Community Farms

Overview

In this lesson, students explore community farms using a virtual tour and simple evidence collection. They identify how farms help people in their local area and practise sharing ideas using visuals and talk.

Learning intentions

• Students will observe key features of a community farm during a virtual tour.
• Students will describe what farms do for people in the community using simple sentences.
• Students will recognise that people and places work together to solve farm problems (linked to “Farm Engineers and Problem Solvers”).

Success criteria

• I can point to one thing I saw on the farm (animal, plant, tool, or building) and name it.
• I can say one way the farm helps the community (food, jobs, caring for animals, growing plants).
• I can use a sentence frame to tell my partner what I noticed and how it helps people.

Curriculum links

• History (K–2): Students develop understanding of familiar places by recognising how people in the community meet needs and use resources.
• AU1-UND-01: Students identify key information in simple texts and respond in a variety of ways (watching the tour and responding to prompts).
• EN1-CWT-01: Students plan and create a short written message (sentence) using basic vocabulary and sentence structure.
• Communication and culture (Languages-related): Students identify ways of communicating that reflect culture by showing respect during sharing and listening.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and hook. Teacher shows 2–3 farm images on the board (no talking yet) and asks, “What might a community farm be for?” Students turn-and-talk and share one idea.

2. 5–15 min · Activate prior knowledge (whole class). Teacher creates a class “Farm Ideas” list (e.g. animals, food, plants, jobs) and clarifies key words: community, farm, help, grow, care. Students help by choosing an image and placing it into a category (animals / plants / people).

3. 15–25 min · Virtual tour 1 (observe). Teacher plays the virtual tour segment (or projected video) and pauses at 3 moments: entrance/farm sign, animal area, and growing/produce area. Students complete a simple “I noticed…” card by drawing one feature they saw.

4. 25–35 min · Evidence collection (small groups). Teacher gives each group a set of picture cards (tool, animal, plant, worker, product/food). Students match cards to what they saw and then choose one card to explain using a sentence frame:

• “I saw a ___ on the farm.”
• “The farm helps people by ___.”

5. 35–45 min · Direct teaching: communicating like a problem solver. Teacher links the tour to the unit theme by asking, “What problems might farmers solve here?” Examples: keeping animals safe, growing healthy plants, getting food ready for people. Teacher models two short sentences and demonstrates “notice → problem → help” language:

• “I noticed ___.”
• “Farmers solve ___ so people can get ___.”

6. 45–53 min · Create a short written message. Teacher provides a one-sentence planning strip: draw → write. Students write and/or copy one sentence using a template:

• “A community farm helps our community by ___.” Sentence starter options are on the board to support success.

7. 53–58 min · Share and listen. Students share their sentence with a partner, then teacher selects 3 volunteers to share with the class. Teacher checks for clear key information: a farm feature and a community help statement.

8. 58–60 min · Exit check. Students place their card in one of two categories on the wall: “Food and growing” or “Caring for animals and people.” Teacher quickly scans to confirm understanding.

Resources

• Projector or interactive screen and speakers for the virtual tour
• “I noticed…” student drawing card (one per student)
• Sentence frame strips and “write one sentence” worksheet
• Picture cards (animals, plants, tools, workers, products)
• Class chart paper: Farm Ideas
• Markers/colour pencils, clipboards (optional)
• Timer for transitions
• Farm word cards: community, farm, help, grow, care (visuals)

Assessment

• Formative: teacher observes paired talk for key information (farm feature + how it helps)
• Formative: review student drawings and matching of picture cards during group work
• Exit check: placement into “Food and growing” or “Caring for animals and people” shows understanding of community significance

Differentiation

• Support: sentence starters and picture-based options; allow drawing-first then label with teacher support or word bank
• Support: pre-teach 5–6 key visuals and model gestures for “I saw…” and “It helps…”
• Extension: invite students to add a second sentence using “Another way the farm helps is…”
• EAL/SEN: reduce writing load to one word/label for some students; partner-assisted recording; use consistent prompts and predictable routine
• Classroom expectations: use a speaking token (“one person speaks at a time”) to maintain safe listening during sharing