Cultural Farming Practices

Unit: Farming for the Future | Lesson 9 of 25

Duration: 60 minutes
Class size: 13 students (Grades 2-5, multi-age)
Philosophy: Inquiry-led, Reggio Emilia inspired, IB Phase 2-5 integration
Curriculum: International Baccalaureate (IB), aligned with IB Primary Years Programme (PYP) standards

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Learning Objectives

• IB PYP Social Studies / Individuals and Societies
  • Understand how different cultures influence farming practices and the environment (Phase 2-5)
  • Develop an appreciation of diverse cultural traditions and methods in agriculture
  • Communicate their findings effectively through oral and visual presentations
• Approaches to Learning (ATL): Communication & Social Skills
  • Organize ideas clearly using graphic organizers
  • Collaborate and provide peer feedback respectfully
• Language (IB Language Acquisition / Language and Literature)
  • Use appropriate vocabulary related to farming and culture
  • Dyslexia-friendly reading and writing strategies applied

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Success Criteria

• I can explain how culture shapes farming practices using examples from my research.
• I can organize my presentation clearly with help from a graphic organizer.
• I can work with my peers to share ideas and to give kind, helpful feedback.
• I can compare and contrast farming methods from two different cultures (extension).

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Materials and Resources

• Printed dyslexia-friendly articles about farming in different cultures (simple font, spaced lines)
• Graphic organizer templates (culture, farming method, environmental impact, cultural meaning)
• Tablets or computers with pre-loaded images/videos of traditional farming
• Large chart paper and colored markers for collaboration
• Presentation checklist rubric based on IB ATL and communication criteria

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Lesson Structure

1. Invitation & Connection (10 minutes)

• Warm-up Discussion:
  • Show pictures/videos of diverse farming methods worldwide (e.g., rice terraces in Asia, nomadic herding, community gardens).
  • Teacher facilitates student-led inquiry: What do you notice? Why do you think farming looks different in these places?
  • Invite students to share about farming or food traditions from their own family’s culture or experiences to build personal connection.
• IB Connection:
  • Engage students in reflecting on how culture influences choices in everyday life, linking to IB Learner Profile attributes—Open-minded and Communicators.

2. Guided Inquiry and Research (15 minutes)

• Group Work:
  • Divide into 4 small groups (3-4 students) and assign each group a specific culture/farming practice (examples: Indigenous North American farming, Mediterranean olive farming, West African yam farming, South Asian rice terraces).
  • Provide dyslexia-friendly texts and images.
  • Use graphic organizers to guide students in identifying:
    • What is farmed?
    • How is it farmed? (tools, techniques)
    • What cultural meaning or traditions connect to farming?
    • Impact on environment/community?
• Teacher Role:
  • Circulate to prompt deep questions, support vocabulary, model thinking aloud, and scaffold for diverse learners (using simplified vocabulary, visuals).

3. Presentation Planning (10 minutes)

• Each group uses their graphic organizer as a foundation to plan a short (3-minute) presentation for the class.
• Integrate Reggio Emilia strategies: students decide on how they want to share (drawing, speaking roles, showing pictures, or acting out).
• Provide a rubric checklist overview so students can self-assess clarity and completeness.

4. Group Presentations & Peer Feedback (15 minutes)

• Groups present to the class.
• Encouraging students to listen actively, classmates fill out simple “two stars and a wish” peer feedback forms (two things they liked, one thing to improve).
• Teacher models constructive feedback language and reframes all feedback positively.

5. Extension & Reflection (10 minutes)

• For all: Whole class discussion comparing two or more cultures’ farming practices shared today. Prompt questions:
  • How are these farming methods similar or different?
  • How does culture shape not just what people farm but how they farm?
• Advanced learners extension:
  • Write or draw a Venn diagram comparing two cultures’ farming practices in small groups or independently.
• Support for diverse learners:
  • Use picture-word matching activities to summarize the discussion.
• Reflection journaling:
  • Students complete a sentence starter: “One thing I learned about culture and farming is…” (Use voice-to-text or drawing for dyslexic or emergent writers)

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Differentiation Strategies

• Graphic organizers to provide structure for varied learners
• Multisensory learning: visuals, oral discussion, drawing, acting
• Dyslexia-friendly reading materials with clear fonts and highlighted keywords
• Flexible grouping based on student choice and peer support
• Alternative presentation formats: oral, visual, dramatization
• Voice recording option to support expressive language challenges

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Assessment

• Formative: Observation during discussions, group work, presentation participation
• Peer feedback forms evaluated by teacher for understanding of cultural influences
• Self-assessment using rubric checklist for communication and content clarity
• Reflection journaling provides insight into individual learning progress

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IB Learner Profile Highlights Targeted

• Inquirers: Asking meaningful questions about culture and farming
• Communicators: Sharing clear, respectful presentations and feedback
• Open-minded: Appreciating diverse farming traditions and cultural values
• Caring: Recognizing the relationship between culture, community, and environment

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This lesson builds intercultural understanding through inquiry and collaboration, celebrates student voice and agency, and scaffolds learning to meet diverse needs aligned tightly with IB standards and Reggio Emilia-inspired pedagogy.