Growing Biodiversity

Unit: Exploring Farming Systems

Lesson 3: Biodiversity in Farming Practices

Grade: 2-5 (Ages 7-11)
Duration: 60 minutes
Class Size: 13 students
Phases: IB MYP Sciences Phase 3; IB MYP Mathematics (Data Handling Phase 3, Shape and Space Phase 3)
Teaching Philosophy: Reggio Emilia & IB inquiry-based learning

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Lesson Overview

Students will explore the concept of biodiversity and understand its importance within farming ecosystems. Through observation and hands-on inquiry, they will investigate how different farming practices affect local plant and animal life. This lesson integrates data handling and spatial reasoning skills from the IB Mathematics framework, filling in connections with scientific inquiry and environmental awareness from IB Science. Students will work collaboratively, engage in real-world inquiry, and begin collecting qualitative and quantitative data related to farming biodiversity.

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Learning Objectives (IB Aligned)

By the end of this lesson, students will be able to:

• Science Inquiry (Phase 3):
  • Explain what biodiversity means and why it is important in farming ecosystems.
  • Investigate and describe how various farming techniques impact local biodiversity.
• Mathematics (Data Handling Phase 3):
  • Collect, organize, and interpret data from observations of farm biodiversity.
  • Use spatial awareness to map farming systems and biodiversity patterns (Shape and Space).
• Approaches to Learning (ATL):
  • Develop observation and data-recording skills.
  • Collaborate in group discussions and inquiry projects.
  • Reflect on their learning and communicate it clearly.

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Success Criteria

Students will be successful if they can:

• Define biodiversity in their own words and give examples from local farms or gardens.
• Observe and record at least three different species or types of biodiversity linked to farming practice examples.
• Create a simple biodiversity map showing areas of higher and lower biodiversity in a farming system.
• Participate respectfully in group discussions, share insights, and listen to peers’ observations.
• Reflect on how farming methods can support or reduce biodiversity.

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Materials

• Clipboards with data sheets (dyslexia-friendly with large clear fonts and pictorial supports)
• Colored pencils and markers
• A large map/poster of a sample farm (can be hand-drawn or printed) showing fields, crops, and surrounding habitats
• Picture cards of farm animals, insects, plants, and farming tools
• Magnifying glasses (optional)
• Whiteboard and markers for brainstorming
• Chart paper for group work
• Examples of farming practice photos (organic, monoculture, crop rotation, mixed farming)

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Lesson Procedures

1. Entry Activity & Activation of Prior Knowledge (10 minutes)

• Begin with an open question: “What is biodiversity?” Collect responses on the whiteboard.
• Show picture cards of different plants, insects, and animals found on farms.
• Briefly explain biodiversity using simple language: “Biodiversity means the variety of living things in one place.”
• Inquire: “Why might it be important for farmers to have many different kinds of plants and animals on their farms?”

Differentiation:

• Use visuals and real objects to support understanding for English Language Learners (ELL) and students with reading difficulties.
• Allow students to respond orally, write, or draw depending on their comfort.

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2. Group Activity: Biodiversity Exploration Project (25 minutes)

• Divide students into 3 groups of 4-5 (multi-age pairing ensures peer support).
• Give each group a farming system poster/map showing different farming practices and some local ecosystem elements (pond, trees, crop fields).
• Task: Using picture cards and markers, groups identify and place animals/plants on the map that would likely live or grow in specific areas.
• Students then use the clipboards to record the number and types of species per farm area (simulate data collection).
• Prompt questions to guide inquiry:
  • Which areas seem to have more species?
  • What farming practices do those areas have?
  • How do you think those practices help biodiversity?

Differentiation:

• Provide sentence starters or data recording templates for students who need structure (e.g., “In the orchard, I see ___ animals and ___ plants.”).
• Offer extra adult or peer support for students who may struggle with the map or data.

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3. Mathematics Integration: Data Handling and Spatial Reasoning (10 minutes)

• Regroup and compile the data from each group onto a master chart on the whiteboard.
• Guide students in interpreting the data: Where is biodiversity highest? Lowest? Why?
• Introduce simple shape concepts by highlighting and naming areas on the farm map (square crop field, oval pond, triangular garden patch).
• Students draw their own mini-farm section with shapes representing different farming areas and indicate biodiversity levels with color coding.

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4. Whole Class Reflection and Discussion (10 minutes)

• Facilitate a discussion on the importance of biodiversity in farming.
• Encourage students to share why they think it’s important for farmers to protect and promote biodiversity.
• Link back to real-life examples and invite students to consider how their community or school garden might support biodiversity.

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5. Extension and Homework (5 minutes)

• Invite advanced learners to research a local native species and prepare a “Biodiversity Hero” mini-presentation (poster/slide) for a future class.
• Suggest students observe their own backyards or neighborhoods and keep a biodiversity diary with photos or drawings.

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Assessment and Feedback

• Formative Assessment:

  • Observation of group participation and peer collaboration.
  • Review of students’ data recordings and biodiversity maps.
  • Oral explanations during whole class sharing.

• Summative Assessment: (Ongoing)

  • Use collected data and maps as part of a unit portfolio.
  • Reflective journaling on biodiversity importance (can include drawings).

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Differentiation Strategies

Learner Need	Strategy
ELL / Language Support	Provide visuals, sentence starters, and oral response options.
Students with Dyslexia	Dyslexia-friendly worksheets with clear fonts (e.g., OpenDyslexic), audio instructions.
Advanced Learners	Additional research project, creating presentations, designing their own farm biodiversity map.
Attention/Executive Function	Use timers, clear step-by-step instructions, and break tasks into smaller chunks.
Fine Motor Challenges	Allow drawing or choosing from cards rather than writing.

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Resources for Dyslexia-Friendly Reading

• Dyslexia-friendly font worksheets (OpenDyslexic or Comic Sans) with large spacing and simple sentences.
• Instructions accompanied by images or icons for each step.
• Use of audio recordings or read-alouds for all written materials.

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Teacher as Researcher Reflection Prompts

• How did the multi-age grouping support peer learning around biodiversity concepts?
• What forms of student-led inquiry emerged during the farm mapping activity?
• Which tools or differentiated supports most effectively engaged all learners?
• How might this lesson be adapted with local community farming projects or gardens?

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End of Lesson 3: Biodiversity in Farming Practices