Exploring Local Farming

Unit: Farming for the Future (Lesson 20 of 25)

Duration: 60 minutes

Class Size: 13 students (Grades 2-5, multi-age classroom)

Teaching Approach: Inquiry-based, student-led exploration with Reggio Emilia philosophy alignment and IB curriculum integration

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IB Framework Alignment

Primary IB PYP Phase 2-3 Standards

• Transdisciplinary Theme: Sharing the Planet
• Key Concept: Connection, Responsibility
• Related Concepts: Environment, Sustainability
• Learner Profile Focus: Inquirers, Thinkers, Communicators
• ATL (Approaches to Learning): Communication skills, Social Skills, Self-management

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Learning Objectives

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

• Formulate and ask relevant, open-ended questions about local farming practices (IB Communication ATL)
• Observe real-world farming techniques and demonstrate understanding through note-taking (IB Social Skills ATL)
• Reflect critically on their experiences connecting theory learned to practical applications (IB Thinkers Learner Profile)
• Engage collaboratively with peers and adults during the farm visit (IB Social Skills and Communication)

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Success Criteria

• Students ask at least three relevant, purposeful questions during the farm visit
• Students take clear, organized notes on farming observations and farmer responses
• Students use their notes to articulate at least one insight or learning point post-visit
• Students demonstrate respectful, attentive behavior and active listening during the trip

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Materials Needed

• Prepared question prompts (printed and digital) differentiated by learner needs
• Field notebooks or clipboards and pencils
• Lanyards with name tags for easy identification during the visit
• Dyslexia-friendly question cards (colored backgrounds, larger spacing)
• Portable whiteboard or poster for group brainstorming pre-visit
• Audio recorder or tablet (optional, for student interviews with farmer)

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Lesson Breakdown

1. Introduction & Preparation (15 minutes)

• Engage with Prior Knowledge (5 min): Briefly revisit previous unit learnings on farming practices, sustainability, and environmental impact.
• Student-Led Question Brainstorming (7 min): In small mixed-age groups (2-3 students), students generate questions about what they want to learn from the farmer. Use a portable whiteboard to collect and categorize questions (e.g., crops, sustainability, technology, animals). Teacher facilitates by prompting with open-ended starters: "How do you...?", "Why do you...?", "What happens when...?"
• Differentiation Support (3 min): Distribute dyslexia-friendly printed question cards with scaffolded questions for students needing support; advanced learners receive challenge prompts encouraging deeper inquiry (e.g., “How might climate change affect your farming practices?”).

2. Field Trip to Local Farm (30 minutes)

• Arrival and Warm-Up (5 min): Introduction to the farmer and farm rules. Quick review of question cards and note-taking tools.
• Guided Exploration and Inquiry (20 min): Students take turns asking questions, guided by the teacher and farmer, while taking notes or recording responses. Teacher supports students needing help with questions or recording. Encourage observation of diverse farming elements: soil, plants, animals, tools, and sustainability practices.
• Reflection Walk (5 min): Quiet walk around the farm to observe and mentally digest what has been seen before returning to the bus.

3. Post-Trip Reflection and Sharing (15 minutes)

• Group Sharing and Discussion (10 min): Back in the classroom or a shaded outdoor space, students share their notes and one key learning or surprising fact. Use peer-to-peer feedback to promote confidence and communication skills.
• Written Reflection Prompt Introduction (5 min): Explain the extension activity - an individual or paired reflection writing task about their experience, observations, and new understandings of farming for the future (to be completed as homework or next lesson). Discuss structure: 2-3 sentences sharing what they saw, learned, and questions they still have.

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Differentiation Strategies

• For Students Needing Support:
  • Use visual schedules and clear, simple language during preparation and visit
  • Dyslexia-friendly reading materials with high-contrast colors, large font, and spacing
  • Adult or peer buddy support during questioning and note-taking
• For Advanced Learners:
  • Provide extension questions exploring environmental impact, economics, and innovations in farming
  • Encourage use of audio/video for interviews instead of written notes
  • Involve in synthesizing group reflection or preparing a mini-presentation/poster about the trip

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Assessment

• Formative assessment based on:
  • Relevance and depth of questions asked during the field trip
  • Quality of observational notes and participation during discussions
  • Reflective insights shared in post-visit sharing session
• Teacher anecdotal records evaluating communication skills, curiosity, and collaborative behavior

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Reflection & Teacher Notes

• Observe student engagement to identify emerging interests or concerns related to sustainability to inform the final lessons.
• Use student questions and reflections to co-create next steps in the unit (student-led inquiry).
• Keep documentation for student portfolios, highlighting their growth in ATL skills and learner profile attributes.

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Extension Opportunities

• Research and prepare a presentation on a particular technology or sustainable practice seen at the farm.
• Create a collaborative class blog or digital storybook documenting the farm visit experience.
• Design a simple garden or micro-farm in the classroom inspired by the farm visit, integrating math (measurement, area) and science concepts.

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Dyslexia-Friendly Notes

• Provide printed materials with cream or pastel backgrounds to reduce glare.
• Use sans-serif fonts (Arial, Comic Sans) at 14-point or larger and 1.5 line spacing.
• Include pictorial question cues and infographics explaining key concepts related to farming.
• Break down complex instructions into bullet points with icons.

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This lesson integrates student-led inquiry, real-world learning, and reflective practice directly aligned with the IB philosophy and your unique teaching style supporting multi-age diverse learners in a Reggio Emilia inspired environment.