Community Health Map

Unit: Exploring Farming Systems (Lesson 9 of 16)

Grade: 2-5 Multi-age Class (with some 6th graders)
Duration: 60 minutes
Class Size: 13 students

IB Framework Alignment

IB Transdisciplinary Theme: Sharing the Planet
Key Concepts: Connection, Responsibility, Reflection
Related Concepts: Communities, Systems, Health
Approaches to Learning (ATLs):

Communication (sharing ideas visually and orally)
Social Skills (collaboration and empathy)
Research Skills (gathering and interpreting community data)

Phase Level IB Standards (approximate based on age/grade with focus on Phase 3-4):

Students demonstrate understanding of how farming systems affect local communities and the environment.
Students inquire into factors that influence access to nutritious food and consider impact on community health.
Students express ideas through various media, creating visual representations of concepts.

Lesson Overview

Students will explore the relationship between farming, food access, and the health of their community. Using guided inquiry and collaborative mapping, they will create a visual “community health map” showing areas with good food access and “food deserts.” Students will analyze challenges and propose creative, community-based solutions to improve health and food equity.

In keeping with Reggio Emilia philosophy, students’ voices and observations drive inquiry, while the teacher acts as a partner and researcher facilitating reflection and creativity. Differentiation and multisensory supports ensure accessibility for all learners, including those with dyslexia and other learning differences.

Learning Objectives

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

Explain connections between farming practices, food availability, and community health (Key Concept: Connection).
Identify areas in their community with easy or difficult access to healthy food.
Collaborate to create a visual map representing food access “hotspots” and “cold spots.”
Propose practical solutions to improve food access, demonstrating responsibility towards their community.
Reflect on how farming systems and conscious actions impact community wellbeing.

Success Criteria

I can describe how farming affects the food we eat and our health.
I can locate and mark areas on a map where food is easy or hard to get.
I can work well with classmates to create a clear and colorful community health map.
I can suggest helpful ideas to make food easier to find and healthier in my community.
I can listen and share my thoughts respectfully during class discussions.

Materials Needed

Large printed local community map outline (blank or lightly labeled)
Colored markers, sticky notes, stickers
Pictures/icons representing food stores, farms, health centers, etc.
Dyslexia-friendly reading cards with simple text & visuals about food access concepts
Chart paper and markers for group brainstorming
Clipboards or foldable desks for comfort and ease of writing/drawing
Timers or visual clocks to manage transitions

Lesson Plan Outline

Time	Activity	Description	Differentiation	Assessment
0-10 min	Engage: Community Circle Talk	Begin with an open question: “What foods do we get from farms? How do these foods help keep us healthy?” Use Dyslexia-friendly cards with pictures and simple sentences to support ideas. Encourage students to share personal or family experiences with food. Teacher records key vocabulary and ideas visibly.	Provide sentence starters for students who need language support. Use peer partners to encourage contribution. Visual aids for all learners.	Informal observation of students’ participation and language use.
10-20 min	Explore: Mini Research & Mapping Prep	In pairs, students use cards showing different local food sources (farmers markets, grocery stores, fast food, etc.). They decide if each location makes healthy food easy or hard to access. Teacher prompts inquiry questions (“Why might some places be harder to find healthy food?”).	Pair students strategically (mixing strengths). Provide tactile icons for kinesthetic learners. Non-verbal options (pointing, matching) for ELL or verbal delay learners.	Exit slips: Students independently list 2 places with good food access and 1 with poor access.
20-35 min	Create: Community Health Map	Whole class collaborates to place icons on the large map marking good and poor food access areas. Use colored stickers: green for good access, red for limited access. Students add notes or drawings on sticky notes to explain challenges or positives for each area. Facilitate peer dialogue about findings.	Visual and hands-on activity engages multiple learning styles. Teachers circulate to support diverse learners—adding extra prompts, simplifying instructions, or enriching vocabulary.	Assessment of map accuracy and group participation; peers provide descriptive feedback using sentence frames (e.g., “I see you put a green sticker here because…”).
35-50 min	Explain & Reflect: Solution Brainstorm	Students work in small groups to brainstorm and record ideas to improve food access (e.g., community gardens, farm stands, healthy snack programs). Groups present one idea to class; teacher encourages use of polite language and respectful listening.	Extension: Advanced learners design a mini-action plan with steps and roles. Struggling learners supported by graphic organizers or sentence templates like “We can help by….”	Formative assessment via group presentations and teacher observations of communication skills and creativity.
50-60 min	Reflect & Document: Personal Connection	Students write or draw their reflections in journals or on provided worksheets: “Why is it important that everyone has healthy food? How can we help our community?” Use options for written, pictorial, or recorded responses to support all learners including those with dyslexia. Teacher summarizes key takeaways and encourages students to share reflections voluntarily.	Allow choice of response format; encourage peer partners for those needing extra support; use visual prompts and vocabulary lists.	Collection of reflection work to assess depth of understanding and personal connection with the topic.

Differentiation Strategies

For diverse learners: Visual aids, sentence starters, graphic organizers, peer support, multi-sensory materials (tactile icons, markers).
For dyslexic learners: Use dyslexia-friendly fonts and reading cards with simple language and pictures; allow oral or pictorial responses instead of written; provide extra processing time.
For advanced learners: Design detailed community action plans; research local farming initiatives; lead peer groups or create advocacy posters.

Extension Activities

Farm to Table Project: Students research and present a recipe using locally farmed ingredients and explain the journey of food from farm to their plate.
Community Walk: Organize a guided walk around the neighborhood to observe food outlets, farms, gardens—students take notes/photos for a follow-up project.
Interview: Arrange for students to interview a local farmer or grocer about food access challenges and farming practices.

Teacher Reflection & Notes

Monitor participation closely—ensure all voices, especially quieter students, are heard.
Use the map as a living document to add onto during future lessons, fostering ongoing inquiry.
Encourage connection with families by sending home simple food access questions or invitations to community garden events.
Integrate math standards by later measuring distances on maps or calculating percent of community within “healthy food zones.”

This lesson invites students to deeply engage with real-world issues through inquiry, collaboration, and artful expression, embodying the best of IB transdisciplinary and Reggio Emilia practices. It balances conceptual understanding, skill development, and emotional connections, setting a foundation for responsible, empathetic global citizenship.

Teaching Instructions