Earth’s Environments

Overview

In this lesson students explore what an environment is and identify how Earth’s environments help sustain living things. They begin comparing different environments using everyday observations and simple examples.

Learning intentions

• Students will explain what an environment is and name examples of environments.
• Students will describe how environments provide resources and conditions that support life on Earth.
• Students will compare the features of two or more environments using simple characteristics (e.g. land, water, living things, weather).

Success criteria

• I can tell the difference between “environment” and “community” by giving an example.
• I can list at least two ways environments help living things survive (such as water, food, shelter, and air).
• I can describe features of an environment (for example, plants, animals, landforms, or water) using clear sentences.
• I can compare two environments by stating what is similar and what is different.

Curriculum links

• Earth and space: the role of Earth in supporting living things through basic environmental conditions.
• Earth’s environments: characteristics of environments and how they influence living things.
• Civics and Citizenship (light touch): respecting places and explaining why environments matter to people and communities.
• Inquiry skills: asking questions, gathering information, and using observations to form simple explanations.

Lesson structure (50 minutes)

1. 5 minutes – Engage with a stimulus

• Show 2–3 pictures (or read short descriptions) of different environments (e.g. beach, desert, rainforest, local bushland).
• Ask: “What do you notice about each place? What living things might survive here, and why?”

2. 8 minutes – Teach the key idea: What is an environment?

• Define environment as “the surroundings where living things live, including natural features and conditions.”
• Model a think-aloud: “A beach is an environment because it includes sand, water, weather, and living things.”

3. 10 minutes – Earth sustains life

• Teacher-guided discussion: how Earth provides essential conditions for life (air, water, sunlight and suitable temperatures).
• Use simple examples: “Plants need water and light; animals need food and shelter; people need safe places to live and access resources.”

4. 12 minutes – Explore characteristics of environments (group sorting)

• In small groups, students receive picture cards or short scenario cards (for Year 4–5 reading level).
• Students sort cards into: “Land features,” “Water features,” “Living things,” and “Weather/conditions.”
• Circulate and prompt with sentence starters: “In this environment, there is…”, “You might see…”, “This helps living things because…”

5. 10 minutes – Whole-class comparison

• Each group shares one environment they sorted and one key comparison with another environment.
• Teacher records comparisons on the board using a simple chart: Similarities / Differences.

6. 3 minutes – Individual quick check

• Students complete a brief written response: “An environment is… One way environments support life is…”
• Collect for feedback and to guide Lesson 2.

7. 2 minutes – Pack up and preview next steps

• Explain that next lesson they will ask questions about environments and investigate how living things are suited to them (using local or familiar examples).

Resources

• 2–3 images depicting different environments (beach, desert, rainforest, local bushland) suitable for primary students
• Environment picture cards or scenario cards (land, water, living things, weather/conditions)
• A board/large chart with “Similarities / Differences”
• Group chart paper and coloured markers
• Sentence starter strips for students who need support
• Timer and classroom behaviour expectations for group work
• Student workbook or lined paper for the individual quick check
• Optional: globe or Earth poster to connect “Earth supports life” to the planet

Assessment

• Observation checklist during group sorting (students identify features and use subject language appropriately).
• Formative assessment of the individual quick response (clarity of definition, one way environments support life).
• Participation in class comparison (can state similarities and differences using evidence from cards/pictures).

Differentiation

• Support: Provide sentence starters, a word bank (environment, living things, water, shelter, weather, land), and fewer card categories for groups needing assistance.
• Support (SEN): Allow drawing or labelling instead of only writing for the quick check; use one-on-one prompting.
• Extension: Challenge students to add a “reason” statement: “It supports life because…” and include a second comparison feature (e.g. wind, temperature, plant types).
• EAL: Use bilingual picture cues where possible; allow oral responses first, then a short written sentence; pair with a supportive peer.