• Several color newspaper advertisements, preferably those from drug stores (have children bring them from home)
• scissors & glue for each child
• Where Pork Comes From, a 10 minute video from the Indiana Farm Bureau
• 25 pieces of white bond paper
• 25 copies of "Circle Items" handout
• 25 copies of the collage paper
• 25 copies of the by-product list handout
• 25 pig product word finds
• 25 pink paper pig cut outs
• masking tape
• VCR and television set

1. Begin this center by having the children view a short video entitled, Where Pork Comes From. This video is a great resource for children. It briefly explains the life of a pork producer and the importance of pig products to our everyday lives. The video moves very quickly -- so it may be helpful to show it twice before continuing with this lesson.
2. When the video is over, have the children find a seat at the designated table for this center. Give each student a white piece of paper and have them brainstorm a list of products that come from pigs. They will have just viewed the video from the farm bureau, so they should be able to come up with items like sausage, ham, bacon, crayons, buttons, medicine, etc. Don't spend a long time on this. Within five minutes they should have about 3-4 ideas on their papers. When they are finished, have them put their pencils down and share their ideas around the table. Give everyone a chance to share.
3. Once all of the children have shared their ideas, read them the list of products provided by the farm bureau. Tell them to think about these products as they are mentioned and think of how often they use them in their own lives.
4. After reading the list, work on the "Circle Items" activity together as a group. In this activity, children are asked to circle the pictures which represent products made from pigs. Because the list of pig products is so long, it is important to do this as a group. Use the key to help, and assist children as needed. If possible, mention the part of a pig's body which is used in making each of these items. For example, leather boots and leather footballs are made from the pig's skin.
5. Once this activity is complete, give the children an opportunity to look for these items or illustrate them on their own. Give each child a "Collage" sheet and have them design a collage of pig products. Children can either draw these products or cut them out of newspaper ads and glue them onto their collage. Remind children as they are doing their collages, to look around the room for ideas as well. (chalk, leather, belts, shoes, buttons, fabric dyes, colored shirts, glue, art brushes, etc.)
6. Once the students have finished a collage, give them one small paper pig cut- out to place anywhere around the room on a product made from pigs, of course. Give each child one pig and a piece of masking tape. Encourage them to be creative! They only get one pig. Make sure that they can justify the item that they chose to mark. For example, one child put her pig on her own shirt. When I asked her why, she responded, "because the fabric dye on my clothes are made from pigs." Make sure to make this connection with the students and have them explain their logic back to you. Not only is it very interesting, but it gives you great insight to their level of understanding.
7. If time allows, children can create a list of three pig by-products that they learned about today.
8. In addition, children can choose to complete a word-find activity on the products of pigs.
9. When children are finished, have them turn in their work to a designated area, clean up their workspace, and, as a group, switch to a new center.

1. Did students display a variety of products made from pigs in their collages? Did their work only include products that they were familiar with before the lesson?
2. Were students able to identify and circle products made from pigs? Were students able to find objects in the room or in the newspaper ads which were made from pigs? Could the students relate these products to their own lives?
3. Did the students create collages with products made from pigs? If the product itself wasnÕt directly from pigs, were they able to explain why they chose to include it in their collages?

Were students able to relate the use of these products to their own lives? Were the tasks too challenging for them, too easy? Were they interested in what they were learning?