April Foolishness Lessons - Illinois Ag in the Classroom

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Don’t be a fool!! This lesson booklet is a great story choice for April Fool’s Day
or a farm-themed unit. These hand’s-on activities can easily be implemented
into centers. No joking about it, these activities will be a great way to introduce
your students to agriculture while meeting the learning standards
This booklet is designed to expand the minds of your students. The lessons
and activities in this booklet can be used in your classroom as supplemental
learning materials in the areas of science, social studies and language arts. All
lessons and activities are correlated to the Illinois State Learning Standards and
Assessment Framework and are designed to complement the the book
April Foolishness by Teresa Bateman.
A visual key has also been created and used with each activity to indicate its
subject area. The topics include: hands-on, science, social studies, health and
nutrition, math, art, reading, and writing.
Hands-on
Writing
Science
Social Studies
Reading
Art
Math
Health and Nutrition
Learning Standards & Assessments
Beautiful Bovine
Illinois Learning Standards: 4.A.1b, 4.A.1c,
4.B.1b, 5.A.1a, 10.A.1b, 12.A.1a, 12.A.1b, 12.B.1a,
12.B.1b, 13.B.1d
Assessment Framework: 1.3.04, 1.3.05, 1.3.06,
1.3.14, 1.3.19, 1.3.20, 1.3.27, 3.306, 3.3.08,
12.4.01
The Cows Are Loose
Illinois Learning Standards: 4.A.1c, 4.B.1b,
5.A.1a, 10.A.1b, 12.B.1b, 13.B.1d
Assessment Framework: 1.3.13, 1.3.14, 1.3.19,
1.3.20, 1.3.27, 12.4.01
Moo Masks
Illinois Learning Standards: 4.A.1c, 4.B.1b,
13.B.1d, 12.B.1b
Assessment Framework: 1.3.13, 1.3.14, 1.3.19,
1.3.20, 1.3.27, 12.4.01
The Chickens are Out
Illinois Learning Standards: 4.A.1c, 4.B.1b,
10.A.1b, 12.B.1b, 13.B.1d
Assessment Framework: 1.3.13, 1.3.14, .13.19,
1.3.20, 1.3.27, 12.4.01, 12.4.03
The Pigs Broke the Gate
Illinois Learning Standards: 4.A.1c, 4.B.1b,
12.B.1b, 13.B.1d
Assessment Framework: 1.3.13, 1.3.14, 1.3.19,
1.3.20, 1.3.27, 12.4.01
Colorful Fleeces
Illinois Learning Standards: 4.a.1c, 12.A.1a,
12.A.1b, 12.B.1a, 12.B.1b, 13.B.1d, 18.A.2, 26.A.2f
Assessment Framework: 1.3.13, 1.3.14, 1.3.19,
1.3.20, 1.3.27, 12.4.01
Beautiful Bovine
Objective:
Students will be able demonstrate some of the body parts of a cow to show how a cow
is different from a human.
Illinois Learning Standards: 4.A.1b, 4.A.1c, 4.B.1b, 5.A.1a, 10.A.1b, 12.A.1a, 12.A.1b, 12.B.1a,
12.B.1b, 13.B.1d
Assessment Framework: 1.3.04, 1.3.05, 1.3.06, .13.14, 1.3.19, 1.3.20, 1.3.27, 3.306, 3.3.08, 12.4.01
Suggested Reading Material:
All Around the Farm by Heather Alexander
Amazing Grazing by Cris Peterson
Cock-a-doodle-doo! Barnyard Hullabaloo by Giles Andreae & David Wojtowycz,
Beef Ag Mag available at www.agintheclassroom.org
Activity: Beautiful Bovine
Materials:
Surgical glove
Yarn
Fly swatter
Cardboard
Sand paper
Large bag
Yarn
Vest - leather/fur
Chewing gum
Plastic headband
Four socks
Four balloons
Elastic
Directions:
1. Assemble the pretend parts of a cow as follows:
Udder - Stuff the surgical glove with tissue. Attach yarn to tie around student's waist.
Horns and ears - cut cardboard in the shape of a cow's ears and horns, and attach them to a
plastic headband.
Hooves - cut four cardboard hoof prints and attach them to the bottoms of the four socks.
Tongue - cut sand paper to hang around student's head. Attach yarn to tongue to hand
around student's head.
Stomachs - Blow up four balloons and tie them together with yarn.
Tail - Tie fly swatter to a piece of yarn to tie around the student's waist.
Gum - give student a piece of chewing gum to chew as "cud".
Hide - place the vest on students to represent the hide of a cow.
Place items in your bag once assembled.
2. Ask one of your students to volunteer to be dressed up to look like a cow. To avoid
embarrassing any of your students, ask your principal or another adult to be the volunteer.
3. Ask students to imagine what a cow looks like and what special parts it has that are different
from a human. What makes a cow a cow?
4. Ask students to suggest ways to make the volunteer look like a cow. As they come up with
ideas, dress the volunteer with the props in your bag. Share background information regarding each
body part as you dress up your volunteer.
The Cows are Loose
Objective:
Students will have an understanding of the process by which milk be
comes butter.
Illinois Learning Standards: 4.A.1c, 4.B.1b, 5.A.1a, 10.A.1b, 12.B.1b, 13.B.1d
Assessment Framework: 1.3.13, 1.3.14, 1.3.19, 1.3.20, 1.3.27, 12.4.01
Suggested Reading Material: Hooray for Dairy Farming, by Bobbie Kalman
Clarabelle by Cris Peterson, Dairy Ag Mag
Activity: Making Butter - The Cows are Loose
Materials:
Pint to quart-sized glass jar (with lid)
Marbles (optional)
8 oz. (240 ml) carton of whipping cream
Salt
A bowl
Child-safe knife for spreading
Bread
Directions:
1. Direct students to pour the whipping cream into the jar.
(If you choose, have students also place 2 marbles in the jar as well.)
2. Have students close the lid tightly.
3. Have students take turns shaking the jar vigorously.
4. After a few minutes a lump should appear. This is the butter!
5. When butter is formed, have students empty the jar into a bowl. Pour off the liquid
and rinse the butter with water.
6. Add a few sprinkles of salt.
7. Allow students to spread the butter onto the bread or crackers. Eat!
SHAKE IT!
(Sung to the tune of the “I Have Something In My Pocket” or the “Brownie Smile Song.” )
We’re going to make some butter,
We're learning and we're churning,
Rich and creamy too,
Hey this is lots of fun!
With milk from a cow’s udder
It's easy to make butter,
Before you can say moo.
Let's eat it when it's done.
Chorus:
So shake it, shake it, shake it,
Shake it if you can
Shake it like a milkshake,
And shake it once again.
Put some cream into a jar,
You can add a marble or two,
Make sure the lid is on tightly,
That’s all you have to do.
Chorus:
Chorus:
Oh listen very carefully,
It's sounding different now,
Hooray it's finally butter!
Be sure to thank the cow.
Chorus:
Moo Masks
Objective: Students will demonstrate an ability to identify types of cattle based on markings.
Illinois Learning Standards: 4.A.1c, 4.B.1b, 13.B.1d, 12.B.1b
Assessment Framework: 1.3.13, 1.3.14, 1.3.19, 1.3.20, 1.3.27, 12.4.01
Suggested Reading Material:
Clarabelle by Cris Peterson
Click, Clack, Moo by Doreen Cronin & Betsy Lewin
Dairy Ag Mag available at www.agintheclassroom.org
Activity: Moo Masks
Create a fun dairy cow mask with an ear tag.
Materials:
1 Large dinner plate
2 Small dessert plates
String
Glue or Staples
Crayons, markers, or colored pencils
Dairy Ag Mag available at www.agintheclassroom.org
Directions:
1. Have the students cut one dessert plate in half.
2. Have the students staple or glue the other dessert plate behind the large dinner plate.
They should draw eyes on the dessert plate and a mouth on the dinner plate.
3. Next use the dessert plate that was cut in half to make two ears that are glued or stapled
to the top of the dessert plate with the eyes.
4. Have the students use the writing utensils to color the cow with black and white spots.
5. Have the students add an ear tag to their mask, using their birthdate in numerals.
Attach string to the side of the mask to allow it to wrap around their heads.
The Chickens Are Out!
Objective: Students will demonstrate and ability to trace letters and will understand the
life cycle of a chicken.
Illinois Learning Standards: 4.A.1c, 4.B.1b, 10.A.1b, 12.B.1b, 13.B.1d
Assessment Framework: 1.3.13, 1.3.14, .13.19, 1.3.20, 1.3.27, 12.4.01, 12.4.03
Suggested Reading Material:
Jen the Hen by Sue Graves
Chicks and Salsa by Aaron Reynolds
Big Chickens by Leslie Helakoski
An Egg is Quiet by Dianna Aston and Sylvia Long
The Chicken-Chasing Queen of Lamar County by Janice N. Harrington
Activity: Egg Letter Tracing Practice
Materials:
Templates: Page A, B, C
Stapler
Large oval plate
Glue
Markers
Pens/pencils
Directions:
1. Copy the templates for each student.
2. Have students follow directions to cut out their tracing page (Page A), chick (Page B),
and egg (Page C).
3. Page A: Have students trace the words that relate to chickens. Have students cut
around the egg on the bold lines.
4. Page B: Have students color the chick. Have students cut on the bold line marked by
arrows.
5. Page C: Cut on bold line around outside of egg. Staple Page A at the points indicated
by stars to create a pouch. Insert page B. When they pull page B up, the chick will
come out of the egg.
6. Give each student a large oval plate. Ask them to glue their egg to the plate.
The Pigs Broke
the Gate
Objective:
Students will demonstrate their knowledge of the parts of a pig and how pigs
differ from humans.
Illinois Learning Standards: 4.A.1c, 4.B.1b, 12.B.1b, 13.B.1d
Assessment Framework: 1.3.13, 1.3.14, 1.3.19, 1.3.20, 1.3.27, 12.4.01
Suggested Reading Material: Farm Animals by Melvin & Gilda Berger,
Mrs. Wishy, Washy's Farm by Joy Cowley
Pork Ag Mag available at www.agintheclassroom.org
Activity: Paper Bag Pig Puppets
Materials:
Template (Could copy on pink paper)
Paper bag
Markers, colored pencils, crayons
Pink paint or construction paper
Glue
Scissors
Directions:
1. Print out the template (You can print the template on pink paper if you choose!)
2. If you do not print them on colored paper, color the pieces and cut them out.
Get familiar with your paper bag!
1. Look at your paper bag. It should be closed and flat like a piece of paper. Just like when
they are brand new.
2. On one side, it's all smooth. This will be the BACK of your puppet. (It's important that all
the kids get the back and front straight at the beginning!)
3. On the other side there's a flippy tab (which is typically the bottom of the bag when you're
carrying your lunch around...) This flippy tab will be the HEAD.
4. Look at the rest of the front of the bag. (The 3/4 or so of the bag below the part with the
flippy tab) This will be the BODY.
5. OK, now that we're comfy with our bags, let's craft!
Putting your puppet together:
1. Print the template of choice and color in the pieces, as necessary.
2. If desired, take a piece of pink construction paper and cut it out to be the size of the body
and glue it onto the paper bag.
3. Cut another piece the size of the head and glue it onto the bag.
4. You can also cut a third piece the size of the back and glue it onto the bag.
5. Alternatively, you can paint your whole bag pink
6. Glue the eyes, snout, ears onto the head.
7. Lift the side tab and put on a spot of glue. Attach the arm. (Or you can attach it to the front
of the body if you prefer.) Do the same with the other arm.
8. Cut the tail out in a spiral (follow the template dotted lines).
9. Turn the bag over and glue the center of the spiral to the bag.
Colorful Fleeces
Objective:
Students will have an understanding of the process by which wool is collected,
historical uses of wool, and the dying process.
Illinois Learning Standards: 4.a.1c, 12.A.1a, 12.A.1b, 12.B.1a, 12.B.1b, 13.B.1d, 18.A.2,
Assessment Framework: 1.3.13, 1.3.14, 1.3.19, 1.3.20, 1.3.27, 1.4.01
Suggested Reading Material:
Hooray for Sheep Farming, by Bobbie Kalman
Little Lamb by Piers Harper
Activity: Colorful Fleeces
Dyeing wool is the art of adding color to the material. People have dyed wool for centuries. Although dyeing fiber started as a domestic activity, it became a commercial enterprise. The ancient Jewish nation used blue thread, scarlet material, and wool dyed reddish purple for their religious garments. Ancient Egypt was known for brilliant dyed goods and many Phoenician cities
became important dye centers.
Sheep are sheared in the springtime. The piece of wool that is removed from a sheep is called a
fleece. After the fleece is removed, it is scoured, or washed to remove dirt, grease, and grass.
Next, the clean wool is carded to separate the fibers. The wool is also combed so the fibers are
in one direction. The wool is then spun into yarn. Yarn is knitted or woven into fabric. Coarse
wool is used for woolen yarn and fine wool is used for worsted yarn. Woolen yarn is used in carpets and thick sweaters while worsted is used for items with lightweight fabrics such as suits and
dresses.
Wool can be dyed with natural sources. Some possibilities are dandelion roots, zinnias, tansies,
beets, blueberries, avocado seeds, goldenrod leaves, and brazilwood trees.
Materials:
-Light-colored, clean, carded wool
-Gallon jar
-Flavored drink powder packages
-Boiling water
Directions:
1.
Read Hooray for Sheep Farming by Bobbie Kalman
2.
Discuss dyeing wool. The fiber of wool has tiny pores. When wool is dyed, the pores
open to accept the moisture and the dye is taken into the fiber and held there.
3.
Show the students clean, carded wool. Discuss the process of wool from sheep to fabric.
4.
Let the students choose their favorite colors for wool dying.
5.
Dissolve 1 or more packages of colored drink mix into a gallon jar
with boiling water.
6.
Stuff up to a pound of wool into the jar.
7.
After an hour, all of the dye will be absorbed by the wool. The water will be clear!
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Bloomington, IL 61701
Phone: 309-557-3334
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