They will take turns matching up the adult animal with the offspring, until all matches are made. In this game they will spread out the full-color set of cards on the table. Explain to the students they will now get to play a matching game with a partner.Farmers do these same tasks, but in a different way.They provide food, clean offspring, keep them nearby, protect them from cold and predators, etc. Discuss ways animal parents care for their young.Is it always the mom animal, or do people help? Introduce farmers and veterinarians as careers. Talk with students about whose job it is to make sure the animals are living and growing healthy.Do horses live the same way that chickens do? What about goats and pigs? Why or why not? Talk with students about how the animals are the same and different.Read-aloud the completed chart together.The song does include cat/kitten and dog/puppy as well, but these are not included in animals being studied in this lesson. Chart should include: horse and foal, cow and calf, pig and piglet, hen and chick, duck and duckling, sheep and lamb, and goat and kid.

Complete the chart together as students take turns sharing their learning about farm animals. Have students recall the adult animal names and the correct name of their offspring as the teacher writes them on the board.Draw a large “T-chart” and write “Adult Animal” on the left side and “Offspring” on the right side. Explain to students that next they are going to watch a little video/song reviewing the names of the adult animals and their babies.Review the vocabulary words (adult and offspring) and ask students if they heard those words in the story and recall the meaning of each.

Discuss the animals students learned about from the story and compare their answers to the animals previously written on the board.

If this book is not available, IALF’s Lending Library includesįarm Animals by Bobbie Kalman that can be substituted.

Tell students to listen for those words while you read.Īnimal Babies, and make observations about the animal adults and babies throughout the story.

Ask students if they have heard those words before.

Introduce students to the two vocabulary words.

Then tell students: “We will be reading a story and I want you to take note of any animals you’ve seen before and those you would find on a farm.” Procedures: Discuss the animals they saw and/or experienced.

The teacher should be able to identify the correct names of the farm animals and their young as well as being able to identify similarities and differences between the farm animals and their young.Īsk students if they have ever been to a farm or petting zoo where farm animals were at.

Several copies, printed in color and cut out previous to class.

They will also identify the correct names of common farm animals and match the picture of an adult animal with the baby. The statistical analyses showed that heifer calves were more avoidant compared to bull calves, as were younger bulls compared to olderīulls, and that overall avoidance increased in calves that were not tested first.The students will compare the physical similarities and differences of farm animal adults and their offspring. Response of the individual calf was categorised as 0 to 5 (maximal to no avoidance) in reaction to an attempted approach and head touch by the test person. To conduct the test, the respective calf manager administered concentrates to the manger, followed by the test person who approached each animal in turn in a standardised manner. Individually for their behavioural response to an unfamiliar human approach by a single test person. On 110Norwegian dairy farms, 548 group-housed calves (aged 22 288 days) were tested By contrast, the current study was conducted on calves in their home pens. Most measures of avoidance response to human approach in production animals have been developed and tested under experimentalĬonditions rather than on commercial farms, thereby making the results less relevant for operational on-farm animal welfare assessment. Human approach tests are generally accepted as valid measures of the human-animal relationship and hence are widely included in on-farm welfare assessment protocols.

Farm animal age