Cultural Farming Connections

Unit: Exploring Farming Systems

Lesson 2 of 16

Duration: 60 minutes
Class size: 13 students (Grades 2-5 multi-age)
Curriculum: International Baccalaureate (IB) Primary Years Programme (PYP)
Phases: Identity Phase 4, Oral Language Phase 3, Visual Language Phase 3
Teaching Philosophy: Reggio Emilia-inspired, student-led inquiry, teacher as researcher, peer collaboration

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Learning Objectives

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

• Identify and describe cultural influences on farming systems through personal and family experiences (IB Identity Phase 4).
• Communicate orally their stories related to food and farming, enhancing vocabulary and storytelling skills (Oral Language Phase 3).
• Create a visual representation combining symbols, drawings, and labels that convey cultural farming practices (Visual Language Phase 3).
• Collaborate and reflect on diverse cultural perspectives in farming, fostering empathy and global-mindedness (IB Learner Profile: Communicator, Open-minded).

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Success Criteria

Students will:

• Share at least one personal or family story related to food or farming in small groups and/or whole class.
• Use culturally meaningful vocabulary and descriptive language during their presentations.
• Produce a clear, colorful visual (drawing or collage) showing aspects of their cultural farming influences, with labels or captions.
• Respectfully listen and ask questions to peers about their cultural farming stories.

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Materials Needed

• Large chart paper or poster boards
• Markers, crayons, colored pencils
• Magazines/pictures related to farming and food (for collage)
• Individual whiteboards or notebooks for drawing/sketching
• Dyslexia-friendly printed sentence starters and vocabulary cards (large font, clear spacing)
• Audio recording device/tablet (optional for storytelling)

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Lesson Outline

1. Invitation and Connection (10 minutes)

• Teacher sets the context: Briefly explain how farming is done differently around the world and can be influenced by culture and family traditions.
• Activate prior knowledge: Show a diverse set of images of farming practices worldwide, e.g., rice terraces, apple orchards, urban gardens, livestock tending.
• Engage students: Ask, "What kinds of food grow in your culture or family? How do people take care of food or farms?" Allow 2-3 volunteers to share short stories.
• IB Focus: Identity Phase 4 — recognizing own culture and others' in everyday life.

2. Story Sharing in Pairs/Small Groups (15 minutes)

• Pair or group students (mixed ages): Each student shares one personal/family story about food, farming, or how food is grown/prepared at home.
• Provide dyslexia-friendly sentence starters for support, e.g.,
  • "My family grows…"
  • "We prepare this food by…"
  • "In my culture, farming means…"
• Teacher moves around, encourages elaboration, and prompts with open-ended questions.
• Peers practice attentive listening and ask one question respectfully after each story.

3. Creating Visual Representations (25 minutes)

• Task: Each student creates a visual piece to represent their cultural farming story using drawing, coloring, or collage techniques.
• Suggestions for visuals: family garden, traditional foods, farming tools, celebrations related to harvest, etc.
• Encourage labels or short captions to describe key parts, using vocabulary cards as needed.
• Teacher provides guidance on composition, use of color, and cultural symbols.
• Differentiation:
  • Advanced students can add more detailed labels or combine multiple media (drawing + collage).
  • Students needing support can sketch simple symbols and use verbal explanation or audio recordings.
• Peers can offer positive feedback during the creative process using sentence stems:
  • "I like how you showed…"
  • "Your drawing makes me think about…"

4. Gallery Walk and Reflection (10 minutes)

• Students display their work around the room.
• Conduct a slow "gallery walk" where peers observe and leave positive sticky notes about what they notice, focusing on diversity and creativity.
• Closing circle reflection: What did you learn about other cultures’ farming? How are our stories similar or different?
• Teacher summarizes learning with connection to IB learner profile attributes.

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Differentiation Strategies

• Use sentence starters and vocabulary support for oral sharing and labeling to assist English language learners and dyslexic students.
• Provide audio recording option for students who struggle with writing or verbal expression.
• Encourage choice of medium (drawing, collage, or verbal explanation) for visual representation to accommodate various learning preferences.
• Pair stronger language speakers with peers who may need oral support during sharing.
• Use clear, dyslexia-friendly fonts and layout for written materials.

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Extension Activities

• Advanced learners: Research traditional farming methods from another culture and create a comparative visual presentation or mini-report.
• Create a small class cookbook featuring recipes and cultural backgrounds related to foods discussed.
• Role-play interviewing a family member about their cultural food or farming experiences and share findings with the class.

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Assessment & Feedback

• Formative assessment: Teacher observes participation in discussions and peer listening. Checklist for sharing at least one meaningful story and use of descriptive language.
• Assessment of visual work against success criteria for cultural content, creativity, and communication.
• Peer feedback collected during gallery walk.
• Self-reflection prompt for students: "What is one new thing I learned about farming from someone else’s culture today?"

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IB Learner Profile Links

• Communicator: Express ideas clearly using language and visuals.
• Open-minded: Appreciate different cultural perspectives on farming.
• Caring: Show respect and empathy towards peers’ stories and experiences.
• Inquirer: Ask questions about diversity in farming practices.

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This lesson aligns with IB standards by emphasizing inquiry, culture, communication, and reflection. It integrates oral language and visual arts in a culturally responsive way that invites student voice and multi-age collaboration within a Reggio Emilia-inspired classroom.