Sharing Our Discoveries

Unit: Exploring Farming Systems | Lesson 15 of 16

Grade: 2-5 Multi-age Classroom
Time: 60 minutes
Class size: 13 students
Philosophy & Curriculum: International Baccalaureate (IB) Phase 5 Oral and Visual Language Standards, Reggio Emilia-inspired inquiry, Singapore Math, RAZ grammar integration

---

Learning Objectives

By the end of this lesson, students will:

• Communicate their understanding of different farming systems clearly and creatively using oral and visual language.
• Demonstrate the ability to organize information logically for a peer audience.
• Collaborate respectfully in small groups and provide peer feedback.
• Exhibit confidence and clarity in oral presentations, integrating visuals for impact.

Linked IB Standards (Phase 5)

• Oral Language:
  • Participate in structured conversations, delivering clear and purposeful presentations relevant to the topic.
  • Use vocabulary related to the unit to convey precise information.
• Visual Language:
  • Create visual representations (posters, digital slides, drawings) to support oral communication.
  • Use symbols and images to enhance understanding and engagement.
• Approaches to Learning (ATL): Communication Skills:
  • Use both verbal and non-verbal behaviors to communicate effectively.
  • Organize and interpret information for sharing with peers.

---

Success Criteria

Criteria	What Success Looks Like
Content Understanding	Students explain farming systems using accurate, relevant facts.
Presentation Skills	Presentations are clear, appropriately paced, and engaging.
Use of Visual Aids	Visuals support key points and aid peer comprehension.
Collaboration	Students work cooperatively and listen respectfully to each other.
Peer Feedback	Students give constructive, kind feedback demonstrating understanding.

---

Materials Needed

• Paper, markers, colored pencils
• Chart paper or poster boards
• Tablets or Chromebooks (if available) with simple presentation software (optional)
• Visual vocabulary word cards related to farming (for dyslexia-friendly reinforcement)
• Peer feedback checklists (simple, with smiley faces/icons)

---

Lesson Outline

1. Warm-Up & Reflection (10 minutes)

Activity: Circle Share

• Students sit in a circle and take turns sharing one interesting fact or discovery about farming systems from previous lessons.
• Teacher models reflective questioning: “Why do you think this farming system is important?”
• Use visual vocabulary cards to support students who need reading assistance (dyslexia-friendly fonts and textures).

Differentiation:

• For students needing support: provide sentence starters or allow use of visuals to share ideas.
• For advanced learners: encourage them to connect facts to environmental or economic impacts.

---

2. Presentation Preparation (25 minutes)

Activity: Creating Presentations in Small Groups (3-4 students)

• Groups choose a preferred presentation format:
  • Poster with pictures and labels
  • Short oral speech with illustrated flashcards
  • Digital slideshow (optional for tech-advanced groups)
• Students organize their findings logically: introduction, main points, conclusion.
• Teacher circulates supporting language usage (vocabulary) and helping with transitions.
• Provide dyslexia-friendly reading materials and vocabulary cards for reference.

Differentiation:

• Visual learners can focus on drawing and symbols.
• Verbal learners can practice oral scripts with peers.
• Students with fine motor challenges can use digital tools or dictate to peers.

Extension for Advanced Learners:

• Encourage adding “Did You Know?” facts or questions at the end of their presentations to engage audience inquiry.

---

3. Presentation & Peer Feedback (20 minutes)

Activity: Small Group Presentations to Class

• Each group presents for 3-4 minutes.
• Peers use simple feedback checklists focusing on clarity, visuals, and engagement (using smiley icons for ease).
• Teacher prompts audience to ask one question after each presentation (optional for shy students).

Differentiation:

• Students with speaking anxiety can present as a duo or with visual-only presentation.
• Provide opportunities for non-verbal questions using thumbs up/down or sticky note questions.

---

4. Reflection & Closure (5 minutes)

Activity: Whole-Class Reflection

• Students share one skill they practiced today (e.g., speaking clearly, using visuals).
• Teacher highlights effective communication and collaboration observed.
• Link to final lesson: “Tomorrow, we will celebrate and reflect on all we’ve learned about farming!”

---

Assessment & Documentation

• Formative: Observation of group participation and oral presentations.
• Peer Feedback: Simple checklist responses.
• Teacher Notes: Anecdotal records on individual expression and teamwork skills.
• Self-Assessment: Students can hold up a “thumbs up/thumbs sideways/thumbs down” at reflection moment to express confidence in their learning.

---

Differentiation Summary

Learner Need	Strategy
Dyslexia & reading difficulties	Use dyslexia-friendly fonts, vocabulary cards, sentence starters.
Language and oral skill support	Scaffolded scripts, peer practice, visual aids.
Fine Motor Challenges	Digital tools, drawing templates, peer scribing.
Advanced / Curious learners	Add inquiry questions, environmental/economic links, extended presentation content.

---

Extension Activities

• Create a “Farming Fact Book” combining all group presentations with artwork for class library.
• Invite students to interview a local farmer or watch a documentary clip, then reflect on new learning.
• Use math skills to calculate “crop yield” or “animal feed” based on farming system data gathered.

---

Teacher’s Reflection Notes

• Encourage student agency by letting them choose formats and roles in groups.
• Observe how presentation skills evolve across multi-age peers.
• Note engagement with peer feedback and adapt scaffolds if needed in the final lesson.

---

This plan fosters a lively, creative student-led sharing environment in line with IB principles and Reggio Emilia approaches—valuing inquiry, multiple modes of communication, and peer collaboration.