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Unit: Exploring Farming Systems

Lesson 1 of 16
Duration: 60 minutes
Class Size: 13 students (Grades 2-5, multi-age classroom)
Philosophy: IB Curriculum (Phase 2-5), Reggio Emilia inspired, student-led inquiry, differentiated learning
Teacher’s Focus: Inquiry-based, creative, holistic, peer supported learning

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Learning Objectives

IB DP/Phase Alignment:

• Science (Phase 2-4): Understand human interaction with the environment through farming systems.
• Individuals and Societies (Phase 3-5): Explore food production and community impact.
• Approaches to Learning (ATL) Skills:
  • Research skills: Formulating questions and collecting data collaboratively.
  • Social skills: Participating in group discussions and peer exchanges.
  • Thinking skills: Analyzing various farming methods and their effects.

Specific objectives for this lesson:

• Define "farming systems" and identify different types (traditional, industrial, organic, subsistence).
• Understand the relationship between farming systems, food production, and community health.
• Engage in inquiry through hands-on activities and group discussion to develop curiosity and critical thinking.

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Success Criteria

Students will be able to:

1. Explain what a farming system is in their own words.
2. Identify at least three types of farming systems from visuals or examples.
3. Discuss why different farming systems matter to people and communities.
4. Collaborate in groups to document what they learned using drawings or simple charts.

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Materials Needed

• Large poster boards with images of various farming systems (photos of farms: crops, animals, urban gardens).
• Seed samples or pictures (corn, wheat, vegetables).
• Small containers with soil for a tactile exploration station.
• Chart paper + markers.
• Dyslexia-friendly printed handouts with farming system definitions in simple fonts (e.g., OpenDyslexic font).
• iPads/tablets or printed inquiry question cards.
• Colored pencils/crayons.

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Lesson Breakdown

1. Warm-Up and Engagement – 10 minutes

Activity: "What Do You Know About Farming?" circle time discussion.

• Teacher shows pictures of different farming scenes (small subsistence farm, large industrial farm, community garden).
• Students share any experiences or ideas about farming. Teacher records keywords on chart paper.
• Introduce the term “farming systems” with a dyslexia-friendly short definition: “Farming systems are ways people grow food and raise animals to feed themselves and others.”

Purpose: Activate prior knowledge to build on and surface curiosities.

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2. Interactive Inquiry Stations – 25 minutes

Set up 3 stations:

• Station 1: Soil and Seeds Exploration
  Students touch soil, examine seeds, and discuss what plants need to grow.
• Station 2: Farming Systems Gallery Walk
  Large images of different farms with simple labels (Subsistence, Industrial, Organic, Urban). Students walk, observe, and jot/draw their thoughts on what they see.
• Station 3: Community & Health Connection
  Word/image cards describing benefits (healthy food, jobs, environment). Students match cards to farming systems they think best provide some benefits.

Differentiation:

• Provide sentence stems for students who need writing support: “This farm grows ______.”
• Use visual icons (e.g., sun, water drop) to represent concepts for ELL or younger thinkers.
• Pair students strategically for peer modeling (mixed grades and skills).

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3. Collaborative Discussion and Reflection – 15 minutes

• In small groups, students share what they found at each station.
• Guide students to formulate the question: “Why do different farms use different ways to grow food?”
• Teacher documents summary on chart paper with student input, emphasizing community and environmental connections.
• Create a simple anchor chart with farming types and key facts using student language.

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4. Wrap-Up and Formative Assessment – 10 minutes

Activity: Individual exit ticket (choice-based)

• Option 1: Draw a farming system and label one thing that helps plants or animals grow.
• Option 2: Write or dictate one sentence about why farming is important to people.

Teacher reviews quickly to assess understanding and differentiate according to need.

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Extension Activities for Advanced Learners

• Research and present a unique local farming method (e.g., aquaponics or vertical farming).
• Design a mini-farming system in a shoebox or planter for classroom observation over time.
• Write a short story from the perspective of a farmer using their farming system.

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Differentiation Strategies

• For diverse learners:
  • Use dyslexia-friendly fonts and layouts for print materials.
  • Incorporate multisensory experiences (touching soil, viewing images, speaking and listening).
  • Provide visual sentence starters and graphic organizers.
  • Allow oral responses and shared writing.
• For multilingual learners:
  • Use simple language and visuals.
  • Pre-teach key vocabulary with picture cards.
• For students needing extra support:
  • One-on-one scaffolding during inquiry stations.
  • Peer buddy system with older/more confident students.

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Teacher Reflection Notes (Post-Lesson)

• Observe student engagement at inquiry stations and note questions raised.
• Assess student collaboration and communication during group discussions.
• Collect exit tickets for formative feedback and plan differentiated next steps.
• Reflect on success of invitations to inquiry and opportunities for student voice.

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Summary

This lesson on Introduction to Farming Systems harnesses IB inquiry principles and the Reggio Emilia philosophy by valuing student curiosity, tactile experiences, peer collaboration, and reflective dialogue. It aligns with IB’s holistic approach to connect knowledge, skills, and attitudes about sustainability and human-environment interaction at an accessible, engaging level for Grades 2-5.