Farming and Biodiversity

Unit: Farming for the Future

Lesson 2 of 25

Duration: 60 minutes

Class Size: 13 students

Grade Level: Multi-age (2nd-5th grade)

IB Framework Alignment

Primary IB Learner Profile Attributes:

Inquirers
Knowledgeable
Caring
Reflective

Transdisciplinary Theme:

Sharing the Planet

Key Concepts:

Connection
Responsibility

Related Concepts:

Biodiversity
Sustainability

ATL Skills (Approaches to Learning):

Research Skills: Observing carefully in order to gather data.
Communication Skills: Listen actively to other perspectives.
Thinking Skills: Analyze and interpret information.

PYP Phase Targets (International Baccalaureate Primary Years Programme):

Phase 2-4 learners should be able to describe simple relationships between natural systems and human activity.
Investigate cause and effect relationships linked to sustainability.

Learning Objectives

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

Explain what biodiversity is and why it is important to farming and ecosystems.
Describe how different farming practices (e.g., monoculture vs. polyculture) impact biodiversity.
Conduct an inquiry-based, hands-on biodiversity comparison using local samples or classroom materials.
Reflect on how farming choices affect the health of ecosystems and their community.

Success Criteria

Students will demonstrate their learning by:

Explaining biodiversity in their own words, orally or through drawings.
Identifying and comparing biodiversity indicators in two different “farming systems.”
Asking and answering guided questions that link farming practices and biodiversity levels.
Producing a simple visual (chart, drawing) showcasing biodiversity differences.

Materials Needed

Magnifying glasses (1 per student or shared in pairs)
Sample materials representing two farming systems (e.g., trays of seeds, leaves, twigs, insects from a monoculture plot vs. a small polyculture garden or simulated samples in the classroom)
Biodiversity recording sheets with pictures and prompts (dyslexia-friendly font, large print, simple language)
Chart paper and markers for group reflection
Optional poster paper, crayons, colored pencils for extension activity

Lesson Flow

1. Engage (10 minutes)

Begin with a circle time conversation. Ask students: “What is biodiversity? Why do you think having many kinds of plants and animals is important on a farm?”
Show simple photos or objects of monoculture (e.g., one type of corn) and polyculture (several crops or flowers together).
Read a dyslexia-friendly short story or poem about a farm with many plants and animals living together.

Teacher as Partner: Use open-ended, guiding questions to support students’ curiosity, such as “What do you notice?”, “How do these plants and animals help each other?”

2. Explore & Investigate (25 minutes)

Split class into small groups of 3-4. Give each group two sample trays representing different farming systems.
Using magnifying glasses, students observe and record the types (and number) of plants, insects, or signs of life they find.
Provide scaffolding sheet with pictures and vocabulary (e.g., “insect,” “leaf,” “flower”) and sentence starters (“I see...” “There are more... because...”).
Circulate, asking probing questions: “Which sample has more kinds of living things? Why do you think that matters for the plants and farmers?”

3. Reflect & Discuss (15 minutes)

Gather the class; groups share their findings using chart paper to visualize biodiversity differences.
Create a class connection web: How do different farming choices affect nature? Which types of farms help animals and plants live better?
Facilitate a discussion touching on care and responsibility for the planet (IB PYP theme).

4. Extend (optional 10 minutes / homework)

Invite students to create a biodiversity poster: showing why having many kinds of living things on farms helps people and the earth. Encourage drawings, labels, and simple sentences.
Advanced learners can research an example of a local farm or community garden that uses biodiversity-friendly practices and present their findings.

Differentiation Strategies

Learner Type	Strategy
ELL / Language Support	Use visual aids and simple language; provide sentence starters; pair with bilingual peer if possible.
Diverse learners / Dyslexic	Use dyslexia-friendly fonts, audio or video options for the story; use hands-on materials to reduce reading load.
Advanced learners	Provide options for independent research and presentation; ask them to hypothesize how farming might change biodiversity in different climates.
Kinesthetic learners	Emphasize hands-on exploration and movement during the investigation phase.
Peer Support	Group work with mixed abilities; pair stronger readers with less confident for reading and recording support.

Assessment

Formative: Teacher observation during inquiry activity and group discussion assessing ability to identify and compare biodiversity.
Summative connection: Student-generated biodiversity chart and reflective group sharing demonstrating understanding of the link between farming and biodiversity.

Teacher Reflection

How effectively did students use inquiry skills to observe and describe biodiversity?
Were guided questions sufficient to scaffold connections?
Did students demonstrate understanding of human impact on ecosystems?
What adjustments for pacing or materials might improve engagement next time?

This lesson nurtures curiosity, observation, and the ethical responsibility key to the IB learner profile, while engaging a Reggio Emilia-inspired hands-on, student-centered approach to inquiry learning.

Teaching Instructions