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Fiction:  Potter, B. (1987). The tale of Peter Rabbit. Harmondsworth, Middlesex, England: F. Warne.

Non-Fiction:   Green, E. K. (2007). Vegetables. Minneapolis, MN: Bellwether Media.
Other: The Very Hungry Caterpillar -  H. (2016). The Very Hungry Caterpillar - Animated Film. Retrieved November 30, 2016, from http://www.youtube.com/watch?v=75NQK-Sm1YY

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Art: Creating vegetables and and fruits using our hands and feet. ( Read-aloud, exploration)

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Art: Creating vegetables and and fruits using our hands and feet. ( Read-aloud, exploration)

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Standards:
National-  National Core Arts Standards- Creating:  1. Generate and conceptualize artistic ideas and work
State-  Strand 1.  1. Select and apply two-dimensional media- Kindergarten- Demonstrate a simple printmaking technique (e.g., stamping, thumb or hand prints, objects

Students will read a classic tale along with myself, and then will help me do a picture walk over our second book. We will then watch our Hungry Caterpillar video over the book. While watching the video we will look for foods we would find on a farm and that are healthy. We will then create veggies and fruits by painting with our hands and feet.

http://www.fantasticfunandlearning.com/vegetable-activities-for-kids.html

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Fiction:   Musgrave, S. (2015). More blueberries! Victoria, BC: Orca Book.
Non-Fiction:   Gibbons, G. (2007). The vegetables we eat. New York: Holiday House. Other: https://www.youtube.com/watch?v=u6Gb5vO246g
The students will watch this video while completing a list of steps the characters took to properly eat their vegetable.

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Health: Discovering the many different types of healthy foods we find on a farm. (Brainstorming, Read-aloud)

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Health: Discovering the many different types of healthy foods we find on a farm. (Brainstorming, Read-aloud)

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Standards:
National- SHAPE Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
State-  Grade K. 2. Nutrition. B. Balance, Variety, and Moderation.  Recognize we need a variety of foods each day

Students will brainstorm what types of foods a farmer might grow that are healthy for our body. After coming up with a list we will read two books that discuss a healthy fruit and healthy vegetables. We will refer back to our map that has our favorite healthy foods already on it. We are learning that we need a healthy balance of both fruits and veggies, so we will then watch To The Garden | Nina and Jeff learning about Fruits and Vegetables. During this clip we will be watching for steps in how the characters prepared their food. http://www.learnnc.org/lp/editions/nutrition/6660

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Fiction: Sweeney, J., & Cable, A. (1996). Me on the map. New York: Crown.

Non-Fiction:
Ehlert, L. (1989). Eating the alphabet: Fruits and vegetables from A to Z. San Diego, CA: Harcourt Brace Jovanovich.

Other: Map Maker http://mapmaker.nationalgeographic.org/

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Social Studies: Where our different types of food(s) come from. (Read-aloud, discovery based, researching)

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Social Studies: Where our different types of food(s) come from. (Read-aloud, discovery based, researching)

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Standards:
National- NCSS BY the end of second grade:  D2.Geo.1.K-2. Construct maps, graphs, and other representations of familiar places.
State-   5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment. Kindergarten: Identify maps and globes as geographic tools .

Students will make a list of their favorite foods as a class. We will then research each individual food's place of origin. After discovering those places we will mark them on a United States map. If the food item is not grown in the US then we will mark it on a World Map.
http://www.brighthubeducation.com/pre-k-and-k-lesson-plans/127903-marvelous-maps-two-day-kindergarten-lesson-plan/

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Fiction:
Gamble, A., & Kelly, C. (2009). Good night, farm. Dennis, MA: Our World of Books.
Non-Fiction:  Gibbons, G. (2008). Corn. New York: Holiday House.

Non-Fiction:  Rattini, K. B. (2014). Seed to plant. Washington, D.C.: National Geographic.
Other:  PrimaryGames. (n.d.). Retrieved November 30, 2016, from http://www.primarygames.com/science/flowers/games/gardengrow/index.htm

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Science: The Role of a Farmer (read aloud-role play game)

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Science: The Role of a Farmer (read aloud-role play game)

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Standards:
National- NSTA Kindergarten Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment. K-ESS3-1 Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
State-  Strand 3- 1. There is a fundamental unity underlying the diversity of all living organisms. 1st:  Identify the basic needs of most plants (i.e., air, water, light)

Students will learn about the various types of plants a farmer may grow, what our local farmers typically grow in the fall, and the role the farmer has in growing crops and how it gets to our table. After learning about plants and what they need to survive, we will each grow a plant in the class and nourish it until it is ready to be planted in our class garden. http://growing-minds.org/exploration-lesson-plans/

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Fiction:
Brown, M. W., & Bond, F. (1989). Big Red Barn. New York: HarperCollins.

Non-Fiction:  E. (2014). Counting Things | Worksheet | Education.com. Retrieved November 27, 2016, from http://www.education.com/worksheet/article/counting-things/

Other: Counting Video
Top 10 Counting Songs | Learn To Count | Super Simple Songs https://www.youtube.com/watch?v=7D4K9oi7oBM
The above resources support counting by supporting the activity by introducing farm animals, the second resource provides an interactive way to recollect counting skills, and the third is a counting practice worksheet.

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Math: Counting our favorite animals! (whole group activity) 

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Math: Counting our favorite animals! (whole group activity) 

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Standards:
National- NCTM Understanding numbers, ways of representing numbers, relationships among numbers, and number systems- Pre-K-2: count with understanding and recognize "how many" in sets of objects.
State- Kindergarten. C. Compare Numbers. Compare two or more sets of objects and identify which set is equal to, more than or less than the other.

Students will decide which farm animal is their favorite, based on the ones from our book The Big Red Barn. After making the decision the students will place a cut out of their favorite animal on our class bar graph, and will be filling out their own bar graph after the whole class has placed their animal in a column. We will count how many students chose each animal and the students will color in the squares on their graph.
http://www.kidzone.ws/thematic/farm/favorite-graph.htm