Growing Tomorrow Together

Unit: Farming for the Future

Lesson 26 (Final Lesson in Unit)
Time: 60 minutes
Class size: 13 students (Grades 2-5 multi-age)
Philosophy: Reggio Emilia-inspired, IB Phase 2-5, focus on student inquiry, teacher as researcher, peer collaboration
Curriculum Alignment:

• IB PYP Transdisciplinary Theme: Sharing the Planet
• IB Learner Profile: Thinkers, Communicators, Reflective
• Key Concepts: Change, Responsibility, Connection
• Approaches to Learning (ATL): Collaboration, Communication, Self-management

---

Learning Objectives (IB Standards and Competencies)

• Social Studies:

  • Understand the impact of sustainable farming on communities and the environment (IB PYP Scope & Sequence – Social Studies, Phase 3 and 4).
  • Explore how farming methods are evolving to meet future challenges (Phase 4 Concepts: change, causation).

• Science:

  • Investigate how living things (plants, animals, humans) depend on farming systems (Phase 2-3 Science).
  • Apply knowledge of plants’ needs and care in creative ways.

• Transdisciplinary Skills:

  • Collaborate and reflect on previous learning to generate new ideas for sustainable farming.
  • Communicate ideas through various media (oral, visual, tactile).

• Self-Management:

  • Demonstrate responsibility in group work and inquiry processes.

---

Success Criteria

Students will be able to:

• Explain one way farming can be done sustainably in the future.
• Create a simple model or drawing of a farm that uses new ideas learned in this unit.
• Work respectfully in groups, sharing ideas and listening to peers.
• Reflect on how their understanding of farming has changed throughout the unit.

---

Materials Needed

• Large butcher paper or mural paper
• Colored pencils, markers, crayons
• Recycled materials (small boxes, paper tubes, fabrics)
• Plastic seeds or paper cut-outs for planting (dyslexia-friendly visuals)
• iPads/tablets (optional for recording video/audio reflections)
• Chart paper with prior unit vocabulary and concepts
• Dyslexia-friendly fonts printed handouts (for reference)

---

Lesson Outline

0-10 minutes: Welcome and Reflective Circle

• Setup: Classroom arranged with students sitting in a circle.
• Activity: Teacher facilitates a reflective discussion using open-ended questions:
  • "What is something new you learned about farming that surprised you?"
  • "How do you think farming can help our planet in the future?"
• Differentiation:
  • Provide sentence starters for students who need support (e.g., “One new thing I learned is…”).
  • Allow students to respond orally, with drawings, or through gestures if verbal communication is difficult.
• Assessment: Teacher notes student responses for engagement and understanding.

---

10-35 minutes: Collaborative Sustainable Farm Design

• Goal: Using knowledge from previous lessons, students design a future farm model that demonstrates sustainable farming practices.
• Process:
  • Divide students into 3 groups of 4-5 students to encourage peer collaboration.
  • Each group receives recycled materials and art supplies.
  • Prompt: “Create a model or large drawing of a farm that uses ideas to make farming better for people and the planet.”
  • Encourage creative thinking: Use water recycling, urban gardens, vertical farming, animal care, or renewable energy ideas.
• Teacher Role: Facilitator and co-researcher; move between groups, asking probing questions and encouraging deeper thinking ("How does your farm help save water?" "What animals live here and why?").
• Differentiation:
  • Assign roles based on strengths (artist, researcher, builder, presenter).
  • Provide vocabulary cards with images for support.
  • Allow verbal description in place of drawing if needed.
• Assessment: Observe participation, collaboration, and application of sustainable farming concepts.

---

35-50 minutes: Gallery Walk and Peer Feedback

• Setup: Groups display their models/drawings on tables or wall space.
• Activity:
  • Students rotate in small groups to view other groups’ work.
  • Use simple peer feedback prompts:
    • “Tell me one thing you like about this farm.”
    • “One question I have is…”
  • Encourage use of respectful language and listening skills.
• Teacher Role: Scaffold reflection by helping with feedback sentence starters; support shy or hesitant students.
• Differentiation:
  • Students with social communication needs can provide feedback via emoji cards (happy, curious, confused).
• Assessment: Collect anecdotal evidence of student communication and respect.

---

50-60 minutes: Final Reflection and Connection to Global Goals

• Activity: Bring students back to the circle. Ask:
  • “How do we all help care for the planet?”
  • Connect to the United Nations Sustainable Development Goals (SDGs) in child-friendly language, focusing on goals like Life on Land, Clean Water, and Responsible Consumption.
• Students share one action they can take to support sustainable farming or caring for Earth.
• Option for students to record a short video reflection or draw one action symbol.
• Differentiation: Provide sentence stems and visual options for reflections.
• Assessment: Use reflections to assess understanding and personal connection to topic.

---

Extension Activities for Advanced Learners

• Research and present on an innovative farm anywhere in the world (e.g., vertical farm in Singapore, aquaponics farm).
• Write a “Farming for the Future” story using their created farm model as setting.
• Create a digital presentation or slideshow to teach younger classes about sustainable farming.

---

Dyslexia-Friendly and Inclusive Strategies

• Use dyslexia-friendly fonts on all printed materials (e.g., OpenDyslexic).
• Provide multi-sensory materials (visual cards, hands-on model creation).
• Break down vocabulary; use consistent, clear icons alongside words.
• Pair verbal instructions with visual and physical demonstrations.
• Allow verbal or illustrated responses instead of writing when appropriate.
• Monitor task length and provide breaks or movement opportunities to sustain attention.

---

Reflection for Teacher (Post-Lesson)

• How effectively did students collaborate and build on earlier inquiry?
• Which sustainable farming ideas resonated most?
• Were all learners engaged and supported according to their needs?
• What inquiries or interests emerged for further exploration beyond this unit?

This marks the culmination of “Farming for the Future,” celebrating student learning through creativity, collaboration, and care for our shared planet.