Growing Green Futures

Unit: Farming for the Future | Lesson 24 of 25

Grade Levels: 2-5 mixed-age classroom
Time: 60 minutes
Class Size: 13 students
Philosophy: IB PYP (Phases 2-5), Reggio Emilia principles, student-led inquiry, holistic learning

Inquiry Statement

How can sustainable farming practices help us care for the Earth and support future generations?

Central Idea (Unit overarching)

Farming practices impact the environment and communities, and we can make choices to farm more sustainably.

Lesson Description

This "Additional Lesson 24" will deepen student understanding of innovative, sustainable farming methods using a hands-on, inquiry-driven, and collaborative approach. Students will explore vertical farming and aquaponics through multi-sensory, dyslexia-friendly materials and create their own simple models. This lesson encourages curiosity, critical thinking, and peer collaboration—as well as real-world applications of science and environmental stewardship.

IB PYP Standards & Learning Objectives

Related Concepts

Sustainability
Systems
Responsibility

Approaches to Learning (ATLs)

Research skills: Collect and organize information
Thinking skills: Transfer knowledge to new situations
Communication skills: Collaborate and share ideas

Learner Profile Attributes

Inquirers
Caring
Reflective

Specific Learning Objectives

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

Explain basic concepts and benefits of vertical farming and aquaponics (Science, Environment).
Demonstrate understanding by constructing a simple model of one sustainable farming method (Design thinking).
Collaborate effectively by sharing ideas and building together (Social skills).
Reflect on how these farming methods can contribute to a healthier planet (Attitudes and values).

Success Criteria

Students can:

Identify at least two sustainable farming methods from pictures, videos, or readings.
Construct or draw a simple model of vertical farming or aquaponics with peer support.
Discuss why these farming methods reduce harm to the environment.
Use dyslexia-friendly, accessible texts and visuals to support their learning.

Materials

Dyslexia-friendly reading packets (short, simple sentences, clear font such as OpenDyslexic)
Picture cards and videos showing vertical farming and aquaponics
Art supplies: recycled materials, straws, cardboard, string, plastic containers
Chart paper and markers for group brainstorming
Whiteboard for vocabulary and concept sketching

Lesson Flow

1. Welcome and Connect (5 minutes)

Brief “Think-Pair-Share”: What do you already know about farming and how it can help the Earth?
Highlight student ideas on chart paper (build schema).

2. Explore Sustainable Farming (15 minutes)

Introduce vertical farming and aquaponics using short, dyslexia-friendly reading text supported by images and videos (2-3 mins each).
Key vocabulary: vertical, aquaponics, sustainability, ecosystem, recirculate. Write and illustrate on board.
Guided group discussion: How might these methods save space, water, and energy?

3. Inquiry and Collaborative Construction (25 minutes)

In mixed-age pairs or trios, students choose to build a basic model of either vertical farming or an aquaponics setup using recycled materials.
Teacher circulates, asking open-ended questions to stimulate deeper thinking:
- How will plants get water and nutrients?
- How does your model save space or resources?
Encourage student-led problem solving and creativity.
Provide scaffolds for sharing materials and planning the model.

4. Sharing and Reflecting (10 minutes)

Each group presents their model to peers: explain how it works and why it's good for the future.
Group reflects: How can farming help the Earth—what can we learn from sustainable practices?
Teacher facilitates, linking back to the central idea and IB learner profile attributes.

5. Wrap Up and Next Steps (5 minutes)

Summarize the main ideas using visuals and student words.
Introduce tomorrow's Lesson 25: “How can we bring these ideas into our community?” (project-based).
Quick exit ticket: One thing you learned about farming for the future.

Differentiation Strategies

Learner Need	Strategies Used
English Language Learners (ELL)	Use visuals/gestures; pair with fluent peer; simplified texts
Students with Dyslexia	Dyslexia-friendly fonts/texts; oral explanations; multisensory approach
Advanced Learners	Design extra detailed or multi-level models; research real farms online
Students Needing Extra Support	One-on-one scaffold; graphic organizers; model-building templates
Multi-age mixture (2nd to 5th)	Peer tutoring; flexible grouping by interest and ability

Extension Activities

Research a local sustainable farm and create a digital picture journal or poster.
Start a small classroom hydroponic or vertical garden using classroom space.
Write a persuasive letter to a local grocery store supporting sustainable produce.
Invite a guest speaker or virtual tour from an urban or aquaponic farm.

Assessment

Formative: Observation of group discussions and model-building process.
Summative: Group presentations assessed with a rubric focusing on understanding of concepts, creativity, collaboration, and reflection.
Peer assessment encouraged for communication and social evaluation.

Reflection (For Teacher Use)

How did the inquiry-based approach support student autonomy?
Were all students engaged during hands-on activities?
Did the mixed-age grouping enhance peer learning?
Adjustments needed for the final lesson (Lesson 25) based on this experience?

This lesson uniquely interweaves Reggio Emilia’s emphasis on collaboration, student voice, and creativity with IB’s inquiry-based learning and international mindedness—offering a truly multi-age and holistic science experience.

Teaching Instructions