OBJECTIVE

Students will be able to list winter farm tasks

Students will be able to act out these tasks in a game of charades

ESSENTIAL QUESTIONS

What is the job of a farmer?

Why is farming important to my community?

MATERIALS

• Winter on the Farm Video
• White board
• White board marker

PROCEDURE

Introduction:

Gather students on the carpet and ask them what the temperature and weather is like outside. Answers may include cold, snowy, windy, etc. Ask them what they think farmers do at this time of year when it is not the right temperature for growing lots of food.

Share with students that we will go on another virtual field trip, this time to Island Grown Initiative. We will follow farmer Astrid and farm dog Xena around the farm. While you are watching, count on your fingers how many tasks these farmers have to do.

Activity

After the video, ask students to list the jobs they saw. Write them on a whiteboard. 

After fielding for answers, tell students we are going to play charades. Remind them in charades, we communicate through movement only and not with voices. Share that you will invite an actor to the “green room” (corner in classroom) to discuss which job they want to act out. The rest of the class can whisper turn and talk so they do not overhear. 

Send students back to their desks to the carpet can become a stage. Remind students what being a respectful audience member looks like, feels like, and sounds like.

Work with students to come up with movements for each action that you listed on the whiteboard. The student who guesses correctly can choose to act out next.

If there are more students than tasks, at the end of class allow the students who haven’t participated and would like to act in a group for one of the tasks.

Wrap Up/Assessment: 

If time, student exit tickets can be to draw one quick sketch of a job they saw in the video

FOLLOW UP/EXTENSIONS

• Vertical Gardens and Rooftop Farms
• What is an Urban Farm?
• Jobs of a Farmer
• Farm Vocabulary
• Farm Animal Introduction
• Winter Farm Animals
• Machines and Animals on the Farm

MA CURRICULUM CONNECTIONS

Science and Technology/Engineering

• 1.ESS.1.2 Analyze provided data to identify relationships among seasonal patterns of change, including relative sunrise and sunset time changes, seasonal temperature and rainfall or snowfall patterns, and seasonal changes to the environment. 
• 1.LS.1.1 Use evidence to explain that (a) different animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air, and (b) plants have roots, stems, leaves, flowers, and fruits that are used to take in water, air, and other nutrients, and produce food for the plant.

History and Social Science

• HSS.1.T4.01 Explain the relationship between natural resources and industries and jobs in a particular location (e.g., fishing, shipbuilding, farming, trading, mining, lumbering, manufacturing).

English Language Arts and Literacy

• SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.