Presenting Our Findings

Unit: Farming for the Future

Lesson 18 of 25
Grade Range: 2nd – 5th (Multi-age classroom)
Duration: 60 minutes
Class Size: 13 students
Subject: Other (Integrated Unit Presentation)
IB Phase: Phase 2-5 (Aligned to IB PYP standards for Grades 2-5)

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Learning Objectives

Aligned with the International Baccalaureate Primary Years Programme (PYP) Approaches to Learning (ATL) and Transdisciplinary Skills:

• Communication Skills:

  • Students will develop oral communication skills by presenting their portfolios clearly and confidently (ATL: Communication).
  • Students will listen actively to peers and ask respectful, relevant questions (ATL: Social and Communication).

• Self-Management Skills:

  • Students will manage presentation time effectively and prepare notes to support their delivery (ATL: Self-Management).

• Research and Reflection:

  • Students will reflect on their inquiry into farming for the future, summarizing key insights and personal learning (IB PYP, Phase 3-5, Reflective Learning).

• Learner Profile Attributes:

  • Students demonstrate being communicators and thinkers by sharing ideas and responding thoughtfully to questions.

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Success Criteria

By the end of the lesson, students can:

• Present their portfolio projects using clear speech, eye contact, and volume appropriate for the audience.
• Use presentation notes or visual aids effectively.
• Answer at least one question from a peer or teacher about their project.
• Provide constructive feedback to classmates respectfully.

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Materials Needed

• Student portfolios (finished or near finished)
• Presentation guidelines handout (dyslexia-friendly format)
• Poster boards, digital slides, or visual aids students created
• Timer or stopwatch
• Notebook or index cards for notes
• Recording device (tablet or smartphone) for optional video recording
• Feedback sheets (simple checklists or smiley-face scales for peer comments)

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Lesson Breakdown

A. Introduction and Warm-Up (10 minutes)

• Teacher talks: Remind students about the purpose of sharing their portfolios — to celebrate learning and inform others about sustainable farming.
• Review Success Criteria and Presentation Guidelines: Display a dyslexia-friendly poster with helpful tips for presenting (e.g., speak clearly, face audience, take deep breaths).
• Ice-breaker: Quick paired activity - students ask each other what they are most excited to share in their presentation.

B. Student Presentations (35 minutes)

• Format: Each student presents for about 2-3 minutes.
• Support:
  • Provide visual supports like slides or posters.
  • Allow students to have notes or cue cards during their talk.
  • Use a timer gently to keep on track.
• Peer Interaction: After each presentation, allow 1-2 questions from peers or teacher.
• Teacher Role: Model active listening, note strengths, and provide supportive feedback.

C. Peer Feedback & Reflection (10 minutes)

• Students complete a simple, dyslexia-friendly feedback sheet for one peer’s presentation, focusing on something they liked and one question or suggestion.
• Whole class shares one thing they learned or admired from a classmate’s presentation.

D. Extension & Closure (5 minutes)

• Explain that students who want to can volunteer to record their presentations to create a “Farming for the Future” class video montage as an extension project, which will be shared school-wide or with families.
• Brief reflection prompt: “What made you feel confident in your presentation today?”

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Differentiation Strategies

• For Diverse Learners:

  • Provide presentation guidelines with graphic organisers and dyslexia-friendly fonts (e.g., OpenDyslexic).
  • Allow alternative presentation formats (oral, video, illustrated storytelling).
  • Use peer support buddies to help prepare notes or practice.
  • Scaffold Q&A by providing sentence starters (e.g., “Can you explain more about…”).
  • For students with speech anxiety, offer the option to present in a small group or pre-record their segment.

• For Advanced Learners:

  • Encourage them to incorporate additional research or data (e.g., local farming innovations or global sustainability facts).
  • Challenge them to lead peer discussions or moderate Q&A sessions.
  • Invite them to design and facilitate a short mini-workshop or demo about one aspect of sustainable farming.

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Assessment

• Formative: Ongoing teacher observations using a simple rubric aligned with success criteria (clarity, engagement, responsiveness).
• Peer Assessment: Feedback sheets and verbal peer responses provide insight into social and communication skills.
• Self-Reflection: Completed reflection prompt on presentation confidence.

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IB Learning Profile & ATL Links

IB Learner Profile	ATL Skills	Alignment in Lesson
Communicators	Communication (oral)	Present portfolio; engage in Q&A
Thinkers	Critical Thinking and Reflection	Reflect on learning and portfolio content
Open-minded	Social Skills	Provide and receive peer feedback
Balanced	Self-Management Skills	Prepare notes and manage presentation time

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Teacher Reflection Notes (Optional)

• How did the presentation format support various learning styles?
• Did all students demonstrate growth in confidence and communication?
• What scaffolding worked best to help hesitant presenters?

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This lesson honors the Reggio Emilia philosophy by facilitating student-led inquiry and promoting rich, collaborative reflection, while incorporating IB PYP transdisciplinary skills and learner profile attributes in a multi-age setting. The use of creative presentations and peer feedback encourages a holistic environment of mutual respect and intellectual curiosity.