Expert Conversations

Unit: Farming for the Future

Lesson 21 of 25
Grade Levels: 2-5 (multi-age classroom)
Duration: 60 minutes
Class Size: 13 students

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IB Curriculum Connections

• IB Phase 3–4 Standards (Primary Years Programme)

  • Transdisciplinary Theme: Sharing the Planet
  • Key Concept: Connection – understanding relationships and how living things depend on each other
  • Related Concept: Perspective
  • Learner Profile Attributes: Inquirer, Communicator, Reflective
  • Approaches to Learning (ATL): Communication skills, Social skills, Research skills

• IB Learning Objective (Language & Social Studies Integration):

  • Students use effective communication strategies to ask questions, listen actively, and synthesize information from experts.
  • Students develop understanding of sustainable farming practices through real-world connections.

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Learning Objectives

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

1. Prepare meaningful, open-ended questions about farming from prior knowledge and inquiry.
2. Engage respectfully and collaboratively in a live video conversation with a farming expert.
3. Demonstrate active listening and note-taking skills during the expert interaction.
4. Reflect on insights gained and express gratitude through writing.

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Success Criteria

• Students demonstrate thoughtful question development aligned with the theme "Farming for the Future."
• Students participate by asking at least one question during the video call.
• Students listen actively, using a provided note-taking guide (dyslexia-friendly with visuals and color-coded cues).
• Students can articulate a connection between the expert’s answers and farming sustainability.
• Extension students produce a clear, polite thank-you letter using complete sentences.

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Materials

• Whiteboard/interactive board
• Chart paper with question stems & sentence starters (visual + dyslexia-friendly font)
• Printed “Question Guide” handouts (two versions: simplified and extended with vocabulary support)
• Note-taking templates (graphic organizer using icons and colors for ELL/dyslexic learners)
• Laptop/tablet with stable internet + Zoom/Teams or alternative video platform
• Paper and pencils for reflection and letter writing

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Lesson Breakdown

Time	Activity	Description & Differentiation Strategies
0-10 min	Invitation to Inquire	- Begin with a brief class discussion: “What kind of questions do we want to ask a farmer?” Use a mind map to collect ideas. - Display sample open-ended questions (e.g., How do you decide what to plant? What are the biggest challenges you face?). - Model turning closed questions into open questions to promote depth. Use Reggio Emilia approach: students’ questions shape the lesson. - Differentiation: Provide question stems and visuals; for image learners and language support. - Dyslexia-friendly font and spacing used on all printed materials.
10-25 min	Collaborative Question Development	- In pairs or small mixed-ability groups, students brainstorm questions. - Teacher circulates, scaffolds language, and encourages elaboration. - Groups share their best questions, teacher records on chart paper. - Extension: Advanced students craft follow-up questions or “Why”/“How” probe questions. - Allow students to draw symbols or pictures next to questions if helpful.
25-40 min	Video Call with Farming Expert	- Establish norms: respectful listening and wait time. - Students take turns asking questions. - Use a note-taking graphic organizer (color-coded sections: Question, Expert’s Answer, My Thoughts). - Teacher models active listening behaviors. - Support learners by pairing stronger readers/speakers with those needing help. - Record video call for reflection.
40-50 min	Reflection & Discussion	- Whole-group discussion about what they learned. - Prompt students to link ideas to sustainability and how farming can change for the future. - Teacher facilitates connections to previous lessons. - Differentiation: Sentence starters and reflection prompts customized by level. - Encourage students to share how the expert’s answers might influence their own thinking or actions.
50-60 min	Extension Activity: Thank-You Letters	- Students write a thank-you letter or card to the expert using a writing frame. - Reinforce politeness, structure (greeting, body, closing). - Advanced writers encouraged to include specific details from the video call. - Provide printed letter templates with dyslexia-friendly fonts; allow illustrations for those who prefer.

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Differentiation Summary

• Language Supports: Question guides with sentence stems, vocabulary banks; teacher modelling and group work
• Learning Styles: Visual organizers, oral/written expression options, drawing supported responses
• Social-Emotional: Small groups for peer support; clear behavioral norms; options to pass asking questions if anxious, but encouraged to listen and write reflections
• Dyslexia-Friendly Supports: Fonts, spacing, and color coding on print materials; audio recording of reflection prompts for extra support

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Assessment

• Formative:

  • Observation during question brainstorming and video call participation
  • Active listening and note-taking quality
  • Quality and thoughtfulness of thank-you letters

• IB Reflection:

  • Students write a brief reflection: “One new thing I learned from the expert,” connecting to farming and sustainability.

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Teacher Reflection Prompts

• Did student questions show curiosity and understanding about farming?
• How effectively did students engage during the video call?
• Which scaffolds helped diverse learners participate?
• How can future expert connections deepen student inquiry around sustainability?

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Additional Extension Ideas

• Create a mini "Farmer’s Guide" illustrated booklet based on information gathered, co-created by students
• Invite students to form an “Inquiry Committee” to prepare questions and lead future expert communication
• Use video call recording to develop a short podcast or presentation for other classes

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The lesson respects Reggio Emilia values by encouraging children’s agency in inquiry and positioning teachers as collaborators and facilitators. The IB framework supports this by developing communication and reflective skills, promoting transdisciplinary learning, and fostering global-mindedness in young learners, preparing them to be thoughtful stewards of the planet’s resources.