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*Cut and Assemble an Old Fashioned Farm, available from Dover Publications, Inc., 31 East 2nd Street, Mineola, NY 11501 ($4.95), is a good source to use when discussing buildings and work areas. As you talk about a particular aspect of farming, begin to build the farmscape from the assembled cut outs.
Orientation for the upcoming sessions and what will be expected of the students.
Assignment: Interview someone who grew up on a farm. (See Farm Interview Worksheet). Write a short report based on your interview.
Class II: Preparing to visit the farm
The teacher must visit the farm prior to the class trip to view the landscape, buildings, and to talk to the owners about the history of the farm and the arrangements for the field trip. On this visit, take slides of th farm for a pre-visit session and for the follow-up work. Information learned during this visit can be used to compile a one-page handout on the history of the farm.
In a class period, show the students the slides of the farm and give them the one-page handout. Begin making a list of questions they may ask but cannot yet be answered. Students meet with team leaders to discuss project assignments for the remainder of the period.
General Instructions for class visit:
You are an invited guest and you will be courteous and respec the people and the property. You will have work to do and you will proceed with it on arrival at the farm. Stay within your assigned team and work station at all times. Express your appreciation to the owners before leaving and write thank-you notes afterwards
Suggested project assignments:
Language Arts
Interview the farm owner(s) while walking around the farm and looking at different buildings and areas. Ask leading questions. Tape on hand-held recorder. Write a joint report from your interview. An instructor or team leader will assist with the preparation of the questions and tape recorder and cassette will be provided (no more than two students).
Write a short story or poem. Use a photograph or slide to illustrate (individual).
Create a short three-act play based on a "Day on the Farm: Past, Present, Future" (individual or team).
Art
Draw the house, barn, and different outbuildings (several students can do this.) Slides taken by the instructor on the initial visit will be helpful to have for students to choose the building they want to sketch. It is also helpful for reference as they complete their drawing.
Math
If the farm has parts of an existing rail fence, determine how many rails it would take to refence the house lot or other area. Measure existing rails and posts, consider how many rails could be made from a single tree, split the rails, and erect the fence. Oral interviews and research will be needed to provide the necessary facts for this problem.
Calculate the acreage of cultivated land. Discuss with the farm owners, county extention agent, or farm co-op representative the amount of seed and fertilizer needed for planting. Calculate the cost of planting and harvesting one or more crops. Compare the cost with current market values of the crop to determine what the farmer might make on the crop. Adapt this same problem to determine the profit margin for raising cattle, swine, or other livestock.
Calculate how much paint it would take to repaint the farmhouse or how many shingles it would take to re-roof the barn.
On a grid, plot the farm buildings and key them to use, date of contruction, materials (this can be transferred to a computer program). How does this help to understand the development of the farm?
Social Studies
Using data building and landscape worksheets, have students explore selected buildings or areas of the farm for evidence of the roles and lifestyle of the men, women, and children; the ethnic origins; uses of buildings; different crops grown over the years; and the continuing evolution of the farmstead. Students will analyze their findings and come to some conclusions about the people and the lifestyle of the farm at different periods.
Science/Agriculture
Identify trees and shrubs. Ask about fertiliziers and pesticides used on the farm. What is their composition? Send off a soil test to the county agent. Test water in the creek and at the spring. Is it safe to drink? What types of insects and plant life are in the creek? What does this tell you?
Discuss and plan a garden and other crops that will provide you with most of the foods you will need to be self-sufficient (4 member team).
Class III: The farm visit
Allow at least one hour and a half for work at the farm.
After introductions and orientation, begin assignments. As the owners are interviewed, they can walk around and visit different groups, allowing everyone the opportunity to meet them and ask questions. Be certain to thank the owners before returning to school. Board bus back to school. Students will continue and complete assignments at home and in the classroom.
Class IV
Show slides of the class visit for fun and to refresh everyone's memory.
Teams and individuals work on their projects and submit their reports.
Discussion can focus on projects and also on farms of the future: their design, operation, and production.
Compile the art work, creative writings, reports, and results of experiments into a class book. Other historical materials and reference materials can also be added.
Write thank-you notes to the farm owners, or have class design a thank-you card signed by all of the students.
Evaluation
Student response and participation is the best measure. If the activities are designed to meet required objectives and the student meets those objectives with a strong product which shows both content and creativity and provides a sense of accomplishment, both individually and collectively, the unit was worthwhile
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