Our Local Ecosystem

Overview

In this lesson (Lesson 8 of 9) you will explore local ecosystems in our area and how living things, landforms, weather and water work together. Students will identify two local ecosystems and describe their key features using observation and simple maps/pictures.

Learning intentions

• WALT: Discover the different ecosystems in our local area.
• WALT: Identify two local ecosystems and name their main characteristics (plants/animals/conditions).
• WALT: Explain using simple science and geography words what living things need to survive.

Success criteria

• I can name two local ecosystems (for example: park/bushland, creek/wetland, beach/coast, backyard garden).
• I can describe at least two characteristics of each ecosystem (plants, animals, water, shade/sun, soil/sand, litter/rocks).
• I can match living things to the ecosystem they are found in.
• I can communicate my learning with drawings, labels and/or sentences.

Curriculum links

• Students learn about places and the natural world, including how environments differ and how living things depend on their surroundings.
• Students develop inquiry skills: observing, asking questions, recording information, and sharing findings.
• Students practise communication skills by using images, labels and oral explanations to share understandings.
• Students use basic map/representation skills to show location and observations (simple drawings, classroom “place map”/panels).

Lesson structure (60 minutes)

1. 5 minutes – Welcome and WALT review Briefly revisit the unit “Exploring Our Local Places” and show a picture of two local places you visited or discussed earlier. Students turn-and-talk: “What kinds of living things did we notice?”

2. 10 minutes – Interactive teaching: Ecosystems in kid-friendly words Explain: “An ecosystem is where plants, animals and the environment live together.” Use 2 big classroom images (e.g., park and creek/wetland). Point out characteristics students can see: water, rocks/soil, shade/sun, kinds of plants, and possible animals.

3. 15 minutes – Nature walk (hands-on differentiation) Take an interactive nature walk around the school grounds or nearby safe area. Give each student a simple “Ecosystem Noticing” sheet with two boxes: Ecosystem A and Ecosystem B, plus drawing prompts (plants, water, animals, ground). Students use teacher prompts: “What do you notice about the ground?” “Is there water?” “What plants are there?” Teacher circulates with guided questions and sentence starters for those who need them (e.g., “In this ecosystem, I notice…”, “It has… because…”).

4. 10 minutes – Share and sort observations Back in the room, place observation cards/photos in a simple class sorting area with two ecosystem headings. Students help sort their observations (or teacher-supplied pictures) into the correct ecosystem. Use oral feedback: students say one characteristic for each ecosystem.

5. 15 minutes – Create: “My Two Ecosystems” poster Students create a poster page with two sections (Ecosystem 1 / Ecosystem 2). Each section includes:

• a simple drawing of the ecosystem
• 2 labelled characteristics (teacher provides word bank: water, plants, soil/sand, shade/sun, rocks, birds/insects/other animals)
• one sentence or sentence starter. Provide visuals (icons) so students can label even if they are EALD or need reduced writing.

6. 5 minutes – Quick assessment share-out Students do a “gallery walk” with partners, pointing to their two characteristics and reading their label/sentence. Teacher listens for accuracy and vocabulary use.

Resources

• Teacher image set: two local ecosystems (park, bushland, creek/wetland, beach/coast, garden)
• Nature walk clipboards or “Ecosystem Noticing” recording sheets (two-column layout)
• Picture cards of common local living things and environment features
• Crayons/coloured pencils, markers, glue sticks, scrap paper for drawings
• Sentence starters and icon word bank (water, plants, soil, shade, sun, birds, insects, trees/grass)
• Optional: magnifying glasses (for safe observation), small collection tools (only if school policy allows)
• Class sorting chart headings with large pictures for support
• Timer for timed transitions

Assessment

• Formative teacher observation during the nature walk and sorting: check students can identify characteristics and match them to an ecosystem.
• Student poster (teacher checklist): two ecosystems included; at least two characteristics per ecosystem; labels/drawings are appropriate.
• Oral share-out: students state one characteristic from each ecosystem using a sentence starter or their own words.

Differentiation

• Interactive nature walk: ensure every student has a clear role (drawing one feature, pointing to one plant/animal, or placing one card on the class sort).
• EALD support: use picture icons, bilingual-friendly word banks (if available), and allow oral responses recorded by a peer or teacher; sentence starters reduce language load.
• Neurodivergent supports: provide predictable routine (same steps each time), movement breaks during transitions, and a “focus card” with 1–2 prompts only (not too many).
• Adjust writing load: allow labels only, single-word responses, or dictation to a scribe; extend by requesting full sentences for students who are ready.
• Extension within the task: challenge students to add a third characteristic (e.g., “It is usually wet/dry”, “There is shade”) or include an animal they might see there.

Extension (optional)

• Advanced students: research an ecosystem from a class list (e.g., desert, rainforest, ocean reef, wetland) using teacher-provided picture packs or short read-aloud text, then present findings creatively (mini diorama with labels, a “show and tell” model, or a simple illustrated story about the ecosystem).