Local Farming Benefits

Overview

This 45-minute session is designed for Year 7 SEMH students in alternative provision, focusing on the benefits of local farming while integrating emotional regulation skills. Through tactile, sensory activities aligned with the National Curriculum for England, pupils will develop self-awareness, emotional expression, and teamwork capabilities.

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National Curriculum Links

Subject: Understanding the World (Geography - Local Environment) and PSHE (Personal, Social, Health and Economic education)
Relevant Programmes of Study:

• Geography KS3 (Year 7):

  • “Human Geography – The use of natural resources and the impact of human activity on the environment.”
  • “Recognise the importance of agriculture and local food production.”

• PSHE KS3 (Health and Wellbeing strand):

  • “Develop strategies to manage emotions and maintain positive relationships.”
  • “Build self-awareness and empathy through group reflection and discussion.”

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Learning Objectives

By the end of the session, students will be able to:

1. Identify key benefits of local farming on their community and environment. (Geography)
2. Demonstrate emotional regulation strategies during hands-on and group activities. (PSHE)
3. Express thoughts and feelings clearly about local farming through group discussion and reflection. (PSHE)
4. Show teamwork and respect during collaborative sorting and handling activities. (PSHE)

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Resources Needed

• Samples of local seeds (e.g., wheat, beans, sunflower seeds)
• Soil samples from local farm soil and from a non-farming area
• A variety of local farm produce (fruits, vegetables, eggs, dairy packaging)
• Large visual poster or whiteboard for key points
• Emotion cards (facial expressions/emotion words)
• Reflection journals or sheets
• Hand sanitiser and cleaning wipes

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Lesson Structure

1. Introduction & Emotional Check-in (5 minutes)

• Welcome students and briefly introduce the session theme: “How local farming benefits us and how we can stay calm and focused while learning.”
• Use an emotion card check-in: Each student picks a card describing how they feel right now (happy, curious, anxious, calm, etc.).
• Briefly talk about recognising and naming emotions as a part of regulating them.

2. Hands-On Sensory Exploration (15 minutes)

Objective: Engage sensory processing to connect emotionally and physically with local farming.

• Activity 1: Seed Handling
  • Students handle different seeds, describing texture, shape, and size.
  • Discuss how seeds grow into food and why local seeds matter.
• Activity 2: Soil Sample Comparison
  • In small groups, students touch and observe two soil samples: local farm soil vs. “non-farming” soil.
  • Discuss how soil quality affects plants and local farming success.

3. Local Farm Produce Sorting (10 minutes)

Objective: Recognise locally sourced foods and practice cooperation.

• Mixed local farm produce items are given to groups. Students sort items into categories: fruits, vegetables, animal products.
• Encourage students to discuss any personal connections to local food.
• Use this opportunity for regulated group interaction, focusing on calm voice, turn-taking, and positive comments.

4. Group Discussion & Reflection (10 minutes)

Objective: Foster emotional expression and self-awareness through talk and writing.

• Facilitate a circle discussion with prompts:
  • “How do you feel when you handle natural things like seeds and soil?”
  • “Why might eating local food be good for people and the planet?”
  • “What helps you stay calm if you feel worried or frustrated during activities?”
• Students write or draw a short reflection in journals/sheets.
• Invite volunteers to share reflections if comfortable.

5. Closing and Regulation Strategy Reminder (5 minutes)

• Recap benefits of local farming: fresher food, supports community, good for nature.
• Review one or two simple breathing or grounding exercises to manage difficult emotions.
• Praise group efforts and calm behaviour during the session.

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Assessment & Differentiation

• Formative Assessment: Observation of emotional regulation during activities (e.g., use of calm voices, patience, turn-taking) and participation in discussion.
• Written Reflection: Short reflections/journals provide insight into emotional awareness and understanding of local farming.
• Support students needing emotional support with visual aids and 1:1 check-ins as needed.
• Adapt sensory activities for tactile sensitivity by offering gloves or alternate textures.

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Extension Ideas for Future Lessons

• Create a classroom “local farm” mini garden with seeds planted and monitored over time.
• Explore cooking or tasting simple dishes made from local farm produce.
• Engage in a community visit or virtual tour of a local farm, linking geography and emotional awareness in a real-world context.

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This lesson plan weaves together National Curriculum geography content and PSHE emotional skill development with experiential learning, making the abstract topic of local farming both tangible and meaningful for Year 7 SEMH students.