Meet the Farm Animals

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The Honeybee’s Life Cycle The Grocery Store

The Animal By-Products Treasure Hunt Language Cattle Sheep Horses Swine

Truth and Fiction Farm Songs Mathematics

Connect the Dots Egg Match-Up Measuring a Horse Math Down on the Farm The Arts

A Horse at the Fair Pig Puppets

Mrs Cow

Horse Pig

Sheep Shearing on the Farm A Goat Family

Rabbits at Home Silky the Hen General Activities Match the Rabbits Find the Mistakes A Lost Chick

Roasted Soy Beans Appendix

Farm Animal By-Products Additional Resources Did you know that a sow carries her piglets for three months, three weeks, and three days? That a dairy cow can drink up to one bathtub full of water every day? Students use their senses to discover the characteristics and needs of dairy and beef cattle, sheep, pigs, horses, goats, chickens, and honeybees. What do they eat? Where do they live? Are all farm animals mammals? Why do pigs have hair and chickens have feathers? Students uncover the reasons why we raise these animals and explore the environment in which they live as you see, touch, hear, and smell our livestock.

Meet the Farm Animals

Kindergarten to Grade 2

An enriching program

Target grade levels Duration

Program dates Learning objectives Learning methods

Curriculum links (Ontario and Quebec) Fees, payment and group size

Activities for the classroom

or home

Science and Technology How a Chick Hatches

Senses at the Farm Rabbit Mirrors

Body Part Matching Game Honeybees and Me

Make Your Own Farm Animal Encyclopedia

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AN ENRICHING PROGRAM

Target grade level

This program targets Kindergarten to Grade 2 students.

Duration

90 minutes

Program dates

This program is offered weekdays from September to the end of June.

Learning objectives

• learn proper farm terminology

• become aware of the needs of farm animals and how to care for them • discover the physical characteristics of farm animals

• identify the different body parts of farm animals and learn about their function • recognize the characteristics of mammals, birds, and insects

• discover where milk, eggs, meat, and honey come from

• recognize the importance of farm animals in the production of foods and products that are part of our daily lives

Learning methods

• touring the barns and observing how farm animals meet their needs • touching and describing the texture of fur and wool

• using our senses to discover farm animals, their food and environment • comparing the feed of different farm animals

• observing objects and foods made out of products and sub-products that we obtain from farm animals • observing honeybees at work through the observation beehive windows

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3

Fees, payment and group size

For fees, please visit the School Programs section of our website at agriculture.technomuses.ca or call us at 613-991-3053 or 1-866-442-4416. Payment may be made in advance or on arrival, by cash, debit

card, cheque (made payable to the Canada Agriculture Museum), or by credit card (VISA or MasterCard). Maximum group size for this program is 25 students. There are cancellation fees—please consult the

Important Information section for more details.

If you have any questions, please do not hesitate to contact us at 613-991-3053. We look forward to seeing you at the Museum!

ONTARIO

Kindergarten

Science and Technology Language

Personal and Social Development The Arts

Grade 1

Science and Technology

Understanding Life Systems — Characteristics and Needs of Living Things

Grade 2

Science and Technology

Understanding Life Systems — Growth and Changes in Animals

QUEBEC

Preschool

• Competency 1 To perform sensorimotor actions effectively in different contexts • Competency 3 To interact harmoniously with others

• Competency 4 To communicate using the resources of language • Competency 5 To construct his/her understanding of the world

Cycle 1 (Grades 1 and 2) Primary

Mathematics, Science and Technology Science and Technology

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HOW A CHICK HATCHES

Colour each page. Cut them out, arrange them in order, and

staple them at the top to make a booklet.

Name:

How a Chick

Hatches

The chick climbs out

once the shell breaks

apart.

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5

The chick pecks at the

shell until it is cracked

all the way around.

It takes twenty-one days for a

chick embryo to grow inside

a fertile egg. The chick only

grows inside an egg that has

been kept warm by a hen or

in an incubator.

Two hours later, the

chick is fluffy and active.

It will be fully grown

(6)

The chick pushes with its

head and feet to widen

the crack in the shell.

The chick uses a special tooth

on its beak called an “egg

tooth” to peck a hole in the

shell. This is very hard work

The chick is very tired from its work.

It rests while its feathers dry.

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7

SENSES AT THE FARM

Next to each picture write down which sense it describes.

Explain how you will use that sense when visiting farm animals

at the Canada Agriculture Museum.

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RABBIT MIRRORS

The purpose of this activity is to help students realize that, just like them, rabbits react to their environment by modifying their behaviour and movements.

Activity

Group the children in pairs. In each pair, have one student play a rabbit, the other a mirror. First, the “rabbits” will move in any way a rabbit might, as long as they stay in one spot, and the “mirrors” copy their movements as closely as possible. Rabbits and mirrors then switch roles.

Suggestions

Before starting the game, review a rabbit’s response to various stimuli; for example, if a rabbit is angry, it will stamp its feet. Other responses might be the following:

fear — remains perfectly still

fear — flattens ears back on its head curiosity — wrinkles and wiggles nose

listening — ears straight up, moving backwards and forwards locomotion — hopping

If some children are reticent to be the “leader” in the team, choose the first leaders or be the leader yourself so all of the children will mirror your actions.

Play segments of engaging music that might produce an emotional response. (For example, “Flight of the Valkyries” might solicit a fear response and children will flatten their rabbit ears back, or assume an immobile crouch; “Air on a G String” might elicit a listening response and children will raise their rabbit ears and move them forwards or backwards.

1

2

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9

BODY PART MATCHING GAME

Do you recognize which animal the body part belongs to?

Draw a line to link each body part to the correct animal.

1 2 3 4 5 6 7 8 9

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HONEYBEES AND ME

Bees are living creatures, just like you. They need to eat, drink,

and breathe to stay healthy. Bees are also very different from

humans. Fill in the blanks below to describe how you differ

from a bee.

I use my antennae to smell and taste. I use my to smell

and my to taste.

I have five eyes. I have eyes.

I move around by walking and flying. I move around by

.

I have six legs. I have legs.

I live in a hive. I live in .

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11

MAKE YOUR OWN FARM ANIMAL ENCYCLOPEDIA

This activity introduces students to, or reinforces, the appropriate terms for the names of farm animals, their physical characteristics, and needs. It also prompts students to compare humans to animals.

Ask students to colour the animals on the encyclopedia pages before filling them out. Using construction paper, make a cover page featuring all the animals that live on a farm. Make the back page out of construction paper too, to protect the encyclopedia.

Use the blank index card to make index cards for other animals that might live on a farm. Here are some examples:

• dog • cat • turkey • duck • emu • pheasant • goose • wild boar • deer • caribou • bison • llama • alpaca

Staple the pages together. 1

2

3

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BOVINE

Circle the correct answer or fill in the blanks.

A male bovine is called: A baby bovine is called: A female bovine is called:

I am a mammal because my body is covered with hair and my baby’s food is milk.

bird wool

feathers

seeds and insects.

I live in

the barn

and I eat

the hutch

the poultry house the stable

the pig barn the sheep barn the goat barn

the house

.

On the farm, I am raised for

_.

These physical characteristics will stay the same my whole life.

These physical characteristics will change when I grow up.

1

2

3

4

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A male chicken is called: A baby chicken is called: A female chicken is called:

I live in

the barn and I eat

the hutch

the house

.

_.

1 2 3 4 5

CHICKEN

Circle the correct answer or fill in the blanks.

bird wool

feathers

seeds and insects.

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HORSE

Circle the correct answer or fill in the blanks.

A male horse is called: A baby horse is called: A female horse is called:

I live in

the hutch

the house

.

_.

1 2 3 4 5 bird wool feathers seeds and insects.

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15

SHEEP

Circle the correct answer or fill in the blanks.

A male sheep is called: A baby sheep is called: A female sheep is called:

I live in

the hutch

the house

.

_.

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GOAT

Circle the correct answer or fill in the blanks.

A male goat is called: A baby goat is called: A female goat is called:

I live in

the hutch

the house

.

_.

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17

PIG

Circle the correct answer or fill in the blanks.

A male pig is called: A baby pig is called: A female pig is called:

I live in

the hutch

the house

.

_.

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RABBIT

Circle the correct answer or fill in the blanks.

A male rabbit is called: A baby rabbit is called: A female rabbit is called:

I live in

the hutch

the house

.

_.

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19

HONEYBEES

Circle the correct answer or fill in the blanks.

A male honeybee

is called:

A female honeybee that lays eggs is called:

A female honeybee is called:

I am an arachnid because by body is divided into three segments

and I have four pairs of legs.

I live in the barn and I eat

.

_.

1 2 3 4 5 millipede many insect two many three

the poultry house the hutch

the pig barn the beehive the house

FCIT FCIT

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HUMAN

Circle the correct answer or fill in the blanks.

A male human is called: A baby human is called: A female human is called:

I live in

the hutch

the house

.

_.

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21

Circle the correct answer or fill in the blanks.

A male is called: A baby is called: A female is called:

I live in

and I eat

.

_.

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MY FRIEND THE LAMB

Imagine that your class has been given a lamb. What would this lamb need

to survive?

Ask your students to prepare a list of the lamb’s essential needs. They can begin by filling in the blanks in the “My Friend the Lamb” activity sheet with words or drawings. Make sure they think about all aspects of caring for a lamb: sheltering it, feeding it, keeping its bedding clean, etc. Ensure that students understand that lambs are not pets, and that they require special care.

When students have identified what a lamb needs to survive, ask them to compare the needs of lambs and humans. Discuss the similarities and differences. For example, lambs and humans both need to be fed, but do they eat the same things?

1

2

Will you take

good care

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23

Will you take

good care

of me?

MY FRIEND THE LAMB

To survive, I need:

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THE HONEYBEE’S LIFE CYCLE

The queen lays an

on the bottom of a cell.

The egg hatches. The worker bees

feed

the

.

The larva grows and the worker bees

close the cell with beeswax.

The larva spins a cocoon and

transforms into a

.

The metamorphosis is complete.

The

FCIT

These are the stages in the metamorphosis of a worker bee.

Use the words at the bottom of the page to fill in the blanks.

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25

THE GROCERY STORE

During their visit to the Canada Agriculture Museum, students learn

first-hand where their food comes from. Before or after the visit, ask students

to bring in grocery flyers from home. Ask each student to cut out images of

food that comes from a farm, and to glue the images on a piece of construction

paper. Ask each student to present the images to the class and have the class

decide what farm animal the food comes from.

With older students, ask them to select food from each of the food groups:

meat and alternatives, dairy products, fruits and vegetables, grains and

legumes. Ask them which foods come from animals that live at the Canada

Agriculture Museum.

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THE ANIMAL BY-PRODUCTS TREASURE HUNT

Even though they are raised by humans to produce food, farm animals also supply us with a wide range of other products that we use every day. In this activity, students learn that their dependence on farm animals goes beyond food and that, all day long and without knowing it, they use by-products derived from animal husbandry. A by-product is a secondary product that results from the production of a primary product.

Treasure Hunt

Hide a few objects made from animal by-products in the classroom (e.g., toothpaste, leather gloves, etc.). Have students work in pairs to find as many objects made from farm animals as they can, in the classroom and on their classmates.

Set a time limit. When the time is up, compare answers. 1

2

3

Ask your students why humans raise farm animals. Explain that we use more than the meat, milk and eggs produced on the farm. Each part of an animal is recycled and used to make another product. The by-products of animal husbandry are all the products other than those for which the animal was raised. For example, on a farm where poultry is raised for eggs, the eggs are the product, while the poultry meat is a by-product.

Using the Appendix, Farm Animal By-Products, ask students questions about animal by-products, and

allow your students to reflect on the place these products occupy in their everyday lives. Discuss the important role that animal by-products play not only in objects used in everyday life — pillows, purses, ceramics — but also in medical research, the development of vaccines, cosmetics, hygiene products, etc. More than 350 pharmaceutical products alone are based on animal by-products.

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27

Cattle are mammals. They are also called ruminants because a bovine’s stomach is

divided into four compartments. You often see cattle lying down in the pasture chewing

their cud — that is the word for the partially digested wad of food that cattle bring up

from the first stomach compartment (the rumen) to chew a second time.

The female is called a cow, the male a bull,and the young a calf. Cattle have no front

teeth on their top jaw. They have split hooves that are known as cloven hooves. Cattle

come in a variety of colours. The cattle at the Canada Agriculture Museum have brown, white, grey, or black hair.

Cattle live in barns, but are also at home out on the open range. Cattle eat grass, hay, and some grains. They can also drink as much as a bathtub full of water every day. Farmers and ranchers take care of cattle.

Some breeds of cattle provide us with meat, in the form of beef. These are called beef cattle. Other breeds of cattle provide us with milk. These are known as dairy cattle.

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Like cows, sheep are mammals and ruminants. They also lie down to chew their cud.

In the sheep family the female is called a ewe, the male a ram, and the young a lamb.

The mother gives milk to her baby. She has two teats. Their hooves are split in two and are

called cloven hooves. Their bodies are covered with wool, which is usually white, black, or

brown. They have no top front teeth. A sheep defends itself by bucking with its head. Most sheep breeds are polled, which means they have no horns.

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29

The female horse is called a mare, the male a stallion or gelding (castrated male),

and the young a foal. This is the horse family. Horses are mammals. The mare feeds her

foal milk from her udder.

Horses are large, strong, and intelligent animals. Their bodies are covered with short and long hairs. The long hair is on the tail, the mane, and, on some breeds, the hooves.

The horse’s foot is called a hoof and it is round. Horses wear metal horseshoes, which

are attached with nails, to protect their hooves.

Horses live in barns and stables although, in some parts of the world, horses do roam free on the land. Horses eat hay and oats. A horse’s job on the farm could be to pull ploughs and wagons in summer, pull sleighs in the winter, or carry horseback riders. At the Canada Agriculture Museum, the horses pull a wagon.

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The female is called a a sow (rhymes with cow), the male a boar and the young are

called piglets. This is the swine family. Pigs are mammals. The mother gives birth to

a litter of piglets. They receive milk from the sow’s teats. Pigs are born in a farrowing

crate where they are kept warm, and close to their mother.

A pig’s skin is usually pink, but it also can be brown or black, depending on the breed. A pig’s skin is covered with bristly hairs. A pig’s snout is round and flat, which makes it useful for digging for bugs and roots in the soil. A pig’s tail is curly when it is healthy. When pigs are happy, they wag their tails like dogs do. A pig’s hooves are split and pointed. A pig’s body is long and low to the ground on its four relatively short legs. Pigs are very clever — they roll in

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TRUTH AND FICTION

Animals are often portrayed as having human characteristics or stereotypical

characteristics in books and movies. Read a story book such as Sheep in a Shop

(Nancy Shaw, Boston: Houghton Mifflin, 1991). Discuss those aspects of the

way the sheep are depicted that are accurate, and those that are not. Ask your

students if they have seen movies or cartoons with farm animals. Discuss the

factual and fictional aspects of animal representations in these.

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FARM SONGS

Farm Sounds

Sung to “The Wheels on the Bus”

The cow in the barn goes moo, moo, moo, Moo, moo, moo,

Moo, moo, moo,

The cow in the barn goes moo, moo, moo, All through the farm.

The pig in the pen goes oink, oink, oink, ... The hen in the coop goes cluck, cluck, cluck, ...

The lamb on the hill goes baa, baa, baa, ... The duck on the pond goes quack, quack, quack, ...

I Like Baby

Animals

Sung to “London Bridge”

I like baby animals, Animals, animals, I like baby animals, I’ll name some for you. Kittens, puppies, chicks and foals, Chicks and foals, chicks and foals,

Kittens, puppies, chicks and foals, I can name some more.

Goslings, ducklings, lambs and calves,

The Pigs are Pink

and Plump

Sung to “The Farmer in the Dell”

The pigs are pink and plump, The pigs are pink and plump, They keep cool in the mud all day,

The pigs are pink and plump. The pigs have curly tails, The pigs have curly tails, The mother pig is called a sow,

The pigs have curly tails. The piglets are so cute,

AY

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33

CONNECT THE DOTS

Follow the numbers and connect the dots to complete the design.

1 2 3 4 5 6 7 8 ₉ 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

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34

EGG MA

TCH-UP

Ma

tch the n

umber of eggs to the n

umber of chic

ks tha

t will ha

tch fr

om them!

Da

te:

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35

MEASURING A HORSE

Horses are measured in

hands (palm width), a unit that is equivalent to ten

centimetres. Have each student trace their hand on a piece of paper, then cut

it out. Measure each student with their own hand and record how many “hands”

high they are. A horse’s height is measured from the ground to its

withers, which

corresponds to the shoulders on a human, so be sure to measure the students

the same way. Use the hand cutouts to decorate the classroom.

height

measurement

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How many piglets did the sow give birth to in

one

year?

1

MATH DOWN ON THE FARM

January 15 litter June 2 litter October 20 litter

piglets

+

=

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37

MATH DOWN ON THE FARM

How much milk do these three cows produce in

one

day?

2

Peggy the Ayrshire Katia the Holstein Daphne the Canadienne

26 litres

+

40 litres

+

21 litres =

litres

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How much does the sheep weigh after shearing?

3

85 kg

–

8 kg =

kg

MATH DOWN ON THE FARM

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39

A HORSE AT THE FAIR

Horses’ tails and manes are braided for showing. Have students practise braiding with wool, tying the ends with fancy ribbon. Find or make a large picture of a horse’s head, and tack the students’ braids on to simulate the mane.

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Yorkshire pink Landrace pink Lacombe pink

Duroc brown

Hampshire black with a white strip at the shoulders Tamworth reddish-brown

1 2

PIG PUPPETS

Students can colour their puppets to represent the pig breeds raised at the Canada Agriculture Museum. Here is a list of the different breeds and their colours:

Materials

• pig picture • scissors • colouring pencils • tape • Popsicle stick

Directions

3 4 5 6

Have the students colour, then cut out the pig picture. Tape the picture to one end of a Popsicle stick.

1 2

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41

PIG PUPPET

S

Da

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43

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45

SHEEP SHEARING ON THE F

ARM

Da

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46

A GO

AT F

AMIL

Y

Da

te:

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47

RABBIT

S A

T HOME

Da

(48)

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49

MATCH THE RABBITS

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FIND THE MISTAKES

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51

A L

OS

T CHICK

Help the hen find her chic

k!

Da

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ROASTED SOY BEANS

Roasted soy beans are a delicious and nutritious treat. Pigs and chickens also eat soy beans beans. Try this simple recipe with your students.

Equipment

• measuring cups and spoons • colander

• mixing bowl

Directions

1

2

*Note: It is best to soak the soy beans overnight and rinse them thoroughly before roasting. 500 ml soaked soy beans* 2 cups

5 ml salt 1 tsp

7 ml vegetable oil 1-1/2 tsp

• mixing spoon • cookie sheet

Preheat oven to 120°C (250°F).

Wash beans under warm water in colander. Pat dry. Mix together in bowl with salt and oil.

Spread beans on cookie sheet. 3

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53

FARM ANIMAL BY-PRODUCTS

fatty acid

gelatin

glycerin

lanolin

rennet

chain made of carbons, hydrogen and oxygen that makes fat

jelly produced when the skin and bones of animals are boiled; collagen is the main component of gelatin; gelatin is clear, colourless and has a structure that is similar to glue

clear, colourless liquid that is a by-product of the manufacture of soap and certain fatty acids

fat present in wool

coagulating enzyme that comes from the stomach (abomasum) of young ruminants

Fun fact:

45% of an animal that is raised for food is, in fact, used to produce other things.

USES OF FARM ANIMAL BY-PRODUCTS

beeswax

bones and hooves

collagen (beef,

pork, and

horse skin)

down

egg whites

fatty acids

cosmetics, skin cream and lotions, furniture polish, food seal (cheeses), soap, and candles buttons, piano keys, porcelain

construction of artificial skin for burn victims

clothes, bedding, pillows, fishing lures, arrows ceramics, varnish

plastics, rubber, lubricants, fluids, brake fluid, antifreeze, tires, lubricant and softener for fibres and fabrics, lubricant and plasticiser in paper manufacturing Please note that these are only some of the many products derived from animals.

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gelatin

glycerin (glycerol)

hair

heart valve

honey

intestines

lanolin (fat present

in wool)

leather

manure, blood,

bones and feathers

purified bone powder

rawhide (skin)

rennet

suet

wool (a by-product

canned meat, Jell-O, candies (gummy bears), flavours; stabilizer, thickener or texturizing agent for foods (e.g., ice cream, mayonnaise, yogurt, cream cheese, jam, and frozen foods); clarifying agent for liquids (e.g., fruit juice, vinegar, wine and beer); medication capsules, crayons, glue, photographic film and paper, matches, sand paper, high-gloss paper

lipstick and other cosmetics, soap, toothpaste, mouthwash, moisturizers, skin products, cough syrups, food (as a sweetener, for moisture retention and as a solvent), video tape, photographic and x-ray film, car polishing products, plastics, cellophane, antifreeze fluid

paint brushes

human heart transplants

food sweetener, medication (syrups and lozenges for sore throat and cough) cosmetics, and soap

strings for musical instruments, medical sutures soap, shaving cream, make-up, skin cream and lotion

furniture, clothing and purses, footballs, baseball gloves and balls fertilizer

sugar refiner glue

cheese

latex gloves, bird food, soap, candles, biodiesel fuel, lubricant in steel manufacturing wool and felt for clothing and blankets

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55

Meet the Farm Animals

Meet the Farm Animals

Kindergarten to Grade 2

Contents

An enriching program

Activities for the classroom

or home

AN ENRICHING PROGRAM

Target grade level

Duration

Program dates

Learning objectives

Learning methods

Fees, payment and group size

ONTARIO

Kindergarten

Grade 1

Grade 2

QUEBEC

Preschool

Cycle 1 (Grades 1 and 2) Primary

HOW A CHICK HATCHES

Colour each page. Cut them out, arrange them in order, and

staple them at the top to make a booklet.

Name:

How a Chick

Hatches

The chick climbs out

once the shell breaks

apart.

The chick pecks at the

shell until it is cracked

all the way around.

It takes twenty-one days for a

chick embryo to grow inside

a fertile egg. The chick only

grows inside an egg that has

been kept warm by a hen or

in an incubator.

Two hours later, the

chick is fluffy and active.

It will be fully grown

The chick pushes with its

head and feet to widen

the crack in the shell.

The chick uses a special tooth

on its beak called an “egg

tooth” to peck a hole in the

shell. This is very hard work

The chick is very tired from its work.

It rests while its feathers dry.

SENSES AT THE FARM

Next to each picture write down which sense it describes.

Explain how you will use that sense when visiting farm animals

at the Canada Agriculture Museum.

RABBIT MIRRORS

Activity

Suggestions

BODY PART MATCHING GAME

Do you recognize which animal the body part belongs to?

Draw a line to link each body part to the correct animal.

HONEYBEES AND ME

Bees are living creatures, just like you. They need to eat, drink,

and breathe to stay healthy. Bees are also very different from

humans. Fill in the blanks below to describe how you differ

from a bee.

MAKE YOUR OWN FARM ANIMAL ENCYCLOPEDIA

BOVINE

Circle the correct answer or fill in the blanks.

.

.

.

.

CHICKEN

Circle the correct answer or fill in the blanks.

HORSE

Circle the correct answer or fill in the blanks.

.

.

SHEEP

_.

_.

_.

_.

_.

_.

_.

_.

_.

_.