Unit: Farming for the Future

Lesson 15 of 25

Duration: 60 Minutes

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

IB Phase Reference: Phase 2-3 (grade-appropriate concepts with scaffolding towards Phase 4), Transdisciplinary Theme: Sharing the Planet

Learner Profile Focus: Inquirers, Thinkers, Communicators

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Central Idea

Understanding global farming challenges helps us to think critically about food security and climate change and empowers us to propose sustainable solutions.

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Key Concepts

• Connection (How are we linked to farming worldwide?)
• Responsibility (What can we do about global farming challenges?)
• Perspective (How do different people experience farming issues?)

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Related Concepts

Systems, Sustainability, Change

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Learning Objectives

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

• Identify and explain at least one global farming challenge related to food security or climate change.
• Collaborate to research and organize information into a clear presentation format.
• Communicate their findings clearly to peers using age-appropriate language and visuals.
• For extension learners: Propose feasible solutions or actions to address the global farming challenge presented.

(Aligns with IB PYP Phase 2 and 3 standards: Communicating, Social Studies – orientation in place and time, and Science – human impact and sustainability)

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Success Criteria

Students will be successful if they can:

• Name a global farming issue (e.g., food shortages, impact of climate change on farms).
• Describe why this issue is important and how it affects people and the environment globally.
• Work cooperatively in groups of 3-4 to prepare a 3-5 minute presentation with visuals (poster or slideshow).
• Use a research guide to locate facts and key points effectively.
• (Extension) Share at least one realistic idea or solution to help solve the issue.

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Materials and Resources

• Printed Research Guide sheets (dyslexia-friendly fonts such as OpenDyslexic, Dyslexie, and Arial with colored overlays)
• Tablets or classroom computers with pre-selected websites and eBooks (texts at varying reading levels)
• Large chart paper, markers, colored pencils
• Presentation templates (digital or paper-based) with sentence starters: “The global farming issue I chose is…”, “It affects…” “A solution could be…”
• Timer or visual clock
• Seating arranged to foster collaboration
• Visual vocabulary cards with keywords (food security, climate change, drought, biodiversity, etc.)

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Differentiation

• Language Support: Visual aids, vocabulary cards, sentence frames, and read-aloud support.
• Research: Tiered research questions (basic factual vs. deeper cause-effect) in research guides.
• Writing: Vary modes of presentation (speaking, drawing, acting out, digital slideshows) suited to communication preferences.
• Peer Support: Mixed-age and skills grouping to scaffold younger or less confident learners.
• Sensory Breaks: Quiet corner for students who need sensory regulation with noise-canceling headphones and calming tools.
• Extension: Advanced learners will design and share “solutions” posters proposing creative actions, with an invitation to think globally and act locally.

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Lesson Outline

1. Engagement & Tuning In (10 minutes)

• Teacher prompts a whole class discussion:
  • Ask: “What does farming look like in different parts of the world?”
  • Show images/video clips illustrating different farming methods and environments across continents.
  • Connect to global issues: “Have you heard about problems like food shortages or changing weather? How might these affect farms?”
  • Record student thoughts as a mind map on chart paper under the question: “What challenges do farmers face globally?”

(IB ATL skills emphasized: Thinking, Communication, Social Skills)

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2. Inquiry & Research (20 minutes)

• Students split into small groups of 3-4.
• Each group receives a research guide focused on one global farming challenge (examples below):
  • Food Security and Hunger
  • Climate Change Impact on Crop/Yield
  • Water Scarcity and Farming
  • Loss of Biodiversity in Farming
• Teachers circulate, supporting students in reading research passages aloud with dyslexia-friendly formatting, probing with questions, and scaffolding understanding.
• Groups use sentence starters and research guides to organize findings.
• Encourage online eBooks/videos for students who want alternative formats.

(IB ATL skills emphasized: Research Skills, Self-Management, Social Skills)

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3. Creation and Planning Presentations (15 minutes)

• Groups collaborate to create a short group presentation using a poster or simple slideshow (tablet apps or paper-based).
• Each group must:
  • Name and explain the global farming issue.
  • Show why it matters globally and who it affects.
  • (Optional, for extension) Propose one solution or action individuals could take.
• Teacher offers feedback and guidance for clarity and accuracy.
• Groups rehearse their presentations.

(IB ATL skills: Communication, Thinking, Reflection)

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4. Sharing and Reflection (10 minutes)

• Groups present to the class (3-5 mins each, small group setting preferred for confidence).
• Peers listen and ask at least one question or share one new thing learned.
• Teacher facilitates reflections on connections between challenges and solutions students shared.
• Whole class discusses what actions they could take locally or individually to support sustainable farming.

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5. Wrap-Up and Extension Invitation (5 minutes)

• Recap success criteria and celebrate student effort.
• Introduce the extension activity for advanced learners:
  • Design a "Farming for the Future" action plan poster proposing innovative ideas to address the challenge they researched.
• Offer choice to start this in class or complete as homework/project.

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Assessment

• Formative: Observe group discussions, note understanding from research notes and presentations.
• Summative: Evaluate final presentations using a rubric aligned to success criteria: clarity of issue explanation, collaboration, communication skills, and (if applicable) creativity of solutions.
• Peer and self-assessment using simple checklists: "Did I explain the issue? Did I listen to others? Did I help with our presentation?"

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Reflection for Teacher

• Were all students able to engage meaningfully at their level?
• Did the research guides meet diverse needs?
• Which students showed leadership or deeper inquiry for future extension opportunities?
• Did the Reggio-inspired student-led inquiry emerge naturally?
• How might we incorporate more hands-on activities or farm-sourced materials in future lessons?

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Notes for Next Lessons

• Lesson 16 will explore local farming initiatives and partnerships with community farmers or gardens.
• Collect student questions and ideas for further inquiry into sustainable farming technology and its ethical implications.

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This lesson plan models the IB ethos of inquiry, international-mindedness, and holistic learning through collaboration and multiple modes of expression, perfectly suited for a multi-age, Reggio Emilia-inspired classroom.