Biodiversity Uncovered

Unit: Exploring Farming Systems (Lesson 3 of 16)

Duration: 60 minutes

Class Size: 13 students (Grades 2-5 multi-age)

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IB Curriculum Alignment

• IB PYP Transdisciplinary Theme: Sharing the Planet
• Central Idea: Humans impact their environment through various farming practices.
• Key Concepts: Connection, Responsibility, Change
• Related Concepts: Biodiversity, Ecosystems, Sustainability
• Approaches to Learning (ATL):
  • Research skills: Observing, collecting data
  • Thinking skills: Analysis, reflection
  • Social skills: Collaboration, peer discussion
• IB Standards:
  • Phase 2-5 Science & Social Studies Standards on living things and environment
  • ATL skills related to inquiry and communication

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Learning Objectives

Students will be able to:

1. Define biodiversity and explain its importance in farming ecosystems (Phase 2-3)
2. Identify different farming practices and predict how they might affect biodiversity (Phase 3-4)
3. Observe and document evidence of biodiversity through a hands-on investigation of local farming models or pictures (Phase 4-5)
4. Reflect on how sustainable farming supports healthy ecosystems (Phase 3-5)

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Success Criteria

• I can describe what biodiversity means.
• I can name at least two farming practices and say how they affect plants and animals.
• I can observe and record information about plants and animals in different farming settings.
• I can explain why farmers should care about biodiversity.

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Materials Needed

• Large butcher paper or whiteboard for group brainstorm
• Printed pictures/models of different farming systems (e.g., monoculture, polyculture, organic farming, conventional farming)
• Magnifying glasses or tablets with cameras for observation (if possible, visit school garden or nearby farm area)
• Biodiversity observation checklists (simple, dyslexia friendly with icons)
• Colored pencils, crayons
• Dyslexia-friendly fact sheets about biodiversity & farming practices (short, clear fonts, bullet points)

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Lesson Outline

1. Engagement & Introduction (10 min)

• Teacher as Facilitator: Pose an open question: "What do you think biodiversity means? Why might it be important on a farm?"
• Students share ideas aloud or write/draw on paper.
• Present definition of biodiversity using simple language and visuals.
• Connect biodiversity to farming: Explain farms include many living things, like insects, plants, and animals, which all interact.

Differentiation:

• Provide sentence starters for less confident or ELL students (e.g., "Biodiversity is...")
• Use visuals alongside words for dyslexic learners.

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2. Exploration Activity: Farming Practices & Biodiversity (20 min)

• Divide class into small groups (~3-4 students).
• Each group gets a set of farming pictures/models illustrating different practices (monoculture, polyculture, organic, conventional).
• Groups use magnifying glasses or photos to observe the pictures/models closely.
• Using biodiversity observation checklist, students note:
  • Number and types of plants and animals seen
  • Signs of healthy ecosystems (e.g., insects, mixed plants)
• Groups discuss: "Which farming type do you think helps biodiversity the most? Why?"

Differentiation:

• Provide checklists with icons and minimal text for dyslexic and younger students.
• Assign peer buddies for extra support in group discussions.

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3. Sharing & Reflecting (15 min)

• Groups present their findings to the class using their checklist notes and drawings.
• Teacher facilitates connections about which systems support biodiversity and how this impacts the farm’s health and sustainability.
• Introduce the idea of responsibility as farmers caring for the environment.

Differentiation:

• Use graphic organizers for students who need help structuring their thoughts.
• Allow students to express ideas through drawing or oral presentation rather than writing if preferred.

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4. Creative Expression & Extension (10 min)

• Students create a visual poster illustrating biodiversity in farming
• Advanced learners: Write a short persuasive paragraph encouraging farmers to protect biodiversity (sentence frames provided).
• Students with writing challenges: Create a sequence of pictures telling a story about a farm with diverse plants and animals.

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5. Closing & Formative Assessment (5 min)

• Quick round: Each student shares one new thing they learned today.
• Teacher collects biodiversity checklists as informal assessment of observation and understanding.
• Exit ticket: “Name one way farmers help nature by supporting biodiversity.”

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Differentiation Strategies

• Multi-modal input: Visuals, oral discussions, hands-on observations
• Peer collaboration and buddy system for language support
• Dyslexia-friendly materials (icon checklists, simple language, sans-serif fonts)
• Choice of expression: drawing, speaking, or writing
• Scaffolded questioning and sentence frames for all learners

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Extension Ideas for Advanced Learners

• Research local farms or community gardens and create a mini-report on their biodiversity practices.
• Design a model farm incorporating diverse plants and animals, explaining how it benefits the environment.
• Debate: “Should all farms aim to be organic to protect biodiversity?”

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Reflection for Teachers

• Observe how students inquire and collaborate—note which ATL skills are developing.
• Reflect on how Reggio Emilia principles of exploration and student-led inquiry supported engagement.
• Adjust types of farm models or field exploration based on student interests and local resources in future lessons.

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This lesson emphasizes curiosity, hands-on inquiry, and respectful partnerships between teacher and students to cultivate a deep understanding of biodiversity’s role in farming, aligning with both IB standards and Reggio Emilia philosophy.