Unit: Farming for the Future | Lesson 11 of 25

Grade Levels: 2nd-5th (Multi-age classroom)
Duration: 60 minutes
Class Size: 13 students
Subject: Other (Integrated Science and Social Studies through IB PYP Framework)

Lesson Description

Students will explore how different climate conditions (temperature, sunlight, and water) influence farming practices. Through guided, hands-on experiments, students will investigate plant growth under varying conditions and reflect on the challenges and adaptations farmers face. The lesson aligns with the International Baccalaureate Primary Years Programme (IB PYP) phases 2-3 (2nd-5th grade) emphasis on inquiry, conceptual understanding, and transdisciplinary learning.

IB PYP Framework Connections

IB Component	Details
Transdisciplinary Theme	“Sharing the Planet” — understanding sustainability in farming systems
Key Concepts	Connection (how climate and farming interrelate), Change (effect of varying climates), Responsibility (adapt farming to protect ecosystems)
Learning Engagement	Scientific inquiry, observation, experimentation, and reflection
Learner Profile Attributes	Inquirers, Thinkers, Communicators
Approaches to Learning (ATL)	Research skills: observing, recording data, making predictions
Phase 2-3 Standards	Science: Understanding life systems (plants), Social studies: Interactions with the environment

Learning Objectives

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

Explain how climate conditions (temperature, sunlight, water) affect plant growth relevant to farming.
Conduct a simple experiment to observe how these factors impact plants.
Record observations and communicate findings clearly using drawings, charts, or oral explanations.
Reflect on and discuss adaptations farmers might use based on different climates.

Success Criteria

I can describe at least two ways climate affects farming.
I can follow instructions to properly care for my plant experiment.
I can record and share what I observed about plant growth in different conditions.
I can suggest one way farmers adapt to climate challenges.

Materials

Small pots or clear plastic cups for planting
Quick-growing seeds (e.g., beans or radishes)
Soil
Watering cans or cups
Labels/stickers for conditions (e.g. “Sunlight,” “Shade,” “Dry,” “Wet”)
Thermometers / Charts for temperature tracking (optional)
Recording sheets with visuals and dyslexia-friendly font (large print, spaced lines)
Colored pencils or markers
Clipboards or clip notebooks for mobile observation
Chart paper for group reflections

Differentiation Strategies

For diverse learners: Use step-by-step visual guides for experiments; pair students in peer-supported groups; offer oral instructions and repeats as needed.
For students with dyslexia: Provide simplified reading sheets with dyslexia-friendly fonts and highlighted keywords; allow verbal or pictorial responses instead of writing when needed.
For multilingual learners: Use vocabulary cards with images representing “sunlight,” “water,” “temperature,” etc.; encourage use of home language in discussion.
For kinesthetic learners: Hands-on planting and moving pots to different “climate zones” in classroom.
For visual learners: Use diagrams/models, photos of farms in different climates.
For advanced learners: Extension activity to create a brief climate impact report on a chosen crop (see below).

Lesson Activities Timeline

Time	Activity
0-10 min	Tuning In/Provocation:

Begin with a classroom discussion prompt: “How do you think weather affects the plants that farmers grow?”
Show images/videos of farms in different climates (desert, tropical rainforest, temperate) and discuss climate differences.
Introduce inquiry question: How does climate impact farming? | | 10-15 min | Planning and Setup:
Introduce the experiment: Students will plant seeds in three conditions (e.g., lots of light + water, less light + water, same water but cooler spot).
Explain the procedure clearly, showing all materials. Distribute materials in groups of 2-3 for peer support.
Use visuals and step-by-step instructions. | | 15-40 min | Conducting Experiment and Observing:
Students plant seeds and place pots in assigned light/temperature/watering conditions.
Begin initial observations (seed planting responses, soil dryness).
Fill out observation sheets recording initial conditions and predictions (drawing expected plant growth).
Teacher circulates, providing support, asking guiding questions: “What do you notice? What might happen next?” | | 40-50 min | Reflection and Discussion:
Groups share their observations and predictions.
Facilitate student-led inquiry discussion connecting climate factors to farming challenges (e.g., drought, too much rain, cold weather).
Record ideas on chart paper as a visual anchor. | | 50-60 min | Extension/Creative Reflection:
Advanced learners begin planning or drafting a short “Climate Impact Report” about how one crop (e.g., corn, rice, wheat) grows in different climates and what farmers do to succeed.
Others may draw or orally share a short explanation of their experiment to a partner/small group.
Teacher provides positive feedback based on success criteria. |

Assessment and Feedback

Formative: Monitor student engagement during experiment; check observation sheets for understanding; listen to group discussions and questions.
Success criteria check: Use a simple thumbs-up/down or smiley face self-assessment at lesson end to see if students feel confident with each criterion.
Peer feedback: Encourage partners to share two things learned with each other.
Teacher notes: Document student ideas and misconceptions to inform next lessons.

Extension Activity for Advanced Learners

Research and write a short climate impact report for a chosen crop using simple sentences and illustrations. Include:
- How climate variables (temperature, rain, sunlight) affect growth
- Methods farmers use to protect or adapt crops (e.g., greenhouses, irrigation, crop rotation)

Reflection and Next Steps

Encourage students to observe plants in their own homes or community gardens over the week and note climate impacts.
Connect next lesson to sustainable farming practices and innovations addressing climate challenges.

Additional Teacher Notes for Reggio Emilia + IB Integration

Position yourself as co-learner and guide; allow students to lead inquiries as much as possible.
Use provocations and open-ended questions.
Document student thinking and inquiry process through photos, audio recordings, and drawings.
Foster peer collaboration and discussion, appreciating diversity of thought and learning styles.

Dyslexia-Friendly Reading Support (Sample)

Use simple sentence structures (e.g., “Plants need water to grow.”)
Highlight key terms in bold, paired with icons (☀ sunlight, 💧 water, 🌡 temperature)
Provide one concept per sentence/line, limit text to reduce overload
Offer text-to-speech options if possible

Summary

This lesson on "The Impact of Climate on Farming" provides 2nd-5th grade students a multisensory, inquiry-based, and collaborative experience aligned to the IB PYP framework, carefully balancing scientific investigation with social awareness and creative expression — all within a supportive, diversified learning environment inspired by Reggio Emilia philosophy.

Climate and Farming

Teaching Instructions