants they eat when they graze in the pasture. Our best source of vitamins is fresh fruits and vegetables. Cattle can t get everything they need from grazing, so their caretakers provide a TMR (Total Mixed Ration). A ration is a mixture of a variety of different feedstuffs. TMR s are feed dairy and beef cattle. They can consist of a mixture of several different plants that help make up for what they don t get from the pasture. This special ration is mixed up in a machine called a mixer wagon. There are blades inside the wagon that gently mix the feed without breaking it down, like the inside of a blender. For protein, the mix contains soybean meal. The rest of the feed is a mixture of grains like oats and corn, mixed especially to provide what is missing from the cattle s other food sources. In addition, vitamins and minerals are added to the feed, much like they are added to your breakfast cereal and other foods. Vitamins are added to food to make up for what we may not be getting from other foods. Since there are few foods that contain iodine, an important mineral, it is added to regular table salt, since that is something most people add to their food. Vitamin D is not found in many foods, so it is added to milk. Whole grains such as corn, soybeans and wheat are typically not feed to farm animals without being processed (ground) first. When whole ingredients are fed, the animals will pick out the ingredients they like best and eat those first. Much like people picking out the M&M s or chocolate chips in trail mix. Chickens have color preferences and will sort out the yellow whole corn to eat first. Pigs also sort out their favorites ingredients. Mixing appropriately sized ground corn into the feed prevents this feed sorting and ensures that the pigs and chickens eat the correct amount of all ingredients in their feed. Another important reason for processing or grinding whole grains is so they animals can be better utilize (digest) the feed. Just like when people cut their food into smaller bites and/or take the time to chew up it up. Our bodies will be able to better use the nutrition in the food by being able to digest it easier. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 11

12 Procedures: 1. Discuss background information explaining that animals need a variety of foods to help meet their nutritional needs. Show some of these feedstuffs that are require for cattle. Relate these feeds to examples of human food. 2. Discuss cutting up and chewing our food. Use the background information to explain that farmers do this to animal feed and why. Show a whole grain and a processed grain to demonstrate the concept. 3. Tell and show students they will be making a Total Mixed Ration (TMR). Explain that different foods they will place in the bags represent the nutritional needs of cattle. 4. Place the different cattle feed ingredients and human food products in separate bowls and label as follows: Hay = Mini-Wheat Cereal (fiber for digestion) Corn = Popcorn (carbohydrates for energy) Calcium & Salt = M&M s (minerals for health) Soybeans = Raisins (protein growth and production) 5. Place the bowl of human food products in front of the cattle feed ingredients. 6. Place a small bathroom size cup or spoon in each bowl. 7. Have students measure one cup or one scoop of each human food ingredient into his/her resealable snack bag to make a balanced TMR. 8. Place the TMR feed tag into each baggie with the students name on the back of the tag. Then zip the baggie shut. 9. Mix the human food by shaking it like a TMR mixer would mix up a large batch of animal feed. 10. Once properly mixed the students can eat their human TMR trail mix or save them for later to show their families. Vocabulary : vitamins, protein, nutrition, mineral, forage, carbohydrate, fiber, ration, digest Lesson Plan adapted from Oklahoma Agriculture in the Classroom and Animal Feed: See, Touch and Do lesson by the Center for Veterinary Medicine, FDA Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 12

13 Total Mixed Ration (TMR) - Feed Labels Cut the feed ingredient labels into sections. Provide one to each of the students. Have them write their name on the back of the feed label and place it into the resalable plastic snack bag. Total Mixed Ration (TMR) Ingredients Hay = Mini-Wheat Cereal = Fiber (digestion) Corn = Popcorn = Carbohydrates (energy) Calcium & Salt = M&M s = Minerals (health) Soybeans = Raisins = Protein (growth/production) Total Mixed Ration (TMR) Ingredients Hay = Mini-Wheat Cereal = Fiber (digestion) Corn = Popcorn = Carbohydrates (energy) Calcium & Salt = M&M s = Minerals (health) Soybeans = Raisins = Protein (growth/production) Total Mixed Ration (TMR) Ingredients Hay = Mini-Wheat Cereal = Fiber (digestion) Corn = Popcorn = Carbohydrates (energy) Calcium & Salt = M&M s = Minerals (health) Soybeans = Raisins = Protein (growth/production) Total Mixed Ration (TMR) Ingredients Hay = Mini-Wheat Cereal = Fiber (digestion) Corn = Popcorn = Carbohydrates (energy) Calcium & Salt = M&M s = Minerals (health) Soybeans = Raisins = Protein (growth/production) Total Mixed Ration (TMR) Ingredients Hay = Mini-Wheat Cereal = Fiber (digestion) Corn = Popcorn = Carbohydrates (energy) Calcium & Salt = M&M s = Minerals (health) Soybeans = Raisins = Protein (growth/production) Total Mixed Ration (TMR) Ingredients Hay = Mini-Wheat Cereal = Fiber (digestion) Corn = Popcorn = Carbohydrates (energy) Calcium & Salt = M&M s = Minerals (health) Soybeans = Raisins = Protein (growth/production) Total Mixed Ration (TMR) Ingredients Hay = Mini-Wheat Cereal = Fiber (digestion) Corn = Popcorn = Carbohydrates (energy) Calcium & Salt = M&M s = Minerals (health) Soybeans = Raisins = Protein (growth/production) Total Mixed Ration (TMR) Ingredients Hay = Mini-Wheat Cereal = Fiber (digestion) Corn = Popcorn = Carbohydrates (energy) Calcium & Salt = M&M s = Minerals (health) Soybeans = Raisins = Protein (growth/production) Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 13

14 Lesson #3: Busy Barns Field Trip Review Grades K-5: Post-trip Lesson Objectives: Students will review and reflect on the information that was provided on the field trip. Students will be able to identify the objects that were placed in the Hand-hole Discovery Box on the farm. Background: Material presented on animal feeding by the on-farm educators during their field trip to Busy Barns Farm. Materials: Worksheets KWL Chart, Animal Feed a Mixed Bag, Animal Chores Discovery Box, Animal Chores Procedures: 1. Review what was taught at Busy Barns Farm. 2. Have students complete the K-W-L chart and see if all of their questions were answered. 3. Have students complete the Animal Feed a Mixed Bag writing exercise. 4. Have students complete the Animal Chores Discovery Box riddle worksheet. Challenge students to think of additional items that could have been placed in the discovery box to represent that farm chore. Have students think of a farm chore that was not represented in the discovery box, such as trimming feet. Have the students think of a riddle and have their classmates come up with the item that could potentially be the answer. 5. Have students complete the Animal Chores worksheet writing activity. 6. Have students complete the Venn Diagram as they compare and contrast their needs to the needs that are required by farm animals. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 14

15 Name: K-W-L Chart KNOW WANT TO KNOW LEARNED Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 15

16 Name: Animal Chores a Mixed Bag On your field trip to Busy Barns Farm you saw a variety of feedstuffs that animals eat. You also learned about the importance of a balanced diet. Write and illustrate a summary of what s in, how and why farmers make a total mixed ration. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 16

17 Name: Animal Chores Discovery Box Answer the riddles below after exploring the items in the Discovery Box at Busy Barns Farm. Think of additional items that could be used for some of the clues. I m used to groom an animal. I m used to handle and lead an animal. I m used to keep hands clean when milking cows. I protect farmers shoes when working outside. I m used to measure animal feed with. I m used to provide an important liquid to rabbits. I m used to treat sick animals. I m a piece of farm equipment needed to clean barns. I m used to keep animal birth and health records. I m used to name or identify animals with. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 17

18 Name: Animal Chores Discovery Box (KEY) I m used to groom an animal. BRUSH, COMB clippers, scissors I m used to handle and lead an animal. HALTER I m used to keep hands clean when milking cows. RUBBER GLOVES soap, water I protect farmers shoes when working outside. RUBBER BOOTS I m used to measure animal feed with. FEED SCOOP I m used to provide an important liquid to rabbits. WATER BOTTLE I m used to treat sick animals. SYRINGE/NEEDLE I m a piece of farm equipment needed to clean barns. TRACTOR skid loader, manure spreader I m used to keep animal birth and health records. NOTEPAD pen, pencil, computer I m used to name or identify animals with. EAR TAG Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 18

19 Name: Animal Chores Describe the jobs of the farmer in complete sentences by looking at the pictures. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 19

20 Name: Animal Needs Compare and contrast your needs to the needs animals require on a farm. YOUR NEEDS ANIMAL NEEDS Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 20

21 Lesson #4: Animal Needs Grades K-5: Post-trip Lesson Objectives: The student will examine the needs of pets and other animals and compare them with their own needs. Background: Animals need many of the same things we need food, shelter, water, cleanliness and love. Farm animals are no different, but the people who raise them do not keep them for the same reason you keep your pets. They raise them to help provide food and other products for you and many other people. That doesn t mean they don t care for them, though. Farmers must care for their animals to keep them healthy and consequently productive. Many animal owners are boys and girls not much older than you who raise and show animals as projects for 4-H or FFA (Agricultural Education). All kinds of animals are on display at the fair from rabbits and chickens to dairy cows and even llamas. The best animals are the ones that win the largest premiums, or cash prizes, for their owners. In our country, the first fairs were started so animal owners would have a place to show off new breeds of animals and find buyers for their animals. The livestock show at the fair serves the same purpose today. Materials: poster board magazines scissors glue Procedures: 1. Invite students to bring photos of their pets from home. Lead a discussion about what their pets need to be healthy. Invite students who don t have pets to share their observations of animals in other situations in the homes of friends or relatives, at the zoo, etc. 2. Ask students if they have ever visited an animal barn at a farm, the county or state fair. What kinds of animals did they see? What were the animals doing? Why were they there? Ask students if they have older brothers or sisters who show animals at the fair. 3. Share background information. 4. Draw a line down the middle of a poster boards to make two columns. Label one column What I Need and the other column What Animals Need. Cut out pictures from magazines that students can recognize as depicting their own needs. Cut out another set of pictures depicting the needs of a variety of animals pets, farm animals, wildlife and exotic animals. Place all the pictures in a box and mix them together. Have students take the pictures from the box one at a time and place them on the board under the proper heading. 5. Discuss how many of the needs for animals are the same as those for people. Have students complete the Animal Needs worksheet. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 21

22 6. Give students copies of the A Trip to the Animal Fair student worksheet, and have them cut and fold them to form booklets. Have students place pictures of their pets or the pets they would like to have on the cover of the booklet. They can bring photos from home, cut pictures from magazines or draw their own pictures. Then have students fill the remaining three pages with pictures showing their pets needs. 7. Have your students recall what they observe during their field trip to Busy Barns Farm. What were the farm animal s needs and what chores are preformed at Busy Barns. What animal chores items were represented in the Hand-hole Discovery Box on the farm. Extensions: Have someone bring an animal to the classroom and discuss its needs. Have the guest explain or show the chores they need to perform to care for their animal. Conduct a classroom fair. Have students bring crafts they have made or objects from home they want to show. Have students prepare their items for display, and place them in categories for showing. Invite parents or another class to visit your fair. Extra Reading: Easton, Patricia Harrison, and Herb Ferguston, A Week at the Fair: A County Celebration, Millbrook, Gibbson, Gail, County Fair, Little Brown & Co., 1994 Assessment: Were students able to construct booklets? Did students understand the similarities between their own needs and the needs of animals? Were students able to recognize needs and chores performed at Busy Barns Farm on their field trip? Vocabulary: healthy, 4-H, FFA, fair, premium, livestock, chores Lesson Plan adapted from Oklahoma Agriculture in the Classroom Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 22

23 Name: A Trip to the Animal Fair Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 23

24 Name: Animal Needs Identify the basic needs of farm animals. Cut and glue the correct pictures in the box. Find additional pictures of animal needs from magazines to add to the box. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 24

25 Lesson #5: A Hundred Bales of Hay Grades K-5: Post-trip Lesson Objectives: Students will explore haymaking in language and science, review math facts and examine patterns, using a hundreds chart. Background: Before there were cars, trucks and farm equipment, it was workhorses that provided transportation and helped with work on the farm and in other industries. Hay was the fuel that made the horses go. Farmers needed huge quantities of hay for their cattle and their sheep. Horses used in the mining, lumbering, and road building industries, and those used for hauling and personal transportation in urban areas, needed fodder, too. Farmers put up hay for their own use, and sold the extra in local markets, or baled it and shipped it to markets further away. Haymaking involved cutting, gathering, drying and storing grasses or legumes, like alfalfa or clover. The best hay is made from alfalfa. Its name in Arabic means the best fodder. Alfalfa originated in southwest Asia and is believed to have been first cultivated in Iran. It was introduced into Greece as early as 490 BC as food for chariot horses. Both George Washington and Thomas Jefferson grew alfalfa. Alfalfa can grow in many different climates and can tolerate a variety of soil conditions. Alfalfa is usually planted in April or May. It is a perennial crop, which means it will grow in the same field four or five years in a row without replanting. Farmers like alfalfa because it is a legume plant that places nitrogen in the soil. Nitrogen is food for the soil and helps feed other plants that may be grown later in the same field. The alfalfa plant is harvested at least three times each summer in June, July and August. The alfalfa plant grows two to three feet tall and is cut before it produces flowers. First the hay was cut with a scythe or a mower. Then sun and wind dried the hay as it lay in the field. When the moisture content was low enough, the hay was raked up and stored in stacks in the field or loaded on a hayrack or elevator (conveyor) and hauled to the yard. Here it could be stored in stacks or in the mow (loft) of a barn. The loose hay would continue to dry in the mow and was fed out by pitching it down to the animals below. Most haymaking was done by family members, male and female, working with neighbors and casual help. Hired men usually got the heavy work, such as pitching hay or building stacks. Women and older children often did the raking and drove the teams of horses. Smaller children brought lunches and cold drinks to the hayfield. Farmers today still need hay to feed their animals, but now machinery does much of the work. Most hay is now baled in huge round bales, usually by just one person. Most round balers produce bales weighing pounds. The bales are either left in the field until they are used or moved to a covered storage area. Wisconsin has good conditions for growing hay, which requires plenty of rain, and then hot dry weather for harvest. Common plants used for making hay in Wisconsin are alfalfa, grasses and clover. Many people confuse hay with straw. Hay is an essential feed source if you own and raise farm animals. Hay is feed to most farm animals, except poultry and pigs (monogastric simple stomachs). The yellow square bales often sold in the fall for Halloween decorations are actually bales of straw. Straw is the stubble that is left after the grains from plants like wheat, oats and rye are threshed from the plant. It is most commonly used in animal bedding, as mulch for gardens and, in some cases, even in the walls of houses. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 25

26 Materials: square wheat cereal to represent hay bales animal crackers other small manipulative to use on hundreds chart freshly cut grass or other live vegetation covered plastic container bale of straw Procedures: Language Arts 1. Read and discuss background. Hand out the Haymaking reading page and have students answer the discussion question in complete sentences. 2. In light of what they have learned about hay, have students explain the meanings of these three old sayings: You ve got to make hay while the sun shines. It s like trying to find a needle in a haystack. It s time to hit the hay. Can students think of other sayings that refer to hay? These statements are examples of figurative language. Have students identify each as: simile (a comparison that uses like or as) metaphor (an implied comparison) hyperbole (an exaggeration for effect) or personification (a description that represents a thing as a person) 3. Have students write a fictional journal and draw pictures depicting a day baling hay. Students may take the perspective of the hired-hand, the older children, the parents or the younger children. (See background material and Haymaking reading page.) Have students share their stories with the class. Math 1. Hand out copies of the hundreds chart and an assortment of small objects for covering the squares on the hundreds chart square wheat cereal (to represent hay bales), animal crackers (to represent animals that eat hay), small crackers, pennies, raisins, etc. Have students follow directions as you read to them from the Hundreds Teacher Activity Page. Handout the Hundreds Activities Student Page and have the students record their answers on the worksheet as they work in pairs or individually. Adjust instructions as necessary for the objects you have provided. As an alternative, students may cut the pictures on the picture page and use them on the hundreds chart to follow your directions. 2. Provide each student with a copy of the picture page Discuss the pictures. Have students examine the pictures page and look for patterns. 3. Have students cut the pictures on the dotted lines. Have students sort the pictures into stacks according to the pictures (one stack of round hay bales, one stack of cows, etc.) Ask how many pictures are in each stack. Have students make their own patterns, using the pictures. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 26

27 4. In the fall, bales of straw are available as Halloween decorations. Bring a straw bale to class, and discuss with your students the difference between hay and straw. (Straw is the stubble left over after the harvest of wheat or other grain crops. Straw is commonly used for animal bedding and sometimes even for construction of homes. Hay has nutritional value and is used for animal feed.) Ask students to describe and draw the shape of the straw bale. Is the bale two-dimensional or threedimensional? Have students measure the dimensions and find the area. Ask them how they would find the volume. Have students estimate the weight of the bale and then develop a strategy for weighing it. 5. Have students solve this brainteaser. (Round decimals off to the nearest 10th.) Alfalfa hay usually yields around 3.5 tons per acre while other hays average around 1.5 tons per acre. A round bale weighs about 1,000 pounds. How many acres of alfalfa would you have to have to get 100 bales of alfalfa hay? (3.5 tons X 2,000 pounds in a ton = 7,000 pounds / 1,000 pounds = 7 bales per acre. 100 bales / 7 bales per acre = 14.3 acres) How many to get 100 bales of other hay? (33.3) 6. Laminate the hundreds chart and pictures, and place magnets on the backs to make a guided center activity. Visual Arts 1. Search artwork with hayfields on-line. Have students discuss why hay fields would be a popular subject for artists. If possible, get prints of Claude Monet s series of paintings of haystacks to show students and discuss why Monet painted the same scene over and over again. How are the paintings different? How are they the same? Science 1. Investigate. Why would hay have to be dried before it could be stored? Take some freshly cut grass or other live vegetation and divide it into two parts. Place one part in a covered plastic container and spread the other half out to dry. Have students hypothesize what will happen to each section. In two or three days, check to see what has happened with both? Have students write their observations. Extra Reading: Geisert, Bonnie, Haystack, Houghton Mifflin, Gibbon, Gail, The Milk Makers, Aladdin, Harris, Kathleen McKinley, and Dick Gackenback, The Wonderful Hay Tumble, HarperCollins, Peterson, Cris, and Alvin Upitis, Century Farm: One Hundred Years on a Family Farm, Boyds Mill, Pinczes, Elinor J., McCain, Bonnie, and Elinor Pinczes, One Hundred Hungry Ants, Houghton Mifflin, Vocabulary: hay, bale, straw, stalks, feed, fodder, legume Lesson Plan adapted from Oklahoma Agriculture in the Classroom Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 27

28 Name: Haymaking Before there were cars, trucks and farm equipment, it was workhorses that provided transportation and helped with work on the farm. Hay was the fuel that made the horses go. Farmers needed huge amounts of hay for their cattle and their sheep. Workhorses needed hay, too. Farmers put up hay for their own use and sold the extra to people in town who needed it for their horses. Haymaking involved cutting, gathering, drying and storing grasses or legumes, like alfalfa or clover. Hay was usually made during late June, July and August. First the hay was cut with a scythe or a mower. Then sun and wind dried the hay in the field. When the hay was dry enough, workers raked it up and made haystacks in the field or hauled it to the barn. The farmer could feed the animals by pitching the hay to the animals below. Everyone in the family helped with haymaking, male and female. The hired men usually got the heavy work, such as pitching hay or building stacks. Women and older children did the raking and drove the teams of horses. Smaller children brought lunches and cold drinks to the hayfield. Farmers today still need hay to feed their animals, but machinery does more of the work. THINK ABOUT IT Explain this statement: Hay was the fuel that made horses go. This statement is an example of figurative language. Which is it? (check one) simile? (a comparison that uses like or as) metaphor? (an implied comparison) hyperbole? (an exaggeration of effect) personification? (a description that represents a thing as a person) Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 28

29 Hundreds Teacher Activity Page (question sheet) Have students follow these instructions, using the hundred chart and pictures on the following pages or square wheat cereal pieces, animal crackers and other manipulative. (Adjust directions to fit the manipulative you choose to use.) For younger students: What number comes before 10? After 7? What number is between 7 and 9? Put a cow on the number 10. Put a round hay bale on the number 4. Create your own questions. For older students: 1. Use your sheep to cover the following numbers: Cover the number which means one ten and four ones. Cover the number which means no tens and seven ones. Cover the number which means five tens and no ones. Cover the number which has the same number an 8 in both the tens and the ones place. 2. Choose any object or picture to cover the numbers that answer these number riddles: I am thinking of a number with a 6 in the tens place and a 1 in the ones place. I am thinking of a number with a 1 in the tens place and a 6 in the ones place. Are the numbers the same? How do you know? Cover the smallest two-digit number on your hundred board. Cover the largest two-digit number on your board. Cover a three-digit number. What number is larger than 2 tens and 3 ones, but smaller than 2 tens and 5 ones? Cover the largest two-digit number with a 3 in the ones place. Cover the smallest two-digit number with a 5 in the tens place. Cover the two-digit number that has a 7 in the tens place and in the ones place. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 29

30 Name: Hundreds Activity Page Follow the instructions, discover the answers and record them on the spaces below. Activity A: Use your round hay bales to cover all the numbers with a 5 in them. How many round hay bales did you use? Remove the round hay bales covering these numbers 5, 15, 25, 35, 45, 55, etc. Now clear your charts, and use your square hay bales to cover all the numbers with a 5 in the ones place. How many square hay bales did you use? Leave the square hay bales on the chart and use your cows to cover all the numbers that have 5 in the tens place. How many cows did you use? What do you have on 55? Why? Repeat this activity, focusing on another number between 0 and 9. You choose to use is. How many cows did you use? What do you have on 55? Why? Activity B: Use your horses to cover the following numbers as I say them: 1, 12, 23, 34, 45, 56, 67, 78, 89, 100. What kind of pattern do you see? What is the smallest number you have covered? The largest? Do you have 23 covered on your board? How do you know? Which number is 1 more than 33? How do you know? Which number is 10 more than 34? How do you know? Put your finger on the horse covering 67. How did you find it? What number is one more than 67? Ten more than 67? One less than 67? 10 less than 67? Activity C: Use any object or picture to cover all the numbers that end with the number 6. How many squares did you cover? What is the smallest number you covered? What is the largest number you covered? Say each number and then check it by looking under the picture. Discuss with each other any patterns you see in the column that starts with a 6 and ends with 96. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 30

31 Name: Hundreds Activity Page (KEY) Follow the instructions, discover the answers and record them on the spaces below. Activity A: Use your round hay bales to cover all the numbers with a 5 in them. How many round hay bales did you use? 19 Remove the round hay bales covering these numbers 5, 15, 25, 35, 45, 55, etc. Now clear your charts, and use your square hay bales to cover all the numbers with a 5 in the ones place. How many square hay bales did you use? 11 Leave the square hay bales on the chart and use your cows to cover all the numbers that have 5 in the tens place. How many cows did you use? What do you have on 55? Why? Repeat this activity, focusing on another number between 0 and 9. You choose to use is. How many cows did you use? What do you have on 55? Why? Activity B: Use your horses to cover the following numbers as I say them: 1, 12, 23, 34, 45, 56, 67, 78, 89, 100. What kind of pattern do you see? What is the smallest number you have covered? 1 The largest? 100 Do you have 23 covered on your board? Yes How do you know? Which number is 1 more than 33? 34 How do you know? Which number is 10 more than 34? 44 How do you know? Put your finger on the horse covering 67. How did you find it? What number is one more than 67? 68 Ten more than 67? 77 One less than 67? less than 67? 57 Activity C: Use any object or picture to cover all the numbers that end with the number 6. How many squares did you cover? 19 What is the smallest number you covered? 6 What is the largest number you covered? 96 Say each number and then check it by looking under the picture. Discuss with each other any patterns you see in the column that starts with a 6 and ends with 96. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 31

32 Name: A Hundred Bales of Hay Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 32

33 Name: A Hundred Bales of Hay Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 33

34 Lesson #6: Chore Time Grades K-5: Post-trip Lesson Objectives: Students will read the story about the day in a life of a farmer and gain practice reading and writing time. Background: Farmers work hard. Many farmers have to get up very early to care for their animals or do other chores. On the dairy farm, the farmer s workday begins and ends with milking. On other farms, the farmer may begin working in the field at first light, take a break during the heat of the day, then go back to the field in the late afternoon. Materials: Paper Pencils Crayons or Markers Procedures: Language Arts 1. Read aloud to your class the short story included with this lesson. 2. Provide students with a copy of Worksheet A, included with this lesson. The student will scan the story for the information, then put the hand in the correct position on the clock face. 3. Have each student write a picture story about his or her day. As students write their stories, have them draw clock faces showing what time of day each of the events occurred. Math 1. Provide students with copies of Worksheet B. The student will draw the hands correctly on the clock face, rewrite the time, then write a.m. or p.m., whichever is correct. 2. Provide students with copies of Worksheet C. The student will fill in the clock faces to reflect his or her daily schedule, for example: Wake up 6:30 a.m. Recess 10:00 a.m. 3. Post a daily schedule somewhere in the classroom. Include all the important times (bathroom breaks, recess, etc.) Draw clocks with the hands in positions corresponding to the times you have posted. Extra Reading: Lillie, Patricia, When the Rooster Crowed, Greenwillow, Tresselt, Alvin, Sun Up, Lothrop, Lee& Sheperd, Tresselt, Alvin, Wake Up Farm! Lothrop, Lee & Sheperd, Lesson Plan adapted from Oklahoma Agriculture in the Classroom. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 34

35 Name: CHORE TIME (reading) Read the story. Use the facts to complete the clock problems. The day begins early on the farm. Farmer Smith is helping out this week at his neighbor s dairy. Farmer Brown s son usually helps with the milking, but he is away for a short vacation. While Farmer Brown s son is away the cows must still be milked. Farmer Smith will get up at 4:30 a.m. He will be at the dairy and ready to milk by 5:30 a.m. The milk truck will come at 8:00 a.m. They must be finished milking and cleaning by then. After that Mr. Smith takes care of chores on his own farm. At 11:00 am, he eats lunch. Mr. Smith got a new tractor last year. It has a cab with an airconditioner, so Mr. Smith can work during the heat of the day. At 2:00 p.m., when the sun is hot, Farmer Smith goes out to bale hay. Farmer Smith will stop at 4:30 p.m. to go help Farmer Brown milk. He will eat dinner at 7:00 p.m. with his wife, then go back to the hay field. The Smiths will be in bed early tonight, probably by 9:30 p.m. It has been a long day, and the new day will begin early on the farm. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 35

36 Name: Chore Time (worksheet A) Draw the hands on the clock using the story as a guide. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 36

37 Name: Chore Time (worksheet B) Draw the hands on the clock. Write the times. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 37

38 Name: My Daily Chores (worksheet C) Write the times you do things in your day. Draw the hands on the clocks, then write the times. Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 38

39 Vocabulary List 4-H - of or relating to a program set up by the United States Department of Agriculture originally in rural areas to help young people become productive citizens by instructing them in useful skills (as in agriculture, animal husbandry, and carpentry), community service, and personal development bale - a large package of raw or finished material tightly bound with twine or wire and often wrapped. carbohydrate any of various compounds of carbon, hydrogen, and oxygen (as sugars, starches or celluloses) most of which are formed by plants and are a major animal food chores the regular or daily light work of a household or farm, a routine task or job, a difficult or disagreeable task digestion the process of making food absorbable by dissolving it and breaking it down into simpler chemical compounds that occurs in the living body chiefly through the action of enzymes secreted into the alimentary canal fair - a fair usually held annually at a set location in a county especially to exhibit local agricultural products and livestock feed - food for livestock or to give food to FFA an organization for eighth grade through seniors in high school that provides education and experiences in agriculture fiber mostly indigestible material in food that stimulates the intestine to peristalsis called also bulk, dietary fiber, roughage fodder - feed for livestock, often consisting of coarsely chopped stalks and leaves of corn mixed with hay. forage food (as pasture) for browsing or grazing animals hay - grass or other plants, such as clover or alfalfa, cut and dried for animals to eat. healthy the condition of an organism with respect to the performance of its vital functions especially as evaluated subjectively or nonprofessionally Animal Chores Compiled by Busy Barns Adventure Farm LLC Page 39