Nutritional Food Impact

Unit: Exploring Farming Systems

Lesson 4 of 16

Duration: 60 minutes
Class size: 13 students (Grades 2-5, multi-age)
Curriculum Focus: International Baccalaureate (IB) PYP (Phases 2-5)
Teaching Philosophy: Reggio Emilia + IB Inquiry Based Learning

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Learning Objectives (IB PYP Related)

• Science/Individuals and Societies: Explain how farming systems (organic vs conventional) affect food nutritional quality (IB PYP Phase 3-4: Sharing the Planet).
• Approaches to Learning (ATL):
  • Communication skills: Collaborate in group discussions and share observations clearly.
  • Research skills: Plan and carry out simple investigations.
• ATL Social Skills: Practice respect and collaboration during peer work and class discussion.
• Learner Profile Attributes: Inquirers, Thinkers, Caring.

Specific IB Standards & Competencies

• Science A (Bio) Strand: Understanding interactions between humans, farming, and environment.
• Social Studies: Recognize sustainable practices in local and global farming.
• ATL Research Skills: Formulating focused questions, gathering and interpreting data from observations.
• Phase Outcomes: Phase 2-5 - developmentally scaffolded inquiry-based learning with increasing complexity.

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Success Criteria

Students will:

• Describe the difference between organic and conventional farming practices.
• Identify at least two ways farming affects nutritional quality of foods.
• Collaboratively collect and record data from assigned hands-on activities.
• Communicate findings clearly with peers in discussion.

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Materials Needed

• Samples or pictures of foods grown organically and conventionally (e.g., apples, carrots).
• Magnifying lenses, small notebooks or recording sheets.
• Simple charts comparing farming practices (created beforehand).
• Small jars of soil samples or seeds (optional).
• Colored markers, large reusable whiteboard or chart paper.
• Dyslexia-friendly text handouts with key vocabulary (clear font like OpenDyslexic, large print, simple sentences).

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Lesson Breakdown

1. Invitation to Inquiry & Activation (10 minutes)

• Begin with an open question: “How do you think the way food is grown changes how healthy or yummy it is?”
• Use a Reggio Emilia-inspired “provocation” by displaying a basket with organic and conventional fruits/vegetables (or clear photos).
• Encourage students to share prior knowledge, thoughts, and questions. Record student ideas visibly (on whiteboard or chart paper).
• Introduce the idea that today’s focus is on nutritional quality and farming methods.

Differentiation

• Provide sentence starters or vocabulary cards for students who need language support (e.g., “Organic means…” “Conventional means…”).
• Use peer buddies for EL or younger learners.

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2. Hands-on Activity: Exploring Farming Practices (25 minutes)

• Divide the class into small groups (3-4 students). Each group investigates a farming practice: organic or conventional.
• Provide a simple, visual chart that highlights farming steps (pesticide use, fertilizers, crop rotation).
• Groups examine provided physical samples or image cards comparing food grown by their assigned farm type.
• Use magnifying glasses to observe any visible differences in texture, color, or surface. Students record observations in their notebooks.
• Groups answer guided questions:
  • What does your food look like?
  • How was it grown?
  • What might the farmer do differently compared to the other farm?
  • How could that affect the food’s nutrition?

Differentiation

• Provide graphic organizers with visuals to scaffold recording observations for students with writing challenges.
• Allow drawing instead of writing for early writers or dyslexic learners.

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3. Group Discussion & Reflection (15 minutes)

• Groups present their findings in a student-led circle discussion.
• Teacher facilitates, encouraging connections (e.g., linking pesticide usage and nutrient levels).
• Use scaffolding questions:
  • What surprised you?
  • How do these farming methods make the food better or worse in nutrition?
  • Which foods might be better for our bodies—and why?

Success Criteria Check

• Can students express differences between farming methods?
• Do they recognize potential impacts on nutrition?

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4. Creative Synthesis: Nutritional Poster (8 minutes)

• Each student creates a mini-poster or drawing that shows one key fact about organic vs conventional farming’s impact on food nutrition.
• Encourage creative use of color, symbols, and key vocabulary.
• Posters can be displayed in the classroom as a community knowledge board.

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5. Closing and Next Steps (2 minutes)

• Quick round: Each student shares one new thing they learned.
• Teacher previews the next lesson: deeper exploration of sustainable farming and environmental impact.
• Encourage student questions for next inquiry.

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Extension Activities (for advanced learners)

• Research a local farm practicing organic or conventional methods via safe online videos or books. Prepare a short oral presentation.
• Begin a simple classroom mini-garden using organic practices; track plant growth and food quality over time.

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Additional Supports

• Dyslexia-friendly reading handouts with clear font and simple layout to support vocabulary and concepts.
• Use of multisensory approaches: visual (charts), tactile (samples), oral (discussion), creative (poster).
• Peer support and flexible grouping for differentiated collaboration.

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Assessment & Reflection

• Formative assessment through observation of group participation and notebook entries.
• Use a simple rubric for presentations and posters emphasizing clarity, understanding, and creativity.
• Teacher reflective journal entry post-lesson to note student engagement and areas for growth in future lessons.

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This plan fosters student-led inquiry with hands-on exploration while deeply aligning with IB’s integrated, holistic learning goals, supporting diverse learners in a multi-age setting.