Students discover that there are many different types of farms that grow and raise a variety of products we use daily. Students investigate what farmers do. Grades K-2

climate: the prevailing weather conditions in a specific area over a long period of time

crop: a cultivated plant that is grown and harvested, especially a grain, fruit, or vegetable

farm: an area of land used for growing crops or rearing animals

farmer: person who owns or manages a farm, cultivates land or crops, or raises animals

livestock: farm animals (such as cows, horses, and pigs) that are kept, raised, and used by people

A farm is a place where people grow crops and raise livestock to produce the items you eat, wear, and use every day. Not all farms are the same. Some farms are small, some are medium-sized, and some are big. Most farms are family-owned and specialize in growing one type of crop or raising one type of livestock. Some farms grow crops (plants) and some farms raise livestock (animals). 

Crop farms grow fruits, vegetables, nuts, cotton, or grains like corn, wheat, or rice.

Livestock farms raise animals like cows for milk and dairy products, cattle for beef, sheep for wool or meat, pigs for ham or bacon, chicken for meat or eggs, turkeys for meat, or fish.

Farmers are people who own or manage a farm, grow crops, or raise livestock. Farmers play an important role in producing the food we eat, the clothes we wear, and items we use every day. Farmers work hard and the work they do helps their communities.

There are different types of farms because farmers grow and raise what their land and climate is good for and what people need. Some places are better for growing certain types of crops and other places are better for raising certain types of livestock. Different farms help provide a variety of food and other products we need to be healthy, safe, and happy.

1. Provide the students with a blank piece of paper and crayons. Ask them to draw a picture of a farm.
2. Invite the students to share their pictures with the class.
3. Ask each student, "What type of farm did you draw?" 
4. Sort the pictures by the types of farms students indicate. Ask, "How are all these farms similar or different?" Address any misconceptions or stereotypes.
5. Discuss with the students that not all farms are the same. Some farms are small, some are medium-sized, and some are big. Some farms grow crops (plants) and some farms raise livestock (animals).
6. Explain to the students that they will be examining different types of farms.

Activity 1: Big Farms, Little Farms

1. Ask the students, "What is a farm?" After listening to their answers, clarify that a farm is a place where people grow crops (plants) and raise livestock (animals) to produce the items they eat, wear, and use every day.
2. Display the Farm Connection Cards on the board by placing all of the "farm" cards on the left side of the board and all the "product" cards on the right side.
3. Read the book Big Farms, Little Farms by Chase Pagel. Pause each time the book talks about a different type of farm and choose a student to pick the "farm" and "product" card that matches the type of farm being discussed. For example, when the book talks about a dairy farm, the student should choose the "dairy cow" and "milk and cheese" cards.
4. Use the Agricultural Stats and Facts webpage to identify the types of farms in your state.
5. Organize the students into groups of 2-4.
6. Provide each group with a set of Farm Memory Cards.
7. Explain the rules of the game.
   • The game starts with all the cards face down.
   • The players sit in a circle around the cards.
   • The first player flips two cards over.
   • If the two cards match (one card shows a product and the other card shows the farm the product comes from), the player keeps the cards and gets another turn.
   • If the cards do not match, the player flips the cards face down in their exact same spots and it is the next player's turn.
   • Each player tries to remember where they have seen the cards so they can use them to make a match when it is their turn.
   • When all the cards have been taken, the winner is the player with the most cards.

Activity 2: Breakfast Comes from a Farm

1. Remind the students that crops are plants that are grown on a farm and livestock are animals that are raised on a farm.
2. Provide each student with a Crop Farm Card and a Livestock Farm Card.
3. Ask a few volunteers, "What did you have for breakfast this morning?" Talk about the ingredients used to make the breakfast. For each ingredient ask the students to hold up the Crop Farm Card or Livestock Farm Card depending on which type of farm it comes from.
4. Read the book The Cow in Patrick O'Shanahan's Kitchen by Diana Prichard. Before reading, explain that Patrick O'Shanahan's dad is going to make French toast for breakfast. Ask the students to raise their hands every time the story mentions a food the dad needs to make the French toast. 
5. Each time hands are raised, ask the students:
   • Which food is needed?
   • Which plant or animal does that food come from?
   • What type of farm is that food grown or raised on?
   • Is that farm a crop farm or livestock farm?

Activity 3: Thank You Farmers

Teacher Note: Prior to this activity, if possible, take a field trip to a local farm, invite a farmer to visit the classroom, or arrange for a video call with a farmer to learn about what farmers in your community do. Contact your Agriculture in the Classroom Program Leader to be connected to a farmer in your community.

1. Ask the students if they know any farmers. Invite them to share about the farmers they know.
2. Watch the Who is a farmer? video.
3. Discuss with the students that farmers are people who own or manage a farm, grow crops, or raise livestock to produce the items we eat, wear, and use every day. Farmers work hard and the work they do helps their communities. 
4. Explain to the class that they are going to write a letter to a farmer to thank them for the hard work they do. A thank you letter is a written message to someone to show that you appreciate them.
5. Ask the students to brainstorm what they want to say to the farmer they met or a farmer in their community. Encourage them to share what they appreciate about farmers. Record their responses on the board or chart paper.
6. Discuss the parts of a thank you letter:
   1. Heading - when the note was written
      • Write the date with the month, day, and year
      • Written on the top right of the paper
   2. Greeting - who the note is for
      • Write "Dear" and the name of the person you're thanking
      • A comma comes after the person's name
   3. Body - what the note is about
      • Write what you are thanking them for and why
      • Give specific details
   4. Closing - how to end the note
      • Write a closing word like sincerely, love, or from
      • A comma comes after the closing word
   5. Signature - who the note is from
      • Write your name
7. Using the ideas from the class, write a class thank you letter, modeling each of the five parts of a thank you letter from above. Show the students how to address the envelope and where to place the stamp before mailing the letter to the farmer.

After conducting these activities, review and summarize the following key concepts:

• A farm is a place where people grow crops and raise livestock to produce the items you eat, wear, and use every day.
• There are many different types of farms. Some farms grow crops (plants) and some farms raise livestock (animals).
• Farmers are people who own or manage a farm, grow crops, or raise livestock. Farmers are an important part of communities.

• Engage activity adapted from the lesson Many Types of Farms written by New York Agriculture in the Classroom.

• Anywhere Farm
• Big Farms, Little Farms
• Farms Feed the World
• Fascinating Farms Around the World
• Kindergarten Rancher
• Outdoor Farm, Indoor Farm
• Real Farm & Ranch Kids
• Right This Very Minute: A table-to-farm book about food and farming
• The Cow in Patrick O'Shanahan's Kitchen