Food Systems Flow

Unit: Farming for the Future

Lesson 12 of 25

Grade Levels: 2-5 (Aligned to IB PYP Phase 2-5)
Duration: 60 minutes
Class Size: 13 students
IB Key Concepts: Connection, Change, Causation
IB Related Concepts: Systems, Sustainability
Transdisciplinary Theme: Sharing the Planet
Approaches to Learning: Research skills, Communication skills, Thinking skills
Learner Profile Focus: Inquirers, Thinkers, Communicators

Learning Objectives (Aligned with IB PYP Framework)

Students will be able to identify and describe the steps within a food supply chain.
Students will demonstrate understanding of how farming practices influence food supply chains and sustainability.
Students will create a visual flowchart to represent the journey of food from farm to table using appropriate sequence and labeling.

Success Criteria

I can list at least 4 key steps in a food supply chain (farm, processing, transportation, store/table).
I can explain how farming practices affect the supply chain (e.g., sustainable farming impact).
I can design and label a clear flowchart showing the journey of food from farm to table.
I can share my flowchart with peers using clear communication skills.

Materials Needed

Chart paper or large poster boards
Markers, crayons, colored pencils
Sample flowchart handout (dyslexia-friendly font, simple layout)
Sticky notes for brainstorming
Visual aids showing different stages of food supply chains (pictures, realia)
iPads or tablets for extension research (if available)
Graphic organizer templates for flowcharts (dyslexia-friendly font and spacing)

Lesson Procedure

1. Engage & Connect (10 minutes)

Teacher Inquiry: Begin with an open question: "Has anyone ever thought about where your food comes from before it reaches your plate?"
Show pictures and realia (e.g., an apple, milk carton) and ask students to share what they think happened before it got to them.
Use a brief storytelling approach focusing on a favorite simple food (e.g., bread or apple) and describe its possible journey.
Encourage student-led questions and connections to their own experiences (link with Reggio Emilia learner agency).

Differentiation: Provide sentence starters (e.g., "I think the food came from...") to support diverse learners.

2. Explore & Investigate (15 minutes)

Present the Sample Food Supply Chain Flowchart handout. Walk through the steps while modeling thinking aloud. Steps typically include:
- Farming / Growing
- Processing (washing, packaging)
- Transportation
- Grocery store or market
- Kitchen / Table
Introduce the concept that farming practices impact quality and sustainability (e.g., organic vs. conventional).
In small pairs (peer support), students brainstorm food items they eat regularly and quickly list supply chain steps verbally.
Collect a few examples to reference.

Differentiation: ELL and dyslexic students can use picture cards with vocabulary and spoken explanations.

3. Create & Construct (20 minutes)

Students will design their own flowchart illustrating the journey of one chosen food item from farm to table.
Options: Students can draw, write, use symbols, or a combination all supported by graphic organizer templates.
Teachers circulate, guiding inquiry by asking, "What happens after the farm? How does the food move next?"
Encourage creativity: use colors, arrows, icons.
Provide reference materials and allow choice of food product to boost engagement.

Differentiation: Provide a partially filled flowchart template as scaffolding to support students who need it.

4. Share & Reflect (10 minutes)

Use a gallery walk method where students display their flowcharts around the room.
Students walk around in pairs or triads, observing others’ charts and leaving positive feedback via sticky notes.
Facilitate a reflective discussion with guiding questions:
- What did you notice about how many steps are in a food supply chain?
- How do farming choices affect the food you eat?
Emphasize the value of different perspectives and creative representations (Reggio Emilia principle).

5. Extension & Home Connection (5 minutes)

Introduce the extension activity:
Research a local food product’s supply chain at home or in the community.
Students can interview family members, use safe internet resources, or visit a local market.
Prepare a short oral or visual presentation for a future lesson.

Assessment Strategies

Formative: Observe students’ participation in brainstorming and peer discussions.
Flowchart Creation: Use a rubric that assesses: clarity of steps, sequence accuracy, and use of visuals/writing.
Peer Feedback: Check for understanding through comments left on sticky notes.
Reflective Discussion Participation.

Differentiation Strategies

Use graphic organizers with visuals and words to support diverse learners and dyslexic students.
Sentence starters and word banks for ELL, dyslexia, and other special needs.
Pair advanced learners to brainstorm more complex impacts of farming methods (e.g., environmental effects).
Allow use of technology (voice-to-text, drawing apps) for students with fine motor challenges.

Dyslexia-Friendly Adaptations

Use clean, sans-serif fonts (e.g., OpenDyslexic or Arial) on all handouts and templates.
Present content in short, clear sentences with visuals.
Provide audio instructions and reading aloud materials.
Allow students to dictate flowchart labels if helpful.

Reflection for Teachers (Post-Lesson)

How did students engage with the concept of systems and connection through the food supply chain?
Were flowcharts an effective tool for demonstrating understanding?
How did differentiation and peer collaboration enhance learning?
What next inquiry questions emerged to inform upcoming lessons in the unit?

By blending IB transdisciplinary inquiry with Reggio Emilia’s creative exploration and student agency, this lesson fosters holistic understanding of food systems while developing communication and research skills. It respects diverse learner profiles and offers meaningful extensions to deepen real-world connections.

Teaching Instructions