Meet the Farm Animals

Transcription

1 Educational Activity Kit Meet the Farm Animals Kindergarten to Grade 2 Did you know that a sow carries her piglets for three months, three weeks, and three days? That a dairy cow can drink up to one bathtub full of water every day? Students use their senses to discover the characteristics and needs of dairy and beef cattle, sheep, pigs, horses, goats, chickens, and honeybees. What do they eat? Where do they live? Are all farm animals mammals? Why do pigs have hair and chickens have feathers? Students uncover the reasons why we raise these animals and explore the environment in which they live as you see, touch, hear, and smell our livestock. Contents An enriching program Target grade levels Duration Program dates Learning objectives Learning methods Curriculum links (Ontario and Quebec) Fees, payment and group size Activities for the classroom or home Science and Technology How a Chick Hatches Senses at the Farm Rabbit Mirrors Body Part Matching Game Honeybees and Me Make Your Own Farm Animal Encyclopedia My Friend the Lamb The Honeybee s Life Cycle The Grocery Store The Animal By-Products Treasure Hunt Language Cattle Sheep Horses Swine Truth and Fiction Farm Songs Mathematics Connect the Dots Egg Match-Up Measuring a Horse Math Down on the Farm The Arts A Horse at the Fair Pig Puppets Mrs Cow Horse Pig Sheep Shearing on the Farm A Goat Family Rabbits at Home Silky the Hen General Activities Match the Rabbits Find the Mistakes A Lost Chick Roasted Soy Beans Appendix Farm Animal By-Products Additional Resources

2 MEET THE FARM ANIMALS FOR TEACHERS Target grade level AN ENRICHING PROGRAM This program targets Kindergarten to Grade 2 students. Duration 90 minutes Program dates This program is offered weekdays from September to the end of June. Learning objectives learn proper farm terminology become aware of the needs of farm animals and how to care for them discover the physical characteristics of farm animals identify the different body parts of farm animals and learn about their function recognize the characteristics of mammals, birds, and insects discover where milk, eggs, meat, and honey come from recognize the importance of farm animals in the production of foods and products that are part of our daily lives Learning methods touring the barns and observing how farm animals meet their needs touching and describing the texture of fur and wool using our senses to discover farm animals, their food and environment comparing the feed of different farm animals observing objects and foods made out of products and sub-products that we obtain from farm animals observing honeybees at work through the observation beehive windows being respectful of farm animals and following safety rules 2

3 Curriculum Links AN ENRICHING PROGRAM PAGE 2 Kindergarten Science and Technology Language Personal and Social Development The Arts ONTARIO Grade 1 Science and Technology Understanding Life Systems Characteristics and Needs of Living Things Grade 2 Science and Technology Understanding Life Systems Growth and Changes in Animals QUEBEC Preschool Competency 1 To perform sensorimotor actions effectively in different contexts Competency 3 To interact harmoniously with others Competency 4 To communicate using the resources of language Competency 5 To construct his/her understanding of the world Cycle 1 (Grades 1 and 2) Primary Mathematics, Science and Technology Science and Technology Competency To explore the world of science and technology Fees, payment and group size For fees, please visit the School Programs section of our website at agriculture.technomuses.ca or call us at or Payment may be made in advance or on arrival, by cash, debit card, cheque (made payable to the Canada Agriculture Museum), or by credit card (VISA or MasterCard). Maximum group size for this program is 25 students. There are cancellation fees please consult the Important Information section for more details. If you have any questions, please do not hesitate to contact us at We look forward to seeing you at the Museum! 3

4 HOW A CHICK HATCHES Make Your Own Booklet Colour each page. Cut them out, arrange them in order, and staple them at the top to make a booklet. How a Chick Hatches Name: The chick climbs out once the shell breaks apart. 4

5 MAKE YOUR OWN BOOKLET PAGE 2 Two hours later, the chick is fluffy and active. It will be fully grown in six months. The chick pecks at the shell until it is cracked all the way around. It takes twenty-one days for a chick embryo to grow inside a fertile egg. The chick only grows inside an egg that has been kept warm by a hen or in an incubator. 5

6 MAKE YOUR OWN BOOKLET PAGE 3 The chick is very tired from its work. It rests while its feathers dry. The chick pushes with its head and feet to widen the crack in the shell. The chick uses a special tooth on its beak called an egg tooth to peck a hole in the shell. This is very hard work for the chick and it rests often while it is hatching. 6

7 SENSES AT THE FARM Next to each picture write down which sense it describes. Explain how you will use that sense when visiting farm animals at the Canada Agriculture Museum. 7

8 MEET THE FARM ANIMALS Science and Technology FOR TEACHERS RABBIT MIRRORS The purpose of this activity is to help students realize that, just like them, rabbits react to their environment by modifying their behaviour and movements. Activity Group the children in pairs. In each pair, have one student play a rabbit, the other a mirror. First, the rabbits will move in any way a rabbit might, as long as they stay in one spot, and the mirrors copy their movements as closely as possible. Rabbits and mirrors then switch roles. Suggestions Before starting the game, review a rabbit s response to various stimuli; for example, if a rabbit is angry, it will stamp its feet. Other responses might be the following: fear remains perfectly still fear flattens ears back on its head curiosity wrinkles and wiggles nose listening ears straight up, moving backwards and forwards locomotion hopping If some children are reticent to be the leader in the team, choose the first leaders or be the leader yourself so all of the children will mirror your actions. Play segments of engaging music that might produce an emotional response. (For example, Flight of the Valkyries might solicit a fear response and children will flatten their rabbit ears back, or assume an immobile crouch; Air on a G String might elicit a listening response and children will raise their rabbit ears and move them forwards or backwards. 8

9 BODY PART MATCHING GAME Do you recognize which animal the body part belongs to? Draw a line to link each body part to the correct animal

10 HONEYBEES AND ME Bees are living creatures, just like you. They need to eat, drink, and breathe to stay healthy. Bees are also very different from humans. Fill in the blanks below to describe how you differ from a bee. I use my antennae to smell and taste. I use my to smell and my to taste. I have five eyes. I have eyes. I move around by walking and flying. I move around by. I have six legs. I have legs. I live in a hive. I live in. I breathe through my skin. I breathe through my. I hatched from an egg. I was first a larva, then a nymph, before I became a bee. Before I grew up, I was. 10

11 MEET THE FARM ANIMALS Science and Technology FOR TEACHERS MAKE YOUR OWN FARM ANIMAL ENCYCLOPEDIA This activity introduces students to, or reinforces, the appropriate terms for the names of farm animals, their physical characteristics, and needs. It also prompts students to compare humans to animals Ask students to colour the animals on the encyclopedia pages before filling them out. Using construction paper, make a cover page featuring all the animals that live on a farm. Make the back page out of construction paper too, to protect the encyclopedia. Use the blank index card to make index cards for other animals that might live on a farm. Here are some examples: dog cat turkey duck emu pheasant goose wild boar deer caribou bison llama alpaca 4 Staple the pages together. 11

12 BOVINE Circle the correct answer or fill in the blanks. 1 A male bovine is called: A baby bovine is called: A female bovine is called: 2 I am a mammal because my body is covered with hair and my baby s food is milk. bird wool feathers seeds and insects. 3 I live in the barn and I eat the hutch the poultry house the stable the pig barn the sheep barn the goat barn the house. 4 On the farm, I am raised for. 5 These physical characteristics will stay the same my whole life. These physical characteristics will change when I grow up. 12

13 CHICKEN Circle the correct answer or fill in the blanks. 1 A male chicken is called: A baby chicken is called: A female chicken is called: 2 I am a mammal because my body is covered with hair and my baby s food is milk. bird wool seeds and feathers insects. 3 I live in the barn and I eat the hutch the poultry house the stable the pig barn the sheep barn the goat barn the house. 4 On the farm, I am raised for. 5 These physical characteristics will stay the same my whole life. These physical characteristics will change when I grow up. 13

14 HORSE Circle the correct answer or fill in the blanks. 1 A male horse is called: A baby horse is called: A female horse is called: 2 I am a mammal because my body is covered with hair and my baby s food is milk. bird wool seeds and feathers insects. 3 I live in the barn and I eat the hutch the poultry house the stable the pig barn the sheep barn the goat barn the house. 4 On the farm, I am raised for. 5 These physical characteristics will stay the same my whole life. These physical characteristics will change when I grow up. 14

15 SHEEP Circle the correct answer or fill in the blanks. 1 A male sheep is called: A baby sheep is called: A female sheep is called: 2 I am a mammal because my body is covered with hair and my baby s food is milk. bird wool seeds and feathers insects. 3 I live in the barn and I eat the hutch the poultry house the stable the pig barn the sheep barn the goat barn the house. 4 On the farm, I am raised for. 5 These physical characteristics will stay the same my whole life. These physical characteristics will change when I grow up. 15

16 GOAT Circle the correct answer or fill in the blanks. 1 A male goat is called: A baby goat is called: A female goat is called: 2 I am a mammal because my body is covered with hair and my baby s food is milk. bird wool seeds and feathers insects. 3 I live in the barn and I eat the hutch the poultry house the stable the pig barn the sheep barn the goat barn the house. 4 On the farm, I am raised for. 5 These physical characteristics will stay the same my whole life. These physical characteristics will change when I grow up. 16

17 PIG Circle the correct answer or fill in the blanks. 1 A male pig is called: A baby pig is called: A female pig is called: 2 I am a mammal because my body is covered with hair and my baby s food is milk. bird wool seeds and feathers insects. 3 I live in the barn and I eat the hutch the poultry house the stable the pig barn the sheep barn the goat barn the house. 4 On the farm, I am raised for. 5 These physical characteristics will stay the same my whole life. These physical characteristics will change when I grow up. 17

18 RABBIT Circle the correct answer or fill in the blanks. 1 A male rabbit is called: A baby rabbit is called: A female rabbit is called: 2 I am a mammal because my body is covered with hair and my baby s food is milk. bird wool seeds and feathers insects. 3 I live in the barn and I eat the hutch the poultry house the stable the pig barn the sheep barn the goat barn the house. 4 On the farm, I am raised for. 5 These physical characteristics will stay the same my whole life. These physical characteristics will change when I grow up. 18

19 HONEYBEES Circle the correct answer or fill in the blanks. 1 FCIT A male honeybee is called: FCIT A female honeybee that lays eggs is called: FCIT A female honeybee is called: 2 insect two I am an arachnid because by body is divided into three segments millipede many three and I have four many pairs of legs. 3 4 I live in the barn and I eat the poultry house the hutch the pig barn the beehive the house On the farm, I am raised for.. 5 These physical characteristics will stay the same my whole life. These physical characteristics will change when I grow up. 19

20 HUMAN Circle the correct answer or fill in the blanks. 1 A male human is called: A baby human is called: A female human is called: 2 I am a mammal because my body is covered with hair and my baby s food is milk. bird wool seeds and feathers insects. 3 I live in the barn and I eat the hutch the poultry house the stable the pig barn the sheep barn the goat barn the house. 4 On the farm, I am raised for. 5 These physical characteristics will stay the same my whole life. These physical characteristics will change when I grow up. 20

21 Circle the correct answer or fill in the blanks. 1 A male is called: A baby is called: A female is called: 2 I am a mammal because my body is covered with hair and my baby s food is milk. bird wool seeds and feathers insects. 3 I live in and I eat. 4 On the farm, I am raised for. 5 These physical characteristics will stay the same my whole life. These physical characteristics will change when I grow up. 21

22 MEET THE FARM ANIMALS Science and Technology FOR TEACHERS MY FRIEND THE LAMB Imagine that your class has been given a lamb. What would this lamb need to survive? 1 2 Ask your students to prepare a list of the lamb s essential needs. They can begin by filling in the blanks in the My Friend the Lamb activity sheet with words or drawings. Make sure they think about all aspects of caring for a lamb: sheltering it, feeding it, keeping its bedding clean, etc. Ensure that students understand that lambs are not pets, and that they require special care. When students have identified what a lamb needs to survive, ask them to compare the needs of lambs and humans. Discuss the similarities and differences. For example, lambs and humans both need to be fed, but do they eat the same things? Will you take good care of me? 22

23 MY FRIEND THE LAMB Will you take good care of me? To survive, I need: To survive, I need: To survive, I need: To survive, I need: To survive, I need: To survive, I need: To survive, I need: To survive, I need: To survive, I need: To survive, I need: 23

24 THE HONEYBEE S LIFE CYCLE These are the stages in the metamorphosis of a worker bee. Use the words at the bottom of the page to fill in the blanks. The queen lays an FCIT on the bottom of a cell. The egg hatches. The worker bees feed the. The larva grows and the worker bees close the cell with beeswax. The larva spins a cocoon and transforms into a. The metamorphosis is complete. The chews on the wax and leaves its cell. egg bee pupa larva 24

25 MEET THE FARM ANIMALS Science and Technology FOR TEACHERS THE GROCERY STORE During their visit to the Canada Agriculture Museum, students learn first-hand where their food comes from. Before or after the visit, ask students to bring in grocery flyers from home. Ask each student to cut out images of food that comes from a farm, and to glue the images on a piece of construction paper. Ask each student to present the images to the class and have the class decide what farm animal the food comes from. With older students, ask them to select food from each of the food groups: meat and alternatives, dairy products, fruits and vegetables, grains and legumes. Ask them which foods come from animals that live at the Canada Agriculture Museum. 25

26 MEET THE FARM ANIMALS Science and Technology FOR TEACHERS THE ANIMAL BY-PRODUCTS TREASURE HUNT Even though they are raised by humans to produce food, farm animals also supply us with a wide range of other products that we use every day. In this activity, students learn that their dependence on farm animals goes beyond food and that, all day long and without knowing it, they use by-products derived from animal husbandry. A by-product is a secondary product that results from the production of a primary product. Ask your students why humans raise farm animals. Explain that we use more than the meat, milk and eggs produced on the farm. Each part of an animal is recycled and used to make another product. The by-products of animal husbandry are all the products other than those for which the animal was raised. For example, on a farm where poultry is raised for eggs, the eggs are the product, while the poultry meat is a by-product. Using the Appendix, Farm Animal By-Products, ask students questions about animal by-products, and allow your students to reflect on the place these products occupy in their everyday lives. Discuss the important role that animal by-products play not only in objects used in everyday life pillows, purses, ceramics but also in medical research, the development of vaccines, cosmetics, hygiene products, etc. More than 350 pharmaceutical products alone are based on animal by-products. Treasure Hunt Hide a few objects made from animal by-products in the classroom (e.g., toothpaste, leather gloves, etc.). Have students work in pairs to find as many objects made from farm animals as they can, in the classroom and on their classmates. Set a time limit. When the time is up, compare answers. As a reward, the class could watch a film about farm animals (make sure you tell the class that animal fat is used in the making of the roll of film itself!) or have a snack that contains a by-product, such as gummy bears, marshmallows, or vegetables and dip (the gelatin found in candy and dips is an animal by-product). 26

27 CATTLE Cattle are mammals. They are also called ruminants because a bovine s stomach is divided into four compartments. You often see cattle lying down in the pasture chewing their cud that is the word for the partially digested wad of food that cattle bring up from the first stomach compartment (the rumen) to chew a second time. The female is called a cow, the male a bull, and the young a calf. Cattle have no front teeth on their top jaw. They have split hooves that are known as cloven hooves. Cattle come in a variety of colours. The cattle at the Canada Agriculture Museum have brown, white, grey, or black hair. Cattle live in barns, but are also at home out on the open range. Cattle eat grass, hay, and some grains. They can also drink as much as a bathtub full of water every day. Farmers and ranchers take care of cattle. Some breeds of cattle provide us with meat, in the form of beef. These are called beef cattle. Other breeds of cattle provide us with milk. These are known as dairy cattle. 27

28 SHEEP Like cows, sheep are mammals and ruminants. They also lie down to chew their cud. In the sheep family the female is called a ewe, the male a ram, and the young a lamb. The mother gives milk to her baby. She has two teats. Their hooves are split in two and are called cloven hooves. Their bodies are covered with wool, which is usually white, black, or brown. They have no top front teeth. A sheep defends itself by bucking with its head. Most sheep breeds are polled, which means they have no horns. Sheep live in a sheep barn, but are also at home out on the open range. They eat grass and hay. The people who take care of the flock of sheep are often called shepherds or shepherdesses. Sheep are gentle animals. In Canada, farmers keep sheep mostly for meat and sometimes for wool or milk. 28

29 HORSES The female horse is called a mare, the male a stallion or gelding (castrated male), and the young a foal. This is the horse family. Horses are mammals. The mare feeds her foal milk from her udder. Horses are large, strong, and intelligent animals. Their bodies are covered with short and long hairs. The long hair is on the tail, the mane, and, on some breeds, the hooves. The horse s foot is called a hoof and it is round. Horses wear metal horseshoes, which are attached with nails, to protect their hooves. Horses live in barns and stables although, in some parts of the world, horses do roam free on the land. Horses eat hay and oats. A horse s job on the farm could be to pull ploughs and wagons in summer, pull sleighs in the winter, or carry horseback riders. At the Canada Agriculture Museum, the horses pull a wagon. 29

30 SWINE The female is called a a sow (rhymes with cow), the male a boar and the young are called piglets. This is the swine family. Pigs are mammals. The mother gives birth to a litter of piglets. They receive milk from the sow s teats. Pigs are born in a farrowing crate where they are kept warm, and close to their mother. A pig s skin is usually pink, but it also can be brown or black, depending on the breed. A pig s skin is covered with bristly hairs. A pig s snout is round and flat, which makes it useful for digging for bugs and roots in the soil. A pig s tail is curly when it is healthy. When pigs are happy, they wag their tails like dogs do. A pig s hooves are split and pointed. A pig s body is long and low to the ground on its four relatively short legs. Pigs are very clever they roll in the mud to keep cool and to prevent themselves from sunburn. Pigs live in a pig barn where they are kept cool in the summer and warm in the winter. Pigs enjoy a diet of grains such as corn. 30

31 MEET THE FARM ANIMALS Language FOR TEACHERS TRUTH AND FICTION Animals are often portrayed as having human characteristics or stereotypical characteristics in books and movies. Read a story book such as Sheep in a Shop (Nancy Shaw, Boston: Houghton Mifflin, 1991). Discuss those aspects of the way the sheep are depicted that are accurate, and those that are not. Ask your students if they have seen movies or cartoons with farm animals. Discuss the factual and fictional aspects of animal representations in these. 31

32 FARM SONGS AY Farm Sounds Sung to The Wheels on the Bus x The cow in the barn goes moo, moo, moo, Moo, moo, moo, Moo, moo, moo, The cow in the barn goes moo, moo, moo, All through the farm. The pig in the pen goes oink, oink, oink,... The hen in the coop goes cluck, cluck, cluck,... The lamb on the hill goes baa, baa, baa,... The duck on the pond goes quack, quack, quack,... I Like Baby Animals Sung to London Bridge I like baby animals, Animals, animals, I like baby animals, I ll name some for you. Kittens, puppies, chicks and foals, Chicks and foals, chicks and foals, Kittens, puppies, chicks and foals, I can name some more. Goslings, ducklings, lambs and calves, Lambs and calves, lambs and calves, Goslings, ducklings, lambs and calves, I like baby animals. The Pigs are Pink and Plump Sung to The Farmer in the Dell The pigs are pink and plump, The pigs are pink and plump, They keep cool in the mud all day, The pigs are pink and plump. The pigs have curly tails, The pigs have curly tails, The mother pig is called a sow, The pigs have curly tails. The piglets are so cute, The piglets are so cute, The piglets are the baby pigs, The piglets are so cute. 32

33 CONNECT THE DOTS Follow the numbers and connect the dots to complete the design

34 EGG MATCH-UP Match the number of eggs to the number of chicks that will hatch from them! 34

35 MEET THE FARM ANIMALS Mathematics FOR TEACHERS MEASURING A HORSE Horses are measured in hands (palm width), a unit that is equivalent to ten centimetres. Have each student trace their hand on a piece of paper, then cut it out. Measure each student with their own hand and record how many hands high they are. A horse s height is measured from the ground to its withers, which corresponds to the shoulders on a human, so be sure to measure the students the same way. Use the hand cutouts to decorate the classroom. height measurement 35

36 MATH DOWN ON THE FARM 1 How many piglets did the sow give birth to in one year? January 15 litter June 2 litter October 20 litter + + = piglets Show your work. 36

37 MATH DOWN ON THE FARM 2 How much milk do these three cows produce in one day? Peggy the Ayrshire Katia the Holstein Daphne the Canadienne 26 litres + 40 litres + 21 litres = litres Show your work. 37

38 MATH DOWN ON THE FARM 3 How much does the sheep weigh after shearing? 85 kg 8 kg = kg Show your work. 38

39 MEET THE FARM ANIMALS The Arts FOR TEACHERS A HORSE AT THE FAIR Horses tails and manes are braided for showing. Have students practise braiding with wool, tying the ends with fancy ribbon. Find or make a large picture of a horse s head, and tack the students braids on to simulate the mane. 39

40 MEET THE FARM ANIMALS The Arts FOR TEACHERS PIG PUPPETS Students can colour their puppets to represent the pig breeds raised at the Canada Agriculture Museum. Here is a list of the different breeds and their colours: Yorkshire Landrace Lacombe Duroc Hampshire Tamworth pink pink pink brown black with a white strip at the shoulders reddish-brown Materials pig picture scissors colouring pencils tape Popsicle stick Directions 1 2 Have the students colour, then cut out the pig picture. Tape the picture to one end of a Popsicle stick. 40

41 PIG PUPPETS 41

42 MRS COW 42

43 HORSE 43

44 PIG 44

45 SHEEP SHEARING ON THE FARM 45

46 A GOAT FAMILY 46

47 RABBITS AT HOME 47

48 SILKY THE HEN 48

49 MATCH THE RABBITS Match each kitten to its mother. 49

50 FIND THE MISTAKES Circle the eight mistakes. 50

51 A LOST CHICK Help the hen find her chick! 51

52 MEET THE FARM ANIMALS General Activity FOR TEACHERS ROASTED SOY BEANS Roasted soy beans are a delicious and nutritious treat. Pigs and chickens also eat soy beans beans. Try this simple recipe with your students. 500 ml soaked soy beans* 2 cups 5 ml salt 1 tsp 7 ml vegetable oil 1-1/2 tsp *Note: It is best to soak the soy beans overnight and rinse them thoroughly before roasting. Equipment measuring cups and spoons colander mixing bowl mixing spoon cookie sheet Directions Preheat oven to 120 C (250 F). Wash beans under warm water in colander. Pat dry. Mix together in bowl with salt and oil. Spread beans on cookie sheet. Bake for 30 minutes or until golden brown and crispy. Stir seeds occasionally during baking. Serve warm or cooled, or mix with other dried snack foods to make a trail mix. Please note: children with serious nut allergies may react to soy beans. 52

53 MEET THE FARM ANIMALS FOR TEACHERS FARM ANIMAL BY-PRODUCTS fatty acid gelatin glycerin lanolin rennet chain made of carbons, hydrogen and oxygen that makes fat jelly produced when the skin and bones of animals are boiled; collagen is the main component of gelatin; gelatin is clear, colourless and has a structure that is similar to glue clear, colourless liquid that is a by-product of the manufacture of soap and certain fatty acids fat present in wool coagulating enzyme that comes from the stomach (abomasum) of young ruminants Fun fact: 45% of an animal that is raised for food is, in fact, used to produce other things. USES OF FARM ANIMAL BY-PRODUCTS Please note that these are only some of the many products derived from animals. beeswax bones and hooves collagen (beef, pork, and horse skin) down egg whites fatty acids cosmetics, skin cream and lotions, furniture polish, food seal (cheeses), soap, and candles buttons, piano keys, porcelain construction of artificial skin for burn victims clothes, bedding, pillows, fishing lures, arrows ceramics, varnish plastics, rubber, lubricants, fluids, brake fluid, antifreeze, tires, lubricant and softener for fibres and fabrics, lubricant and plasticiser in paper manufacturing 53

54 USES OF FARM ANIMAL BY-PRODUCTS PAGE 2 gelatin glycerin (glycerol) hair heart valve honey intestines lanolin (fat present in wool) leather manure, blood, bones and feathers purified bone powder rawhide (skin) rennet suet wool (a by-product in Canada because sheep are raised for meat) canned meat, Jell-O, candies (gummy bears), flavours; stabilizer, thickener or texturizing agent for foods (e.g., ice cream, mayonnaise, yogurt, cream cheese, jam, and frozen foods); clarifying agent for liquids (e.g., fruit juice, vinegar, wine and beer); medication capsules, crayons, glue, photographic film and paper, matches, sand paper, high-gloss paper lipstick and other cosmetics, soap, toothpaste, mouthwash, moisturizers, skin products, cough syrups, food (as a sweetener, for moisture retention and as a solvent), video tape, photographic and x-ray film, car polishing products, plastics, cellophane, antifreeze fluid paint brushes human heart transplants food sweetener, medication (syrups and lozenges for sore throat and cough) cosmetics, and soap strings for musical instruments, medical sutures soap, shaving cream, make-up, skin cream and lotion furniture, clothing and purses, footballs, baseball gloves and balls fertilizer sugar refiner glue cheese latex gloves, bird food, soap, candles, biodiesel fuel, lubricant in steel manufacturing wool and felt for clothing and blankets 54

55 MEET THE FARM ANIMALS FOR TEACHERS ADDITIONAL RESOURCES For additional activities on farm animals, agricultural plants, and nutrition, please visit the Museum s website at agriculture.technomuses.ca. The Educational Activity Kits are located in the School Programs section. They are free and available in both official languages. They contain a variety of activities related to science and technology, language, mathematics, social studies, as well as health and physical education. Bees: A Honey of an Idea is an online exhibition exploring the essential role bees play in the pollination of many Canadian food crops. agriculture.technomuses.ca/english/bees/default.php Virtual Exhibition agriculture.technomuses.ca virtualmuseum.ca A Honey of an Idea FCIT clipart courtesy Florida Center for Instructional Technology 55