Core Curriculum Content Standards

Our Curriculum Content Standards were developed by the NJ Department of Education in conjunction with the NJ Department of Agriculture as part of a ‘Linking Students with Agriculture’ consortium. These Core Curriculum Standards are reinforced through our spring and fall farm tours, which are designed to be Agricultural  Education Sessions for your students.

We hope our Core Curriculum Standards and additional agricultural education materials fit in with your classroom curriculum. Our goal is to educate our visitors (students, chaperones, and teachers, alike!) while providing fun, interactive agricultural and environmental experiences in our 90-acre outdoor classroom!

Wow, a cauliflower was protected by all the leaves so it won't get too cold.

**Please note– the first number is the instructional area, the second number is the New Jersey Department of Education Core Curriculum Standard and the third number after the colon (:) is the Cumulative Progress Indicator that is also written out. The activity during the farm tour is written in italic.

1. Visual and Performing Arts  (Grades K-4)
1.5:2 Investigate, experience and participate in dance, music, theater and visual arts activities representing various historical periods and world cultures. Students will view agricultural tools, tractors and specialized equipment. Newer equipment and machinery can be compared to older, decades old equipment and machinery.

2. Health and Physical Education  (Grades K-4)
2.1:3 Identify and demonstrate responsible health behaviors for children. Students will be encouraged to use hand sanitizer after touching animals.

2.2:3 Discuss how family and friends are important throughout life and that relationships require respect for others. Students will visit a family farm and see how the farmers, tour guides, and farm staff have developed friendships and relationships amongst each other, as well as with the visiting teachers and students. Students will also observe the relationships and respect the farmers, tour guides, and staff have developed with the barnyard animals and the environment.

3. Language Arts Literacy  (Grades K-4)
3.2:3 Listen for a variety of purposes, such as enjoyment and obtaining information. Throughout the tour students will receive educational information about our barnyard animals and how our food grows. Students will also receive some fun information, including the names of (and a few stories about) our farm animals.

3.2:6 Develop listening strategies such as asking relevant questions, taking notes, and making predictions, to understand what is heard. During the tour students will have opportunities to ask questions about everything they have seen and learned while at the farm, especially regarding plants, how our food grows, and the farm animals. 

3.3:3 Use writing to extend the experience. Students are encouraged to write letters to the farmers and tour guides!

3.5:2  Demonstrate the ability to gain information from a variety of media. Students will receive educational information in a variety of ways. Information will be provided verbally by the farmers during the hayride and while students are learning about the growing food crops. The Singing Barnyard Chicken Show and Peter Pumpkin activities will provide educational information through animatronic narration. Additional agricultural information will be received through educational signs and pictures posted throughout the farm.

4. Mathematics  (Grades K-4)
4.3:7  Recognize the role of mathematics in their daily lives and in society. Students will experience how math plays an important role on the farm in nearly every aspect, from feeding and raising the farm animals, to planting and harvesting the food crops. 

4.5:4  Use a variety of tools to measure mathematical and physical objects in the world around them. Students will be given the opportunity to see how different measures are used daily in the fields, the barnyard, and the greenhouses.

4.9:3  Recognize the need for uniform unit of measure. Students will be able to see and compare different size baskets, buckets, pots, and other measures that are used daily on the farm.

4.10:2  Use personal reference, such as the width of a finger as one centimeter, for estimations with measurement. Students will observe different size measures used on the farm. The sizes of animals and how much they eat will be discussed, as well as crop yields and how much food is produced and harvested in our fields.

5. Science  (Grades K-4)
5.1:2 Recognize that since the components of a system usually influence one another, a system may not work if a component is missing. During the hayride and while learning how our food is grown, students will see crops growing. Production of the crops will be explained, as well as the cycle of events that must take place to successfully produce each crop. Students will learn why each step of a farms crop production is crucial to success in growing and harvesting that crop.

5.2:1 State a problem about the natural world in the form of a question.  Students will come to understand that the weather can be a farmers best friend or his worst enemy, and that excessive rain or temperatures can help, or ruin, a crop.  

5.4:2   Demonstrate how tools are used to do things better and more easily or to do tasks that could not otherwise be done. Students will see how agriculture equipment and tools (such as tractors, wagons, planters, etc.) save hand labor.

5.4:4   Find and report on examples of how technology helps people. Students will see how agriculture equipment and how advancements in how our food is grown and harvested saves labor. Students will also see how farmers depend on the daily use of their cell phones to produce their crops and the food we eat.

5.5:1   Judge whether estimates, measurements, and computations of quantities are reasonable. Students will estimate the amount of feed animals eat and their weights.

5.5:2   Use a variety of measuring instruments, emphasizing appropriate units. Students will see how animal feed is measured and the measuring units used for many of our food crops as they are harvested and prepared for sale.

5.6:1   Compare and contrast living and nonliving things. Students will have the opportunity to see and experience the differences of animal feeds and harvested vs. growing food crops. 

5.6:2   Determine the basic needs of organisms. Students will have the opportunity to see and experience plants and animals while learning about the nutrients needed for their healthy growth.

5.6:4   Show that plants and animals are composed of different parts serving different purposes and working together for the well being of the organisms. Students will have the opportunity to see and experience plants and animals. Students will learn how a plant’s leaves produce it’s food, how the roots absorb nutrients and moisture, and how the stem allows for nutrients to travel within the plant. Similarly, students will learn how the food a goat eats travels through and exits it’s body.

5.6:6   Group organisms according to the functions they serve in a food chain. Students will have the opportunity to see and experience plants and animals and learn their usefulness within our society.

5.7:1   Recognize the diversity of plants and animals on earth. Students will be given the opportunity to see and experience many different plants, growing food crops, and animals.

5.7:3   Recognize that individuals vary within every species. Students will have the opportunity to view differences and similarities of both the plants and animals residing on the farm.

5.7:4   Identify and describe external features of plants and animals that help them survive in varied habitats. Students will have the opportunity to see plants and animals in their current seasonal environment, and will learn about the adaptations and adjustments needed for them to go through seasonal changes.

5.12:1   Investigate the interdependence of living things and their environment. Students will understand how the farmer must pay attention to the environment in order to provide the care and attention needed for the safe and healthy life of both plants and animals.

5.12:2   Explain how meeting human requirements affects the environment. Students will understand how farming and growing food crops relies on the environment to raise plants and animals for food, shelter, and clothing.

6. Social Studies  (Grades K-4)
6.1:4   Give examples of the impact of government policy on their lives. Students will develop an understanding and importance of the New Jersey Department of Agriculture’s Jersey Fresh Program.

6.4:2 Identify social institutions, such as family, religion, and government, that function to meet individual and group needs.  Students will participate in farm and agriculturally related activities and learn new and interesting facts and concepts they can share with family members at home.

6.6:2 Describe the relationship of price to supply and demand. Farmers will explain to the students the need for farms, and will give examples with relation of price to supply and demand if there weren’t enough farms to produce our food.

6.6:5    Illustrate the balance between economic growth and environmental preservation. Students will see that although there is lots of housing and development around the farm, the farm itself is, and will remain open space for the farmers to produce and grow food.

6.8:2 Discuss the similarities, differences, and interdependencies among rural, suburban, and urban communities. Examples of various communities will be given in reference to gardening, farming, and crop production.

6.9:1 Explain the characteristics of renewable and nonrenewable resources and their distribution, and the role of resources in daily life. Through the use of many on the farm examples, students will understand how growing crops are considered to be renewable resources.

6.9:2 Explain how people depend on the physical environment and how they modify the environment.  While viewing different parts of the farm, students will see how the environment has been modified to allowed for the growth of plants and animals, and how the environment surrounding the farm has been modified to allow for housing and development.

7. World Languages  (Grades K-4)
7.2:1 Demonstrate an awareness of culture. The farmer will explain why a wide variety of crops are grown, and how many of those differing crops are important to different cultures living within our community.

8. Cross Content Workplace Readiness  (Grades K-4)
8.1:5 Identify skills that are transferable from one occupation to another. Students will understand that farmers wear many hats, most of which are similar to those of other career professionals.

8.2:1 Understand how technological systems function. Students will view technology that is important within today’s agricultural industry, and will develop an understanding of it’s use and value.

8.2:2 Select appropriate tools and technology for specific activities. Students will see how agricultural equipment has been evolved and designed to perform specialized functions.

8.5:3 Demonstrate principles of safe physical movement. Students will be required to practice safety around the farm animals and equipment, and follow rules while visiting the farm.

8.5:7 Identify and follow safety procedures for laboratory and other hands-on experiences. Students will be required to adhere to the safety requirements outlined by the farmer and tour guides while touring the farm, and must follow all safety rules provided.

adopted: 7/30/01
revised: Feb. 2015