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The Arizona STEM Acceleration Project

Farming Model Making - Session 4

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Farming Model Making

A 1st grade STEM lesson

A.Marinelli

April 2023

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Notes for teachers

This lesson takes place in the classroom over the course of multiple STEM lesson periods.
Work will be conducted individually (journaling), and in partners or small groups (hands on).
Innovative ideas are encouraged.
Facilitate a class discussion on how Dr. Temple Grandin thought differently and was therefore able to design new and innovative farm equipment used worldwide.
Session 1- Click here
Session 2- Click here
Session 3- Click here
Session 4- Click here

List of Materials

The Girl Who Thought in Pictures: The Story of Dr. Temple Grandin by Julia Finley Mosca and I am Temple Grandin by Brad Meltzer (YouTube links included)
Farmhouse model building materials such as legos, blocks, cardboard, clay, playdough, colored paper, scissors, tape, glue, dirt, rocks, rulers, sticks, boxes
STEM journal or paper for journaling, idea drafting, and revising
Introduction to Agricultural Engineering videos (YouTube links included)

Outline of Lessons

Introduction to Dr. Temple Grandin, discussion and reflection journal on innovative thinking
Introduction to Agricultural Engineering, discussion and farm background knowledge journal
Small group or partner work designing a farm model, classroom gallery walk and sharing of farm models
Revising and improving farm models based on new learning from peers
Conclusion journaling on thinking about problems in a new way, agricultural engineering and innovative farming solutions

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Standards

Technology-

K-2.3.d. Students, with guidance, explore real-world issues and share their ideas about them with others.

ELA-

1.RI.1 Ask and answer questions such as who, what, where, why, and how about key details in a text.

1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Math-

1.MD.A Measure lengths indirectly and by iterating length units.

Standards

Science-

1.L2U2.7 Develop and use models about how living things use resources to grow and survive; design and evaluate habitats for organisms using earth materials.

Science and Engineering Practices-

ask questions and define problems
develop and use models
plan and carry out investigations
analyze and interpret data
use mathematical and computational thinking
construct explanations and design solutions
engage in argument from evidence
obtain, evaluate and communicate information

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Objectives:

I can design and use models of how plants and animals use resources to survive. 1.L2U2.7

I can evaluate a farm system to see if I can improve it for plants and animals. 1.L2U2.7

I can develop a farm model, design solutions and explain my thinking. S&E Practices

I can write reflections, opinions and answers in my STEM journal. 1.W.1

I can ask and answer questions about key details in a text. 1.RI.1

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Agenda

Outline of Lessons

Introduction to Dr. Temple Grandin, discussion and reflection journal on innovative thinking
Introduction to Agricultural Engineering, discussion and farm background knowledge journal
Small group or partner work designing a farm model, classroom gallery walk and sharing of farm models, journal time
Revising and improving farm models based on new learning from peers, conclusion journaling on thinking about problems in a new way, agricultural engineering and innovative farming solutions
* If additional time is needed, you can move the final gallery walk and conclusion journal time to a fifth session.

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Hands-on Activity Instructions

Today is the second day of Farm Model Making. Let’s review the instructions.
Work in a partnership or small group
Talk with your partner or group about your farm plans
Make a sketch in your STEM journal of your plan. As always in STEM, you can revise your thinking and change your plan as you work.
Use materials provided by your teacher to make farm model
Remember to use space wisely! Plants need soil or nutrient rich solution, sun, water and air. Animals need space, clean water, air, and food.

Optional Video of Farm Making- https://youtu.be/IgCjVWZVuT8

Session 4

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Intro

Today is day two of farm model making. Before we begin work time, let’s spend a few minutes reviewing our STEM journal for any reflections, plans, or designs you wrote about yesterday. This may help you prioritize your work for today. We will also review the farm model rubric so you know how you will be assessed.

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Assessment

Score	1 Beginning Expectations	2 Approaching Expectations	3 Meets Expectations	4 Exceeds Expectations
	Missing two or more key elements needed for survival (farm may choose to have plants or animals or both) Shows little evidence of effort in creation	Includes SOME items needed for survival (farm may choose to have plants or animals or both) Plants- water, soil or nutrient rich solution, space, air, sunlight Animals- water, food, space, air Shows some evidence of effort in creation Shows evidence that a team created model (not just one person)	Includes ALL items needed for survival (farm may choose to have plants or animals or both) Plants- water, soil or nutrient rich solution, space, air, sunlight Animals- water, food, space, air Shows much evidence of effort in creation Shows evidence that a team created model (not just one person)	Includes all of the Meets Level descriptors AND includes evidence of creative thinking (a new invention, creative solution to a farm problem, innovation to help farm workers, plants or animals, etc)

As we begin our last day of farm model work, let’s review the rubric so you know how you will be assessed. This is the team rubric for a score on your farm model. Your STEM journaling will be assessed individually.

Session 4

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Work Time!

Work with your partner or team to finalize your farm model.

Link to Online Timer: https://www.online-stopwatch.com/countdown-timer/

Session 4

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Gallery Walk

Today is our last day working on these farm models. We are going to take some time to view our classmate’s projects, ask them questions, listen to their ideas and provide some constructive feedback.

Session 4

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STEM Journal

Today concludes our work with innovative thinking, agricultural engineering, and farm model making. Your journal from this week will be graded to assess what you have learned.

How does your farm model show how living things (plants or animals) use resources to survive?

A real-life issue facing humans today is having enough space, nutrient rich soil, and clean water for farming.

Share some ideas you learned or came up with about how we can use creative thinking to solve these problems.

Session 4

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Differentiation (Teacher view only)

Consider how to pair or team up students. The makeup of each team can provide opportunities for support where needed.
Print writing prompts on small papers for students to glue into their journal to support writing on topic.
Give students a printed copy of the rubric for their reference while working.
Consider breaking down parts of the rubric into a checklist for team review. Ex. Do the plants have:

___ water

____ sunlight

___ soil or nutrient solution

___ space to grow

Remediation

Extension/Enrichment

Students can write a summary paragraph describing how their thinking has changed over the course of the unit. It could describe thoughts on innovative thinking (referencing Dr. Temple Grandin and Autism), agricultural engineering or farming.
Students could work in the school garden, home garden or plant seeds in cups in the classroom to further extend the learning about what plants need to survive.