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Materials: “What Do You See?” Poem, Farm Animal PowerPoint, Computer, Color and Cut Out Worksheet, crayons, scissors, glue sticks, pencil, cardstock



  • The students will be able to listen to a poem about farm animals.
  • The students will be able to identify specific adult and baby farm animals by name.
  • The students will be able to identify the correct sound a specific farm animal produces.
  • The students will be able to color, cut, and match specific farm animal adult cutouts with their matching baby.

Resource Instructions

Anticipatory Set:

  • Read the poem “What Do You See?” 

Rooster, Rooster, what do you see?

I see a big cow looking at me.

Big cow, big cow, what do you see?

I see a hungry pig looking at me.

Hungry pig, hungry pig, what do you see?

I see a brown horse looking at me.

Brown horse, brown horse, what do you see?

I see a Woolly sheep looking at me.

Woolly sheep, woolly sheep, what do you see?

I see a yellow duck looking at me.

Yellow duck, yellow duck, what do you see?

I see a fuzzy cat looking at me.

Fuzzy cat, fuzzy cat, what do you see?

I see a white goat looking at me.

White goat, white goat, what do you see?

I see a rooster crowing in the morning!

  • Ask students the name of a place where all these animals might live together (farm).




  1. Project “Farm Animal” PowerPoint presentation onto screen for students to view.
  2. Explain to students we are going to be looking at pictures of some farm animals and identifying them by name, along with their babies, and the sounds they make.
  3. On slide 2 have students identify the name of the red building and what it is used for.
  4. On slide 3 have students identify the animal by name and then ask what a baby is called.
  5. On slide 4 have students identify the name of the baby from their own experiences and the picture presented.
  6. On slide 5 have students identify and make the correct sound that the animal produces.
  7. Continue through the remainder of the presentation having students name and identify the adult animal on the first slide, the name of the baby on the second, and the sound it makes on the third. 
  8. Following the PowerPoint, students will be given the opportunity to show their understanding by matching the corresponding adult and baby animals together through the use of a worksheet.
  9. First, students will be given a piece of cardstock to glue the animals to. 

10.  Then, students will be instructed on how to cut out the animals from the worksheet and place them on their cardstock for later use.

11.  Students will then put the corresponding adult and baby animals beside each other on their paper. 

12.  After being checked for accuracy, students will trade scissors for a glue stick.

13.  Students will need to glue each animal to the piece of cardstock placing the adult and baby beside each other as laid out previously.

14.  Students will then trade a glue stick for a box of crayons to color in the animals. 

15.  Students will then write their first and last names on the top or back of cardstock depending on amount of room.



To wrap up today’s activities on farm animals, I will ask the students a few questions to assess their understanding of the specific names of animals and the sounds they produce. 

  • What is a baby chicken called and what sound does it make?
  • What is a baby sheep called and what sound does it make?

 Assignment (Homework): None


        I will adapt this activity depending on what type of issues may arise in my classroom; this can include providing a few animal names to the students and they can select the correct one from a list of 2 or 3.  Also, I could complete the “Color and Cut Out” activity together to allow the students to assist each other more in matching the adult and baby animals together.  I can challenge higher-level students by having them brainstorm a list of other farm animals we did not discuss and the sounds they produce.







Student Evaluation:

       I will informally observe the students when they are asked the specific names of the farm animals and the sounds they produce during the PowerPoint.  I will be watching to ensure that all students are actively engaged in the presentation and have the opportunity to share the knowledge and experiences they have about the animals to correctly answer the questions presented.  Also, I will be able to gauge the amount of understanding and knowledge retained about the farm animals through the “Color and Cut Out” worksheet, in which I will be able to see which students still need a little extra practice in identifying the names and sounds of farm animals.

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