Special Unit 38- Jobs around us - Farmer

This unit introduces children to one profession – Farmer – combining cognitive, linguistic, creative, and physical development. The lesson uses hands-on materials, interactive storytelling, structured play, and movement-based activities to support English vocabulary acquisition and interdisciplinary skills. Lessons follow the STEPAM framework by incorporating Science, Tools, Engineering, Arts, and Physical Education, all scaffolded with simple English sentences for beginner learners.

• Cognitive: Identify farm animals, understand farmer roles, and observe plant growth
• Language: Use simple English vocabulary: farmer, cow, plant, grow 
• Physical: Imitate animal movements, plant and water seeds, and role-play farm-related tasks

• Farm animal figures, xylophone, jar with soil and beans, watering cans, water, collage paper, scratch paper, cones, hoops, bottles, floor markers

• The teacher plays the melody on a xylophone and engages children using guided English questions: 

• Children imitate farm animals - waddling like ducks, stomping like cows – following the teacher’s demonstration and verbal cues.

• Children are divided into small groups
• They create a pathway and obstacles using cones, hoops, and floor markers
• Each child selects a farm animal card
• On signal, children move by imitating the selected animal
• Group members count the steps
• They return and tag the next group member

• The teacher reads and dramatizes the story using props (toy cow, hen, seeds, coins, eggs). Key vocabulary is emphasized (picture cards of a castle, a giant, a beanstalk), and attention is drawn to plant growth and sequencing.
• Children participate through:

• Children are presented with shapes on picture cards. 
• They observe their surroundings and identify objects that match the depicted shapes (inside and outside).
• Children draw farm animals using shapes on scratch paper.

• Three steps left
• Two steps right
• Five steps forward

• Children independently explore soil and seeds (Montessori-inspired autonomy).
• The teacher elicits children’s prior knowledge by asking, in their native language, which conditions are necessary for a seed to grow.  

• Children plant seeds and water them using small watering cans, while the teacher scaffolds language:

• I plant the seeds. 
• I water the plant.
• Jars are then placed in different environments (dark vs. light), and children systematically observe and compare the growth process over the following weeks.

• Each week, over a period of four weeks, children measure the stem and root in centimeters, record the numerical data, observe colour changes, and document their findings. Instead of writing colour names, children may indicate the observed colour by selecting or marking the appropriate colour.
• After four weeks, they produce a final drawing of the plant and present their findings. Children use simple English sentences to reinforce both scientific understanding and language development.
• The plant grows.
• The stem is green/yellow.

• Science: Understanding that plants need soil, water, and sun to grow
• Tools/Technology: Using watering cans and gardening materials
• Engineering: Creating movement pathways and structured activity sequences
• Art: Creating collages (sun and sun rays) and drawing farm animals using geometric shapes
• Mathematics: Identifying shapes and counting steps, movements, and objects
• Physical Education: Imitating animal movements and performing coordinated physical tasks