Exploring Biodiversity

Unit: Exploring Farming Systems

Lesson 3 of 16
Duration: 60 minutes
Class size: 13 students (Grades 2-5, multi-age)
Teaching Context: Reggio Emilia-inspired, IB aligned (Phase 2-5), student-led inquiry, teacher as co-researcher, multi-disciplinary integration.

Learning Objectives (Aligned to IB PYP and relevant IB standards)

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

Understand biodiversity in farming and describe why it matters for ecosystems and humans (IB Concepts: Connection, Responsibility; ATL Skills: Research, Communication)
Observe and investigate different farming practices and their impact on biodiversity in local environments (PYP Science Scope and Sequence: Living things and their environment)
Collaborate and document findings through drawing, writing, and discussion to foster communicative and critical thinking skills (ATL Skills: Social, Thinking, Communication)
Reflect on human impact on biodiversity and propose responsible farming behaviors (IB Learner Profile: Caring, Thinkers)

Success Criteria

Students will be able to:

Define biodiversity in simple terms, with examples drawn from farming.
Identify at least three farming practices (e.g., monoculture, crop rotation, intercropping) and explain their different impacts on local plants, animals, and soil.
Complete a group observation project with drawings and notes.
Participate in peer discussions and reflect on ways to support biodiversity.

Materials Needed

Large paper or whiteboard for mind mapping
Observation sheets with dyslexia-friendly fonts and visuals
Clipboards, pencils, colored pencils or crayons
Photos or cards showing different farming practices
Small “garden” area, plants, or images/videos if no garden onsite
Tablet or camera for photo documentation (optional)
Sticky notes or index cards for quick student ideas

Lesson Outline

1. Invitation to Explore (10 minutes)

Objective: Activate prior knowledge and introduce biodiversity in farming as a concept.

Begin with a class brainstorm/mind map: What lives on farms? What kinds of plants, animals, and insects have we seen near farms or gardens?
Show images or cards depicting different farming systems: monoculture fields, crop rotation, and permaculture gardens. Invite students to notice what’s different in each picture.
Introduce the term “biodiversity”: Explain simply that it means the variety of living things in a place. Connect this idea to the images and brainstorm why having many different plants and animals is good for farms and people.

Differentiation: Provide sentence starters and visuals for vocabulary. Use a buddy system for ELL and younger students to participate in the mind map.

2. Outdoor/Indoor Observation Activity (25 minutes)

Objective: Investigate how farming practices affect biodiversity through first-hand or virtual observation.

Split the class into groups of 3 or 4, assigning roles (observer, recorder, illustrator, presenter).
Groups visit the school garden, local farm, or study different images/videos of farming practices.
Using simple observation sheets, students note visible plant varieties, signs of animals/insects, and soil conditions or other clues. They draw or record notes about what they see.
Teachers co-research with groups, asking open-ended questions (“What different plants do you see? Why might that be important?”).
Groups also consider: Which farming practice do they think supports more biodiversity? Why?

Differentiation: For students with fine motor challenges, provide drawing stamps or stickers to mark different species. Use dyslexia-friendly observation sheets (color coding, font style, simplified text). Allow verbal dictation for writing tasks if needed.

3. Collaborative Reflection and Discussion (15 minutes)

Objective: Share discoveries and connect learning to responsibility.

Each group presents their findings, showing drawings and sharing ideas about biodiversity on their assigned farm type.
Facilitate a class discussion on: “How do different ways of farming make a difference to plants, animals, and the soil?” and “What can farmers and we do to keep biodiversity healthy?”
Document key student insights on large paper or whiteboard to create a visual, living mind map that can be revisited throughout the unit.

Differentiation: Provide sentence frames for presentations. Allow multi-modal sharing (verbal, drawing, or digital photos).

4. Extension: Inquiry and Creative Expression (10 minutes)

Objective: Deepen understanding and express individual reflections.

Advanced learners can start to develop a simple hypothesis: e.g., “If a farm grows many kinds of plants, then more animals will live there.”
Invite all students to create a “Biodiversity Promise” drawing and/or sentence that shows one way they could help support living things on farms or gardens (e.g., planting flowers for bees).
Introduce a take-home challenge: Observe and record evidence of biodiversity in their own neighborhood or garden and draw one interesting insect or plant.

Differentiation: Encourage written or spoken responses based on student preference and ability.

Assessment & Reflection

Formative: Teacher observations during discussions and group work, noting student understanding and participation.
Student self-assessment: Use a checklist or “I can” statements related to success criteria (with visuals/symbols for students who need support).
Peer feedback: Encourage positive comments on group sharing.
Collect observation sheets and drawings for documentation and reflection in learning portfolios.

IB Connections

Key Concepts: Connection (how things relate), Responsibility (caring for the environment)
Approaches to Learning (ATL): Communication, Social Skills, Research Skills, Thinking Skills
PYP Transdisciplinary Theme: Sharing the Planet (responsibility for ecosystems)
Learner Profile Focus: Caring, Inquirers, Thinkers
Inquiry Focus: How farming practices impact biodiversity and ecosystems.

Differentiation Strategies Summary

Learner Needs	Strategies Included	Tools/Supports
English Language Learners	Visuals, buddy supports, sentence frames	Picture cards, observation sheets with images
Fine Motor/Physical Challenges	Use stamps/stickers instead drawing	Pre-cut images, verbal dictation for notes
Advanced Learners	Hypothesis formulation, deep inquiry	Challenge questions, creative reflections
Dyslexic Readers	Dyslexia-friendly fonts, color coding on sheets	Simplified text, oral instructions
Multi-age Engagement	Role assignments and peer teaching	Mixed-age groupings encourage peer support

Teacher Notes for Success

Lean into the Reggio Emilia spirit: allow student questions to shape some inquiry paths during observation and discussion.
Document student conversations—these are as valuable as their written or drawn products.
Use open-ended questions to provoke thinking rather than right/wrong answers.
Create a classroom biodiversity corner where observations and findings can be added throughout the unit.
Balance teacher guidance with student autonomy, fostering agency and inquiry.

End of Lesson

This lesson both fits into the larger unit on farming systems and stands alone as a rich exploration into the importance of biodiversity — encouraging empathy, curiosity, and responsible action in young learners while fully embracing the International Baccalaureate’s inquiry-based and holistic approach.

Teaching Instructions