Farm Themes Begin

Overview

Today’s lesson introduces the Farm-Based Integrated Learning Unit using dinosaur and living-things themes, linking to habitats and “building a better world”. Students also explore a class pie chart to understand how time is shared across subjects, beginning to notice how ideas connect between learning areas.

Learning intentions

Students will:

• WALT learn the unit’s big ideas: dinosaurs, living things, habitats, and caring for our world.
• WALT understand what a pie chart shows and take turns sharing ideas about it.
• WALT connect what they hear in a story/discussion to their own experiences and prior knowledge.
• WALT show understanding by recalling key details (who/what/where) from a short text or teacher read-aloud.

Success criteria

• I can say (or point to) the main unit themes: dinosaurs, living things, habitats, and caring.
• I can name one part of the pie chart (e.g. “English time”, “Maths time”) and explain it in my own words.
• I can listen to a short text and tell one detail about it (using words, pictures, or sentence starters).
• I can show I understand by asking a question or answering about the text.

Curriculum links

• English — Reading comprehension aligned to EN1-RECOM-01 (activating background/word knowledge, connecting sentences and whole text, monitoring understanding, recalling details).
• Mathematics — Two-dimensional spatial structure and area using uniform units through simple rows/columns tasks aligned to MA1-2DS-02 (using uniform square units in rows and columns).
• Mathematics — Forming groups to model equal groups (for later farm planning) aligned to MA1-FG-01 (equal groups structures).
• English — Phonics to support decoding/encoding when reading shared words and labeling picture cards aligned to EN1-PHOKW-01 (initial and extended phonics, including vowel digraphs/trigraphs).

Lesson structure (90 minutes)

1. 0–10 min · Welcome and routine. Teacher greets students and shows the farm theme display board (dinosaur, leaf, pond/bed habitat, helping hands icon); students choose a picture to place on the board and share one feeling or idea.
2. 10–25 min · Hook: dinosaur + living things. Teacher reads a short, predictable picture text (or tells a story with repeated phrases) introducing: dinosaurs lived on a land/habitat, living things need places, and we can care for habitats; students answer two teacher prompts using picture choices (“What is it?” “Where does it live?”).
3. 25–40 min · Activate knowledge and vocabulary. Teacher says key words slowly (dinosaur, living, habitat, care/help) and shows matching picture/word cards; students help sort cards into “living things” vs “not living” using mime and gesture, then place habitat cards into a simple “home” area.
4. 40–55 min · Pie chart meaning (time allocation). Teacher presents a pre-made pie chart with large, labelled colour segments for subject areas used in the unit (e.g. English, Maths, Science/Technology or Arts as applicable in your integrated plan); teacher points to one segment at a time and says what it means (“This slice is how much time we spend learning about this”); students practise “I notice…” using sentence starters and take turns colouring a matching slice with a finger on a transparent overlay.
5. 55–65 min · Read-back and recall check. Teacher re-tells the story using 3 picture steps (Dinosaur → Habitat → Helping); students sequence the steps in order and say one detail for each step (teacher accepts pointing, one word, or short phrase).
6. 65–80 min · Mini-integrated activity: habitat squares (area prep). Teacher places a grid on the table and gives small square counters; students cover a rectangle “habitat bed” using rows and columns (teacher models counting one row, then another); students record by placing counters on a prepared outline and compare two “habitats” (Which one is bigger? which one has more squares?) using simple language.
7. 80–90 min · Equal groups taste-test (quick formation). Teacher sets out two groups of “seed” counters and asks: “Do we have the same number?” Students help make equal groups by matching counters one-to-one and then celebrate correct matching with a high five.
8. 90–95 min · Pack-up and exit reflection (adjust if needed). Teacher asks: “What are the four big themes?” Students point to the four icons and choose one icon to take home as a unit reminder.

Resources

• Farm-themed picture cards: dinosaur, leaf, pond/trees, home/habitat, helping/caring
• Pre-made large pie chart poster with thick segments and labels
• Transparent overlay or laminated sheet for pointing/marking slices
• Short picture text or teacher-made story with repeated phrases (printed/picture-based)
• Grid mat with rows and columns (large squares) and square counters
• Prepared habitat bed outlines (two rectangles of different sizes)
• “Seed” counters for equal groups (small identical items)
• Unit theme icons for student take-home card

Assessment

• Teacher observes during sorting (living vs not living) for understanding of “living things” and vocabulary.
• Teacher listens for recall during the 3-step re-tell (Dinosaur → Habitat → Helping), noting key details students can name or point to.
• Exit check: students point to the four unit icons and identify at least one theme (or show via gesture/choice).

Differentiation

• Provide multiple response modes: pointing, choosing from pictures, single words, or short phrases; accept non-verbal responses for K-level starters.
• Use sentence starters on cards: “I think a habitat is…”, “A dinosaur lives…”, “We can help by…”, “I notice the slice for…”.
• Keep instructions short and repeat with consistent gestures; show the activity using a worked example before students act.
• For students needing extra support, pair with the teacher for the pie chart (one slice at a time) and guide counter placement row-by-row.