Farm Animals

Author Illustrator Editorial/Art Director Graphic Designers

Christine Clemente Stack Jenny Campbell Karen Sevaly Yvonne McElhenny Debbie Schultz

Look for the entire series of Teacher’s Friend Early Childhood Theme Books at your local school supplier. Copyright © 2001 Teacher’s Friend Publications, Inc. All rights reserved. Printed in the United States of America Published by Teacher’s Friend Publications, Inc.

Reproduction of these materials for commercial resale or distribution to an entire school or school/library district district is strictly prohibited. Pages may be duplicated for one individual classroom set only. Materials may not be reproduced for other purposes without the prior written permission of the publisher.

Farm Animals © Teacher's Friend, a Scholastic Company

Table of Contents How to Use Use This Book Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Everything Everyth ing You Need to Know About About Farm Farm Animals Animals . . . . . . . . . . . . . . . . . . . . . . 7 Literature Literat ure List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Dictation and/or Creative Writing Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Clip Art Page Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Awards and Certificates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Songs, Poems and Fingerplays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Activities Activit ies and Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Patternss and Crafts Pattern Crafts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Bulletin Board Ideas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 My Book About About Farm Farm Animals! Animals! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Goodies to Make and Eat! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 At Home with with Farm Animals Animals!! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

About the Author Christine Clemente Stack is from a suburban community in upstate New York. She holds permanent certification as a Special Education Teacher. As an educator for over twelve years, she has had the opportunity to spend many hours dedicated to the encouragement and enhancement of the development of young children. She has been engaged in several professional opportunities, including teacher, supervisor, presenter/trainer, facilitator, collaborator, mentor, Early Intervention Specialist, and Child Development Specialist. Her most rewarding aspect of each position has been the time spent with children and their families. She encourages you to enjoy this book and hopes that it will help you to better serve each young child in your care.

Safety Warning! Parents and professionals should use their best judgment to determine whether a particular idea or suggestion would be appropriate to use with an individual child or group of children. It is important that children only use materials and products labeled child-safe and non-toxic. non-toxic. Small children should always be supervised by a competent adult and youngsters must never be allowed to put small objects or art art materials in their mouths. mouths. Please consult the manufacturer’s safety warnings on all materials and equipment used with young children. When using food products, make sure that you take into consideration any children’s allergies allergies or food restrictions. Make sure that you take special note of the beliefs, values, and culture of the families you serve. Farm Animals © Teacher's Friend, a Scholastic Company

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INTRODUCTION This 48 page thematic book about farm animals contains a collection of skill-based activities and ideas for children ages 3 to 6 years. The ideas and suggestions are based on the philosophy of developing the whole child through play, exploration exploration and varied experiences. These activities should enhance the child’s ability to develop communication, motor/physical, cognitive, social/emotional, and adaptive/self-help skills. The teacher should approach and implement the the activities in a way that takes into consideration each child’s individual needs and abilities. Many of the activities have been organized to meet the criteria of the interest areas (centers) found in most early childhood classrooms. classrooms. They include: • Art and Crafts • Housekeeping • Outdoor Play • Blocks and Building

• Library/Writing • Math and Manipulatives • Music and Movement • Table Toys

• Dramatic Play • Sand and Water • Computer Center • Cooking and Nutrition

Opportunities to develop pre-literacy and literacy skills should be apparent in every center in the classroom. Using the activities in this book, children children can explore the basic concepts of color, shape, number, quantity and position that naturally naturally occur in a stimulating, early childhood childhood environment. It is essential for early childhood childhood educators to build each child’s vocabulary every day. It is one of the basic components needed by children in order for them to become successful learners and literate adults. In almost every activity throughout the day, there will be an occasion occasion to incorporate information related to basic vocabulary concepts. With this book, one will discover activities and games which will allow the children to explore ne w vocabulary and ideas and build their knowledge of concepts.

HOW TO USE THIS BOOK This resource book includes an array of ideas, activities and reproducible pages that you and other early childhood educators educators can utilize to develop stimulating activities around a given theme. The graphics, clip art, game ideas and other reproducible pages throughout the book are meant me ant to be copied for individual classroom use. You may adapt or modify the ideas or instructions to best meet the developmental level of the children children you serve. As a time saver, protect your work work by laminating the products or placing the reproducible pages in plastic page protectors. The following describes each section and some helpful tips and hints regarding how to implement the ideas into your curriculum:

Everything You Need to Know About…

This section includes a number of interesting facts or points about farm animals in general. It also includes a list of websites that may be used as a resource for additional information on the topic. Library and Writing Use this page for children to write write their own words words or stories. Make several copies and place them in your writing center with appropriate writing tools.

Dictation and/or Creative Writing Page Clip Art

There are many uses for these cute, simple thematic illustrations. illustrations. Each graphic can be enlarged or reduced to meet your individual needs. You can use the clip art illustrations illustrations in the following ways: In newsletters and notes On rebus stories or letters In experiential charts or books As pa part of of yo your ro routine ch chart

In rebus recipe charts On song charts In each center or area On ch charts an and bu bulletin bo boards


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In thank you notes On homemade games With your calendar On re rewards/certificates

Awards and Certificates

Use these cute, thematic certificates to reward children or thank volunteers. You can use the awards to: Recognize accomplishments Recognize good sportsmanship Acknowledge acts of kindness

Praise good deeds Support teamwork Support positive behavior

Identify strengths Thank volunteers Acknowledge good choices

Library and Writing This list of children’s literature with the theme of farm animals includes books to read to the class, picture books, and books for for beginning readers. A list of vocabulary words words pertinent to the theme of farm animals is also included. Here are a few tips for reading reading books aloud:

Thematic Literature List

• Select good, well written and illustrated books • Position yourself so that each child can see the book • Review some of the words in the book before you read it • Change the intonation of your voice to dramatize the story • Read leaving words out to elicit responses from children • Point out beginning consonant sounds (phoneme) and connect it with the letter (symbol) • Comment on words that rhyme • Point out the title, author a uthor and illustrator • Point to words from left to right and top to bottom, etc. • Keep the children on track - listening to the story • Ask "wh" questions - "what, where, why, when" • Expand on the concepts in the book in other centers • Repeat readings of the same story Music and Movement Songs and fingerplays are are an essential piece of an early childhood curriculum. These simple thematic jingles are set to familiar children’s songs. Short poems and fingerplays are also included in this section. They help children to learn about the rhythm and rhyme of of our language. (Copies of the songs and poems can be shared with parents and used at home.) The songs can be written on large poster board so that children, children, families and volunteers can follow along. Clip art pictures can be added in place of words to create a rebus song chart. Develop a song basket filled with copies of each song. (Song cards can be made made by copying each song song to a large large index card. Glue a clip art picture to the back of each card and laminate for durability. Place the song cards in a large basket for children to easily select a song they wish to sing.)

Songs, Poems and Fingerplays

Activities and Games

These skill-based activities and games can be used with the entire class, small groups of children or by individual children. The activities have been organized organized as they relate to interest centers typically found in the early childhood childhood classroom. Use the ideas and activities in each section to facilitate the following skill development and concepts: Dramatic Play exploring emotions dress-up & make believe using creativity acting out life experiences pretend pl play & role pl play


practicing skills vocabulary development sharing & turn-taking using imagination imitation social skill development resolving conflicts self-help skills receptive & expressive la language de development

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Outdoor Play & Field exercise social skills trying new things

Trips

exploration following directions fair play & sportsmanship

gross-motor skills teamwork building concepts

Math and Manipulatives (Science) using math & science tools social skills language skills visual-perceptual skills measurement relationships experimentation & exploration learning about your surroundings

following directions time & space cognitive skill development findings & predictions math concepts & properties living & non-living things position, quality & quantity gathering information recording information turn-taking learning properties of substances number, letter, shape recognition and matching

Music and Movement gross-motor development following directions movement of body parts language skills

singing & vocal expression rhyme & rhythm exploration of emotions individual expression

Library and Writing literacy skills use of writing tools sound-symbol relationships exploring books creative writing self-expression concept & vocabulary development looking at, listening to and participating in stories

beat math skills pre-literacy skills imitation retelling stories following directions attention span

Arts and Crafts This section includes several patterns or craft ideas to utilize in your art center. One must always consider that, for the young artist and creator, the “process” is much more important than the product. The young artist develops skills in several development domains. Use the ideas and activities in this section to facilitate the following skill development and concepts:

Patterns and Crafts

creativity exploration & experimentation learning properties of substances building self-esteem building fine motor skills following directions

pre-literacy skills unique products using drawing, writing and cutting tools finding new ways to use materials manipulation of various materials

Bulletin Board Ideas

Several suggestions are included for creating interesting and informative bulletin boards based upon the theme of farm animals and can be used in a variety of ways in the classroom. Here are a few tips: Keep them neat and professional looking Display children’s unique creations Display photos of kids at play & work Change the boards periodically Display magazine pictures of "real" things Use neat and concise letters & writing Keep them current to theme or activities of the program Display at the appropriate height for children’s viewing Display higher for family members and volunteers


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Library and Writing Make copies of the pages in this section to create an interesting book about farm animals for your young learners. Simply duplicate the pages, cut and assemble them by number. Attach the pages together with staples or brads. Laminate the front and back for durability. Children will enjoy listening to the story and coloring the pages. Older children may have the skills to color, cut, assemble and read the story for themselves. Having children make their own book helps develop pre-emergent reading skills in early learners.

My Book About…

Cooking and Nutrition The recipes found in this section are devoted to cooking and nutrition. Clay or dough recipes, which you may use in your art or sensory area, are also included. The recipes can be copied onto poster board, large sheets of paper, or recipe-sized cards so that children, families and volunteers can follow along. You may want to add clip art pictures in place of words to create rebus recipe charts. Use the recipes in this section to facilitate these developmental skills:

Goodies to Make and Eat!

following directions cooperating with others counting & measurement concepts sensory exploration of foods pre-literacy and literacy skills

performing activities in sequential order manners and taking turns use of simple kitchen utensils observation of food in different forms practicing different food preparations

At Home With…

This section is meant to provide families with ideas and activities to do at home with their children. These activities will help to encourage communication between family member and child, as well as support the skill development of the child. The activities should be optional for those families who wish to and have the time to participate. Educators may wish to incorporate the ideas into their newsletters or simply attach the "At Home With….." sheet to their notes.

Parent/Family Involvement

Throughout each theme book, educators will note the various opportunities to encourage parent/ family involvement. Communication between parents and the program is one key to increasing parent involvement. One mechanism to increase communication with parents is through notes or newsletters.

Tips for Notes and Newsletters Make them visually appealing – add clip art Write blocks of information Be specific when referring to a day or time Typewritten or printed Write about each center, activity, or type of news Make it neat – professional Add a response sheet for parents Proof for typing errors Request assistance – parent volunteers for at least one activity Keep them easy to read – vocabulary/avoid lengthy sections Avoid using last names on general newsletters without permission Add questions for parents to ask their children to encourage conversation


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EVERYTHING YOU NEED TO KNOW ABOUT..."FARM ANIMALS" Farm animals are often one of the first types of animals young children recognize. They enjoy making the sounds of the cow, sheep, horse and other farmyard friends. The “Farmer’s” Facts

Cow (Male: bull, Female: cow, Young: calf) Features: large animal, big head, long tongue, split hooves, udder, long tail used to swat insects Eats: grass, hay, grain, corn, soybeans Raised on farms for: milk (cheese, butter, yogurt, ice cream), meat (beef), leather, soap, glue, photographic film, phonographic records Other: A cow’s spots are like fingerprints, each spot pattern is unique. Cows give 200,000 glasses of milk in their lifetime. Horse (Male: horse, Female: horse, Young: foal) Features: long legs, strong feet, large nostrils, back teeth never stop growing Eats: grass, grains Raised on farms for: transporting heavy loads, pulling carriages/carts/plows, herding livestock, sport Other: 150 breeds of horses, 3 groups (light, heavy, and ponies), related to zebras, mules and donkeys Chicken (Male: rooster, Female: hen, Young: chick) Features: plump bodies, round wings (ground birds, can only fly short distances), pointed beaks, strong claws Eats: ground corn, wheat, soybeans Raised on farms for: eggs, meat (poultry) Other: Records show that the Chinese raised chickens as early as 1400 B.C. Today, there are more than 10 billion chickens in the world. Most are raised on large commercial farms.


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Sheep (Male: ram or buck, Female: ewe, Young: lamb) Features: split hooves, woolly fur Eats: grass, shrubs Raised on farms for: wool (clothing, blankets, rugs), milk (cheese), meat (lamb) Other: A sheep’s wool is clipped off twice a year, in the spring and fall. Most sheep are raised in Australia and New Zealand Goat (Male: buck, Female: doe, Young: kid) Features: split hooves, long shaggy hair, beard (both male and female) Eats: known for eating anything Raised on farms for: wool (clothing and blankets), milk (cheese), meat Duck (Male: drake, Female: duck, Young: duckling) Features: webbed feet, flat beaks with ridges to filter water, oily top feathers to help them stay dry and afloat in the water, fluffy feathers (down) Eats: fish, tadpoles, water plants, duck feed Raised on farms for: feathers (pillows and winter coats), eggs, meat Other: Their eggs must be kept warm. The mother duck may only leave for short periods of time. Pig (Male: boar, Female: sow, Young: piglet) Features: long round body, short legs, short bristles, poor eyesight, sharp sense of smell, snout Eats: corn, grain, pig feed, milk, peanuts, soybeans Raised on farms for: meat (pork), leather, glue, soap, fertilizer, medicine Other: They don’t sweat, rather they lie in mud to cool off. They live in pens called sties.

Look for more interesting information on the following websites:

http://userpages.umbc.edu/~dschmi1/links/cow.html http://members.tripod.com/~Bisser/cowpage.htm http://checc.sph.unc.edu/rooms/school/whole_ hog/index.htm www.porktalk.com/frame.html look under “school room” www.ics.uci.edu/~pazzani/4H/sheep.html www.ansi.okstate.edu/breeds/HORSES/horses-w.htm www.pbs.org/wnet/nature/horses/ Farm Animals © Teacher's Friend, a Scholastic Company

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Thematic Literature List Clement, Claude and Kovacs, Deborah. The Hungry Duckling. The Reader’s Digest Assoc. Inc., 1992 Conrad, Pam. The Rooster’s Gift. HarperCollins Children’s Book Group, 1998 Downey, Lynn. The Flea’s Sneeze. Henry Holt and Co., 2000 Faber, Roger. Peter Pig Likes To Dig . White Stone Co., 1998 French, Vivian. Big Fat Hen And The Red Rooster . Sterling Publishing Co., Inc., 1999 Jackson, Woody. Counting Cows. Harcourt Trade Publishers, 1995 Kaufman, Elizabeth. Farm Animals. Scholastic Book Fairs, 1984 Maestro, Marco and Maestro, Giulio. What Do You Hear When Cows Sing: And Other Silly Riddles, I Can Read Books . HarperCollins Children’s Book Group, 1997 McPhail, David. The Day the Sheep Showed Up, Hello Reader 1 Series . Scholastic, Inc. 1998 Meeker, Clare. Who Wakes Rooster? Simon and Schuster For Young Readers, 1996 Most, Bernard. Cock-a-Doodle-Moo. Harcourt Trade Publishers, 1996 Most, Bernard. The Cow Went Oink . Harcourt Trade Publishers, 1990 Peters, Sharon. Rooster and The Weathervane, First Start Easy Readers Series . Troll Communications L.L.C., 1999 Phillips, Mildred. And The Cow Said Moo . HarperCollins Children’s Book Group, 2000 Read, Lorna. One to Ten and Back Again . Brimax Books Ltd., 1998 Sloat, Teri. Farmer Brown Shears His Sheep: A Yarn About Wool . Dorling Kindersley Publishing, Inc., 2000

Concepts & Vocabulary barn fence harvest chicken coop scarecrow weathervane all the animal family names Farm Animals © Teacher's Friend, a Scholastic Company

haystack pigpen or sty stall

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cornfield tractor livestock

gate farmer herd

Dictation and/or Creative Writing Page Date

Name


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“FARM ANIMAL” CLIP ART!


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Name

A Super Helper!

Name

You’ve

Done It! Teacher Date

Date

Teacher

Name

does good work!

Teacher

Date Farm Animals © Teacher's Friend, a Scholastic Company

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Songs, Poems and Fingerplays Music and Movement

One, Two the Cow Went Moo (Tune: One, Two Buckle My Shoe) One, two the cow went moo, Three, four shut the barn door, Five, six the kitten does tricks, Seven, eight the sheep is in the gate, Nine, ten the pig is in his pen.

Diddle, Diddle Dumpling Farmer Tom (Tune: Diddle, Diddle Dumpling My Son John) Diddle, diddle dumpling farmer Tom Went to the barn with his overalls on, One boot off, and one boot on, Diddle, diddle dumpling farmer Tom.

Hickory, Dickory Do (Tune: Hickory, Dickory Dock) Hickory, dickory do The cow in the field went moo His bell rang twice And he saw three mice Hickory, dickory do Teacher or children ring cow bell.


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Music and Movement

Little Red Hen (Tune: Little Miss Muffet) Little Red Hen Sat in her pen Eating her corn and wheat Along came a pig Who did a funny jig And made red hen say, "What a feat!"

Use these patterns to make finger puppets. Other Classic Farm “Moo”sic: Mary Had A Little Lamb Old MacDonald Had A Farm Baa, Baa Black Sheep Three Blind Mice The Farmer In The Dell Farm Animals © Teacher's Friend, a Scholastic Company

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Dramatic Play

ACTIVITIES AND GAMES

Fill the dramatic play area with the following items: plastic vegetables and fruits, farm animal puppets, masks and costumes, large plastic/ wooden farm animals, barns, toy tractors, blocks or log sets to build barnyards and buildings, overalls, work or rubber boots, farmer/cowboy hats, bushel baskets, strawberry baskets, plastic eggs, egg cartons, clean milk jugs or cartons, wagons and wheelbarrows. pretend to be farmers or cowboys: fill their wagons for market milk the cow wash the muddy pigs feed the farm animals collect the eggs build a fence or pen from blocks pretend to be farm animals with puppets, masks, and costumes Outdoor Play

& Field trips Contact a local farm and arrange a field trip. Invite family members to join the group. After you return from the trip: write a thank you note, create a book (add photos or drawings), develop an experience chart, or use the fruits/ vegetables to create a snack using a rebus recipe. Things to do at the farm: ■ pick vegetables or fruits ■ look at and pet animals ■ take a hay or wagon ride ■ sit on a tractor ■ milk a cow ■ feed the animals ■ collect the eggs ■ sing farm songs ■ have a picnic or snack


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(Science) Sort farm animals (wooden, plastic or pictures) by type: Math and Manipulatives

by what they produce for people - “eggs” or “meat” or “neither”:

Animal Hide Hide plastic or wooden farm animals around the classroom. Tell the children that they are going to look for farm animals. Have the children look around the room, and when they find an animal, they can tell you where they found it. Keep a written record of their findings (Joe found the cow “inside” the sand table.) Then, they tell you one thing that we get or make from that type of farm animal. Record their answers. For example: “We get milk from cows.” Farm Animals © Teacher's Friend, a Scholastic Company

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(Science) What is missing? Look at the pictures below and draw the missing part. Math and Manipulatives

Color the pictures. Farm Animals © Teacher's Friend, a Scholastic Company

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(Science) Matching Shadows! Look at the pictures below and draw a line from the animal to its shadow. Math and Manipulatives


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Music and Movement

The Duck Waddle Relay You will need one beanbag for each team. At one end of the parking lot or paved play yard, draw a straight chalk line. Measure a reasonable distance and draw a chalk starting line. Separate the class into two (or more) teams. The first member of each team places a beanbag between his or her knees and waddles to the chalk line and back to his or her team without dropping the beanbag. The next person takes the beanbag and repeats the activity. The game ends when all the children have completed the relay and returned to the starting line with their team. If the beanbag is dropped, then the child picks it up and puts it back between his or her legs and continues on. Farm Bowling Collect old standard sized calendars with farm animal pictures and half gallon milk cartons. Take one farm animal picture and cut it in half. Glue or tape half of the animal picture to one side of one of the milk cartons. Then tape the other half of the picture to the other milk carton. When you place the two milk cartons together, the two halves should create a whole picture (like a puzzle). Continue around the cartons with the remaining three farm animal pictures in the same way. To play the game: Set the cartons up, so that the picture matches, on a chalk/tape line 3 to 6 feet away from the child. The child rolls a small playground ball toward the cartons and knocks them over. The cartons are replaced by matching one of the pictures like a puzzle and the game continues with the next child.


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Music and Movement

The “Farmyard” Sounds Assemble the cube pattern on the next page. (Enlarge pattern for bigger cube.) Cut the pattern from heavy oaktag. Fold along dotted lines and glue or tape to form a cube. Children can glue the farm animal pictures below to the cube – one picture per side. Laminate the box before assembling, if you wish. Have the children take turns rolling the cube and imitating the “farm animal” sounds. For example: child rolls a “pig” and says “oink, oink.”


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Music and Movement

Cube Pattern


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Music and Movement

Animals in the Barn! Before the children arrive, copy, color and laminate 20 or more farm animal patterns. Write your own simple directions or use the directions listed below on the back of each animal (one direction per animal). Cut out and attach the barn pattern to the outside of a tissue box. Insert all of the animals into the box. Each child takes a turn picking out an animal. The teacher reads the directions and the child demonstrates his ability to follow the directions. Give each child at least one chance to pick an animal from the barn. hop on one foot shake a friend’s hand hop to the window waddle like a duck walk around the circle bend and touch your toes crawl to the door and back again tap your head twice shrug your shoulders three times wiggle your body touch right elbow to left knee touch your heels jump up and down three times bump elbows with a pal Barn Pattern


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Music and Movement


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Library and Writing

“Pig” or “Hen” Folder Game Make a folder game by gluing 2 library book pockets on the inside of a folder. On one pocket, glue the pig and on the other pocket glue the hen. Copy and individually mount the short vowel “i” and “e” pictures on 3in. x 5in. index cards and laminate the cards. The child sorts the pictures by inserting the cards into the pocket that has the same short vowel sound. The pictures can be easily stored inside the folder.

˘i

˘ e


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Library and Writing

The Farm Wheel Copy the farm wheel and arrow (spinner) onto heavy paper. Attach the arrow to the wheel in the center with a brad. Fill a basket or box with the following common items: rattle, ring, rock, rolling pin, rose, rollerskate, radio, horn, hat, hanger, hammer, heart, pail, puzzle, postcard, peanut, pan, pencil, paper, drum, dice, doll, dollar, diaper. (You may choose to use other common items that start with “r, h, p, or d.” Avoid blends.) Each child takes a turn spinning the arrow. The child names the animal the spinner lands on and the beginning sound/letter, then the child picks an item from the box that starts with the same sound/letter. For example: The spinner lands on “pig,” the child says “pig”, “p,” and picks the “pencil” from the box.

pig

horse

rooster

duck


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Library and Writing

The “ig” Wheel Create this “pig” wheel so that the children can practice pronouncing words which end in “ig.” Copy the pig and blank letter wheel (page 28) onto heavy paper. Write the appropriate letters on the letter wheel and cut out the square hole as indicated on the pig wheel. Attach the letter wheel to the back of the pig with a brass fastener so that the letters show through the hole. Play!!!

CUT OUT


ig 26

Library and Writing

The “en” Wheel Create this “hen” wheel so that the children can practice pronouncing words which end in “en.” Copy the hen and blank letter wheel (page 28) onto heavy paper. Write the appropriate letters on the letter wheel and cut out the square hole as indicated on the hen wheel. Attach the letter wheel to the back of the hen with a brass fastener so that the letters show through the hole. Play!!!

CUT OUT


en 27

Library and Writing

(Blank Letter Wheel) Copy this blank letter wheel onto heavy paper and attach it to the back of either the “ig” wheel or the “en” wheel. Use the following letters to form the following words: “ig” – big, dig, fig, pig, wig “en” – den, hen, men, pen, ten


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Library and Writing

The Three Little Pigs! Read or tell the story of The Three Little Pigs to your children. This is one version of the classic story. Once upon a time, there lived three pigs. One day they decided to build their own houses. They all worked very hard. The first pig collected straw and mud and built a house of straw. The second pig collected sticks and nails and built a house of sticks. And the third pig collected bricks and mortar and built a house of bricks. Now, one afternoon a wolf came along. He thought of himself as a very strong and clever wolf. He came upon the first pig’s house of straw and he said, “Little pig, little pig, let me come in.” And the pig replied, “Not by the hair of my chinny chin chin.” The wolf did not like that answer, so he said, “Then, I’ll huff and I’ll puff and I’ll blow your house in.” And he huffed and puffed and blew the straw house down. Well, that first little pig was scared of that wolf and ran to the second pig’s house of sticks. A little while later, the wolf came knocking at the door of the second pig’s house of sticks and he said, “Little pigs, little pigs, let me come in.” And the pigs replied, “Not by the hairs of our chinny chin chin.” The wolf did not like that answer, so he said, “Then, I’ll huff and I’ll puff and I’ll blow your house in.” And he huffed and puffed and blew the stick house down. Well, those two little pigs were scared of that wolf and ran to the third pig’s house of bricks. A little while later, the wolf came knocking at the door of the third pig’s house of bricks and he said, “Little pigs, little pigs, let me come in.” And the pigs replied, “Not by the hairs of our chinny chin chin.” The wolf did not like that answer, so he said, “Then, I’ll huff and I’ll puff and I’ll blow your house in.” And he huffed and puffed and blew, but the house did not fall down. So, he tried again. He huffed and he puffed and he blew, but still the house did not fall down. So, the wolf thought and thought about how to get into this pig’s house of bricks. Meanwhile, the three pigs inside the brick house were feeling very safe and decided to cook vegetable soup for an afternoon snack in a pot in the fireplace. Outside, the wolf had discovered a way to get into the house…..through the chimney. So he climbed to top of the roof and wiggled down the chimney, but to his surprise, he landed right of top of the hot vegetable soup. He jumped out of the pot and ran out the door and the three little pigs never heard a huff or puff from him again.


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Library and Writing

The Three Little Pigs! Copy, color and laminate the patterns. Add tape or felt to the back of each pattern and use them to retell the popular story: The Three Little Pigs


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Library and Writing


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Library and Writing

Rhymes With… Cut out the pictures below the dotted line. Look at the pictures and match the words that rhyme.

hen sheep

goat barn ✄

jeep

yarn

boat

ten Color the pictures.


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Library and Writing

What do cows give us? Circle the things that we get or make from cows.


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Arts and Crafts

Patterns and Crafts

Pigs in Mud Copy this pig pattern onto fingerpaint paper or pink construction paper. Scoop a small amount of brown fingerpaint onto the pig. Encourage the children to move the paint around the pig with their fingers. Let them dry and display them around the classroom or school.


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Arts and Crafts

Chicken Copy the chicken pattern below. Demonstrate how to dip a feather into paint and use it to decorate the chicken.


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Arts and Crafts

Pig Mask Trace the pig features onto construction paper. Cut eye holes in a paper plate and tape a tongue depressor to the back of the plate. Children can glue the patterns, as shown. Older children may be able to complete all the steps by themselves.

Cut Out


Cut Out

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Arts and Crafts

Sheep Copy the sheep pattern below and instruct the children to add cottonballs with glue for fur.


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Arts and Crafts

Farm Mobile Trace the farm symbols onto heavy construction paper. The children color and punch holes into the symbols. Tape the barn (page 22) onto a hanger. Then string yarn through the holes in the symbols and attach them to the barn. Display them around the classroom or school.


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BULLETIN BOARD IDEAS Farm Animal Families Use the pictures throughout the book to depict the farm animal families (male, female and young). Write the names of the animals under their pictures and display them with the heading “Farm Animal Families.”

“Creative Cows” or “Moo”nificent Work Display artwork, creative writing pages, “moos”letters (written by children) or other handouts on a bulletin board with a “Creative Cows” heading. Use the cow pictures in the book to decorate the board!


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A “Barnyard” of Friendly Animals Reward good deeds with farm animal certificates by recognizing when children help to clean up, share their toys, help a friend make something, or demonstrate any other act of friendship. Display these certificates (example on page 12) on a bulletin board with “A Barnyard of Friendly Animals” heading. Use some of the patterns in this book to decorate to board!

Farm Animals Give Us . . . Display pictures of the various foods and products that we get from farm animals. Refer to pages 7-8 for ideas. Children can help you look through magazines for pictures. Laminate the pictures and display them on a board with a “Farm Animals Give Us” heading.


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My Book About……FARM ANIMALS!!!!

Here is the barn at the farm. Farm Animals © Teacher's Friend, a Scholastic Company

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1

The pig lives in a pigpen.

2

The horse sleeps in a stall.

3


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The chicken lives in the coop.

4

The duck swims in the pond.

5


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The sheep graze in the field.

6

The rooster sits on the fence.

7


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This is my picture of the animals on the farm.

My name is ____________________________. I completed my book about farm animals on: __________________________________.


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8

Goodies to Make and Eat!

Cooking and Nutrition

An “Egg”cellent Sandwich

Step 1

Step 2

Remove shells from boiled eggs.

Cut up eggs and add mayonnaise.

Step 3

Step 4

Spread on bread.

Cut into 4 pieces and eat.


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Cooking and Nutrition

Make Butter Fill small containers with heavy cream and a small amount of salt. Close the lids tightly. The children shake the containers until the cream turns into butter. Enjoy on toast or crackers.

Down On The Farm Breakfast Serve a breakfast of farm fresh products: scrambled eggs, milk, bacon or ham, and biscuits with homemade butter.

Farm Animal Cookies Use your favorite sugar cookie recipe or refrigerated dough to make these fun cookies. Roll the dough out and the children can use farm animal cookie cutters to make farm animal shaped cookies. Cook the cookies per recipe directions. Have the children decorate the cookies with frosting (recipe below), chocolate chips, raisins, and coconut flakes (sheep’s fur or chicken feathers).

Frosting Recipe Cream together 4 oz.

2

Add

and 1

, 1/2 stick

vanilla

to the desired thickness.

Add food coloring to make colored frostings. Farm Animals © Teacher's Friend, a Scholastic Company

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Farm Animals

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