The Farm: Tractors and farm machineryDirect, experimental Learning Objectives: Assessment: The students will begin to understand the concept of a tractor and the important role it plays on the farm. [K, A/V] The students will explore the concepts of colouring mixing [Art] and design [Mathematics], and complete an image. How did their image turn out? How did they enjoy working on it? Capturing photographs of the students as they work on their image could help in assessing this. Key Foundational Objectives: Prerequisite Learning: Children will recognize and feel satisfied that their participation and contribution to classroom activities is valuable. [S]Children will participate in activities which will increase understanding of sensory stimuli. [P]Children will develop an awareness that print and symbols in their environment convey meaning. Some students may understand what a tractor is (or maybe remember it if it was addressed in an earlier lesson); others will likely not. It should be explained carefully as the lesson progresses. Students should be developing an awareness of the concept of pattern. Give them enough to work with, but not so much that it gets everywhere. It easier to give them more later on than to take away extra mix!If mixing with the students, remember that the right consistency is important. Let them do as much as they can, but step in when necessary. Ensure that all students can see the process. This may be difficult with a large class size! Try to give as many instructions as possible while still in the story circle. (One per student)WaterThe corn syrup mixture should be created ahead of time, at least for testing purposes. (It is important to find the right consistency.) If time is available, create the mixture with the students, so they can be involved with the whole process. We need them to plant our crops (as we saw in a previous lesson), get food for our animals, and do all kinds of chores and work. Ask students: what do we know about tractors? What don we know? The book Tractor, written and illustrated by Craig Brown, is a nice simple read that details many of the uses of the machine. As I read this, encourage students to look at the images. What do they see? Show students some of the toy tractors that we have collected. Look at the parts. Let them try spinning the wheels, investigating, etc. Try to direct the conversation to the large tires. Do cars have tires like this? Do trucks? Have we ever seen tires this size? What do you think they for? What sort of tracks do they leave? (Do we know what tracks are? Tracks are like footprints.) What would happen if we tried painting with these? Development Move over to the tables. We going to try to paint with our tractors! If time is available, create the mixture with students. However, it may be better to create it ahead of time, especially for the purposes of classroom management. Play this by ear. Send out the sheets of construction paper, and make sure that all students have room. There should be newspaper, or other table coverings, underneath, and students should be wearing their paint shirts. Pour a small amount of mixture onto every paper. Remind students not to start until everybody is ready! (This will need to be repeated several times.) Explain that the mixture might be like mud and dirt. What happens when we roll our tracks through it? Encourage students to look for patterns and shapes that they might see, and remind them to take their time. Try to take a photograph of every student as they are working, if possible. Closure As students finish, they may clean up. Make sure that every student shows their artwork to me before they finish cleaning up their shirt and their area. Afterwards, they may go to the centers. The name of the artist should be clearly marked for each. When students are finished, set the paintings on the side so that they have the opportunity to dry. After they have dried, ask all students to pose with their painting before they are displayed on the wall (outside of the classroom?) NOTE: Corn syrup, if not completely dried (which may take about two days), will start to fall off of the paintings and attract mice.