Tools on the Farm

Overview

In this second lesson of the unit “Farm Engineers and Problem Solvers”, students explore tools farm engineers use and how those tools help complete farm tasks. They then create a simple artwork that shows a tool and what it helps to do, using drawing and painting.

Learning intentions

• Students will identify common farm tools and describe what they are used for.
• Students will represent an idea using drawing and painting (a tool and its job).
• Students will talk about how artists use images to show ideas.

Success criteria

• I can name at least one farm tool and say what it helps with.
• I can draw and paint a tool clearly so someone else can recognise it.
• I can explain my picture using simple sentences about the tool’s job.

Curriculum links

• Creative Arts — CA1-VIS-01: Students make artworks using materials and techniques to represent subject matter and ideas, and describe ways artists convey ideas in artworks.
• English (Creating written texts) — EN1-CWT-01: Students use sentence structure and vocabulary to create a short written or oral description for a purpose (sharing their artwork).
• (Optional integration for prior knowledge) History/Understanding the Past — students connect “then and now” thinking by recognising farm work roles and tools in everyday contexts.

Lesson structure (60 minutes)

1. 0–8 min · Welcome and tool sorting. Teacher shows 6–8 tool picture cards (e.g., shovel, rake, watering can, spanner/wrench, bucket, gloves) and asks “What farm job could this help with?”; students place cards into a quick “helps plants” or “helps animals/land” group discussion.

2. 8–15 min · Mini inquiry: tool function talk. Teacher models with one example: “This is a watering can. It helps plants by giving them water.”; students practise repeating using a sentence frame: “A ___ helps ___.”

3. 15–22 min · Engineer vocabulary and care. Teacher introduces 3–4 simple words students will use today: tool, helps, farmer, grow (or water/repair) and emphasises safe handling of art materials; students join a class chant: “Tool, helps, job!” and confirm expectations for paint and drawing time.

4. 22–45 min · Hands-on creation: “My Tool, My Job”. Teacher demonstrates on the board how to: (a) draw the tool shape big (not tiny), (b) add key details (handle, teeth, nozzle), (c) use colour to show function (e.g., blue for water, green for plants, grey for metal), and (d) paint carefully with brushes; students choose one tool card, draw it on paper, paint it, and add a simple label or marks to show the job (e.g., small plant shapes, water drops, ground lines).

5. 45–53 min · Gallery walk and artist talk. Teacher sets up pairs with one artwork at a time and provides a speaking prompt: “I can see… I think it helps…”; students do a short gallery walk, pointing to one part of their partner’s picture and sharing a sentence using the frame.

6. 53–60 min · Wrap-up and exit check. Teacher asks each student to answer an exit prompt (or teacher records on a checklist): “What is your tool and what does it help with?”; students complete the final quick share and clean up materials with the class routine.

Resources

• Picture cards of simple farm tools (6–8)
• A3/A4 drawing paper per student
• Paint (washable), brushes, water cups, paper towels
• Coloured pencils/markers for outlines or details
• Coloured paint examples on a board or sample artwork
• Sentence frames on a card for students: “A ___ helps ___.”
• Optional class chart: Tool → Job (teacher writes student responses)
• Aprons or protective smocks
• Timer visible to students

Assessment

• During tool sorting, teacher listens for students naming a tool and linking it to a job (formative).
• During creation, teacher checks that students include a clear drawing/painting of the chosen tool and attempt a label/visual clue for its job.
• Exit check: teacher collects one sentence from each student (tool + job) to confirm understanding.

Differentiation

• Support: Provide printed sentence frames and a “tool choice” sheet with 2–3 options to reduce decision load.
• Support: Use a visual example (drawn outline of each tool) so students can copy key features if needed.
• Extension: Ask students to add a second tool in the background and explain how the tools work together (e.g., “watering can” and “bucket”).
• EAL/SEN considerations: Allow oral responses instead of written labels; accept pointing to parts of the picture while teacher prompts with “What is it? What does it help with?”