Farms and Products

Overview

Students learn key farm vocabulary in context (animals, plants, fibres, and resources) and practise writing simple explanatory texts about how farm products are turned into other things. The lesson builds from spoken sentences to a structured paragraph using sequence words such as “first”, “then”, and “next”.

Learning intentions

• Students will use new farm vocabulary to describe animals, plants, fibres and resources.
• Students will learn and use sentence frames to explain processes step-by-step.
• Students will orally rehearse an explanatory sequence using “first, then, next, finally”.
• Students will write a short explanatory paragraph with correct ordering and clear simple sentences.
• Students will select a basic explanatory text structure (intro + ordered steps + closing statement).

Success criteria

• I can name farm animals, farm plants, and farm products using target words.
• I can say and write “First…, then…, next…, finally…” to show order.
• I can write simple sentences that explain how one farm product becomes something else.
• I can include at least 1 new vocabulary word in each step sentence.

Curriculum links

• VC2E5LY10: Students create texts with relevant, elaborated and sequenced ideas, using text structure suited to purpose and audience, and multimodal elements as appropriate.
• VC2E5LY10 elaborations: planning and sequencing ideas logically in a report/explanatory style using topic detail; using visuals to support structure.
• Language focus supports students attempting text structures appropriate for the writing purpose, as required in creating structured texts for audience.

Lesson structure (60 minutes)

1. 0–5 min · Hook and activate knowledge. Teacher shows 3 farm images (chicken, wool sheep, wheat/crops) and asks: “What can we get from this farm?” Students turn-and-talk using one word + one gesture (e.g., “wool”, “milk”, “wheat”).

2. 5–15 min · Teach vocabulary (scaffolded input). Teacher displays a word wall with pictures and models pronunciation and sentence frames:

• Animals: sheep, cow, chicken
• Plants: wheat, corn, cotton (or other local crop if used)
• Fibres/resources: wool, milk, eggs, grain, cotton fibre, manure/compost (teacher-chosen to match images)
• Products made from farm items: jumper, cheese, bread, fabric, feed Students repeat chorally, then practise “On the farm, we have a/an ___.” and “We get ___ from ___.” using sentence cards.

3. 15–25 min · Model explanatory structure. Teacher introduces a simple explanatory template on the board:

• Intro: “Farm products can be turned into other things.”
• Steps (sequence words): “First…, then…, next…, finally…” Teacher models one example with visuals: “First, the sheep grows wool. Then, people get the wool. Next, they clean and spin it. Finally, they make a jumper.” Students identify the sequence words and underline them on a sample printed text (highlighting “first/then/next/finally”).

4. 25–35 min · Guided speaking practice (think–pair–share). In pairs, students choose one product chain from a set of picture cards (e.g., milk→cheese, eggs→cakes, wool→fabric/jumper, wheat→bread). Teacher circulates using prompts: “What do we do first?” “What happens next?” “What do we make finally?” Students rehearse 3–4 step sentences aloud using the frame:

• First, …
• Then, …
• Next, …
• Finally, …

5. 35–48 min · Shared planning to writing. Teacher provides a simple organiser with four boxes for sequence sentences. Students complete it using word bank + sentence starters. Example organiser: Box 1 (First): “First, we ___ (get/grow/collect) ___.” Box 2 (Then): “Then, we ___ ___ from ___.” Box 3 (Next): “Next, we ___ (clean/spin/grind/make).” Box 4 (Finally): “Finally, we ___ (bread/cheese/jumper/fabric).” Teacher checks content and ordering before students write.

6. 48–58 min · Independent writing (short explanatory text). Students write 4 step sentences plus a one-sentence intro. Target length: 5–6 sentences total. Differentiation within class: A1 students may write fewer words per sentence using frames; A2 students add one detail word (e.g., “clean”, “soft”, “healthy”). Teacher reminds: use sequence words and include at least 1 target vocabulary word per sentence.

7. 58–60 min · Exit ticket (quick check). Students write one sentence: “First, … Then, …” (two sequence words only). Collect for checking accuracy and vocabulary use.

Resources

• Image set of Australian farms (animals, crops, wool, milk, eggs)
• Picture word cards for vocabulary categories (animals, plants, fibres/resources, products)
• Sentence frames on cards: “On the farm, we have a/an…”, “We get… from…”
• Sample explanatory text with sequence words highlighted
• 4-box writing organiser (First/Then/Next/Finally) and word bank sheet
• Highlighters or coloured pencils for underlining sequence words
• Pair picture-card options for process chains

Assessment

• Teacher observation during vocabulary practice (correct identification and pronunciation; participation with sentence frames).
• Marking the guided organiser for correct sequencing and inclusion of at least 1 target vocabulary word per step.
• Exit ticket: checks use of “first” and “then” (or “next/finally” if ready), and basic sentence structure.

Differentiation

• Support for A1:
• Provide completed sentence starters and a reduced word bank (choose 8–10 core words).
• Allow students to use short clauses (e.g., “First, collect wool.”).
• Offer a “copy the model” option for one step before independent writing.
• Support for A2:
• Add one extra detail prompt per step (“clean”, “cut”, “mix”, “spin”, “cook”, “bake”).
• Encourage combining two ideas with “and” to extend one sentence.
• EAL/SEN scaffolds:
• Consistent visual organisers and colour-coding of sequence words.
• Verb choice bank (grow, collect, clean, spin, make, bake, mix).
• Extension (for early finishers, if time):
• Add a closing sentence: “This helps people get useful products from farms.”