Lynnsey Hickling and Jessica Bianco Educ 396

Lesson Plan
Unit Topic or Theme: Farm Animals & Their Sounds

Grade: Kindergarten

*****************

Lesson Topic or Theme: Farm Animals & Their Sounds

Lesson Objectives:

1. While participating in this activity the children will recall farm animals when
shown a picture.
2. While participating in this activity the children will identify animal names
when they hear the sound of the animal.
3. While participating in this activity the children will hear the sound and
connect to the picture of the animal.
4. While participating in this activity the children will sing the song.

Instructional Technique:
During this activity the children will begin as a larger group as the story Old
MacDonald is read aloud to the class by the teacher. Then children will split into groups
of two and proceed to the computers to play Animals Sounds with Elmo. Children will
play the game for 15 minutes, or until all the groups have finished the first round of the
game, and then come back to form a larger group and discuss what they learned by
playing the game. This time will also be used to give a formal assessment.

Instructional Materials:

 Flannel Board
 Old MacDonald Book
 Laminated Animals from the Story
 Headphones
 Internet Activity- Animal Sound w/ Elmo
http://www.sesamestreet.org/game_player/-/pgpv/gameplayer/0/fc540a3d-ed6b-46a8-
973b-0600d1af9f44/animal_sounds_with_elmo

1
Lynnsey Hickling and Jessica Bianco Educ 396

Theoretical Perspective:
The topic of farm is important for children to know because of history. Most of
their educational career they will learn about a subject matter and the history will lead
back to farming and creating the country. This activity will help children identify farm
names by sight and noise. It is important for children to be able to identify and make
connections between pictures and sounds. In this technology lesson students have to
recall information about the animals name and the sound that the animal makes. This
helps them build a new vocabulary of words that are simple to understand at this age and
very useful. If a child were to visit to a farm after learning the new vocabulary and the
viewing of animals, the children would need very little help identifying an animal on a
farm.

Procedure:
The children are completing this activity because of the theme farm that is being
taught and learned in the classroom at this time.

Introductory Activity: During circle time introduce the story Old MacDonald had a
Farm to the children. Read the story to the children, slowly and letting each child get a
chance to see all the pictures. Repeating the sounds of the animals will be beneficial for
the children. When I am done reading the book, I would like to discuss what the
appropriate behavior is while using the flannel board. There is no hitting or throwing the
pieces that are part of the flannel board and taking the pieces off the board that have
already been placed by other children is not allowed.

Step-by-step (descriptive outline):

1. Listen while the story Old MacDonald is read and remind the children to pay
close attention to picture of the animals and the sounds of the animals.
2. Explain to the children that they will be getting into groups of two and why they
are going to be playing the game. Pair children into groups of two to play the
interactive game on the computer.
3. Handout “Farm Animal Cards” with pictures of the animals represented in the

2
Lynnsey Hickling and Jessica Bianco Educ 396

game, so that children can familiarize themselves with what they need to be
looking for in the game. (Should be seven animal cards)
4. Students will use the game Animal Sounds w/ Elmo to strengthen their
understanding of farm animals sounds in the song and story.
5. Children will have between 15 to 20 minutes to play the game with their partner
and match the sounds to the correct animal. (use a timer)
6. The children will come back and regroup in circle as a whole group after playing
the internet game.
7. The teacher will explain to the children that she is going to play some of the
animal sounds that were explored in the game. Student will have to pick out the
correct animal from their stack of seven cards and hold it up so that the teacher
knows they made a connection between the animal sound and the picture of the
animal.
8. When all children are holding up the correct animal, they will place the animal
card on the felt board in the correct location. (For example, if the first animal
presented in the story is a horse, everyone would pick out their horse and bring it
up to the flannel board.)
9. Continue assessment activity until all animals are placed on flannel board.
10. Teacher will begin a discussion about the game, receive feedback from the
children.
11. Let the children use the activity during free time if they want to.

Closure:

1. The teacher will review all the animals on the flannel board in the order they were
presented in the story.
2. The children will produce the sound that the animal makes when each animal
name is said.
3. Flannel board will be kept in the circle so children can refer to it throughout the
day.

Adaptations for different learners:

In this activity the individual is listening to a story and then recalling information
that was just said and retelling the story on a flannel board. This lesson is great because it
reaches different kinds of learners. Through repetition, learners are able to understand the

3
Lynnsey Hickling and Jessica Bianco Educ 396

concept. In this lesson an aspect of both visual and audio aids assist children in reaching
the larger goal, of connecting animal pictures with sounds. I might chance this lesson so
it does not incorporate so many parts and lessen the complexity of the lesson.
Homework:
Since these children are so young, I would not give them formal homework or
another assessment. I may suggest in the parents new letter to explore aspects of a farm
with their children at home. A great way to reinforce the lesson would be by bringing the
child to a farm or zoo and testing their knowledge of animal names and sounds that were
presented in class.

Evaluation of the Lesson:

After this lesson was completed I would make notes in my plan book what went
well with the lesson and what I could have fixed next time I go and present the lesson to a
group of students. Since this activity deals with connects between picture and sound
recognition, there is no way to have the children document that on a piece of paper. If
children were in a grade or two above, they may be able to match the animal to the
written sound. This is something that the teacher could grade to prove how much the
student knows. However, this is not the best way to test to see if they understand
material. If a student is an audio learner it may be easier to ask the student to verbally say
the animal sound. In this case, this child would have to be separated and assessment
would have to be done at a different time which is not plausible.

Concerns or Questions: