Why Choose Us
Student trips to Doyle’s Farm are our main focus. Specializing in school tours at our active and local farm has made us the teachers’ first choice for agriculture related curriculum in the state.
A field trip to Doyle’s Farm is fun, safe and educational. Grade specific programs let student learn all about farming and where our food comes from. Our programs meet more of the NJ curriculum criteria for each grade, while providing background knowledge for the students when completing other criteria from the curriculum.
How it Started: The Doyle’s Farm, a sixth generation farm family, would like you to enjoy a fun and educational taste of farm life. You’ll share in planting or harvesting crops (depending on the season), get hands-on demonstrations of farm machinery and care for various farm animals.
Our goal is to acquaint students with the vanishing heritage of farm living. Additionally, all our visitors enjoy the peaceful farm setting as a change of pace from today’s busy life-style.
Click on your grade below to see what NJ curriculum needs we meet
5.3.1 Investigate and compare the basic physical characteristics of plants, humans, and other animals (e.g., observing and discussing leaves, stems, roots, body parts; observing and drawing different insects; sorting leaves by shape; comparing animals with fur to those with feathers).
SWBAT : (Students will be able to): observe and be taught by our tour guides basic physical characteristics of many farm animals as they meet and greet them throughout the tour. Expect to see, but not limited to: sheep, goats, cows, ponies, horses, hen, & bunnies. (i.e. the children will observe that sheep have fur. In our sheep shearing demonstration children will be able to feel the sheep’s fur and see how it is shaved off).
5.3.2 Observe similarities and differences in the needs of living things, and differences between living and nonliving things (e.g., observing and discussing similarities between animal babies and their parents; discussing the differences between a living thing, such as a hermit crab, and a nonliving thing, such as a shell).
5.3.3 Observe and describe how natural habitats provide for the basic needs of plants and animals with respect to shelter, food, water, air, and light (e.g., digging outside in the soil to investigate the kinds of animal life that live in and around the ground or replicating a natural habitat in a classroom terrarium).
5.3.4 Observe and record change over time and cycles of change that affect living things (e.g., monitoring the life cycle of a plant, using children’s baby photographs to discuss human change and growth, using unit blocks to record the height of classroom plants).
5.4.2 Explore the effects of sunlight on living and nonliving things (e.g., growing plants with and without sunlight, investigating shadows that occur when the sun’s light is blocked by objects).
5.4.4 Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects).
Additionally, listed on the New Jersey Department of Education 2014 Preschool Teaching and Learning Standards pg. 82, found on NJ.Gov/education/cccs/ is stated under the heading: Preschool Teaching Practices- Effective preschool teachers:
Provide opportunities for children to observe and investigate the characteristics of plants and animals in their natural habitats and in the classroom over time.
K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
SWBAT: Observe patterns of need for both plants and animals. For example, students will see and be instructed by the tour guide that animals need the same things as a human to survive; water, shelter and food. They will see that the types of food and shelter are different, and the way that animals obtain their food varies by species. They will also learn what plants need for survival.
K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
SWBAT: Observe our animals in their natural habitat and see how they affect the environment to meet their needs. In the spring, the students will get to see how the flower they plant will eventually outgrow its container and will need to be planted in a garden. The flowers roots will start to take over another part of the flowerbed in order to continue to thrive.
K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.