Ecosystem Species Hunt

Overview

In this third lesson of the unit “Exploring Indigenous Ecosystems,” students learn to identify native plants and animals using field guides and simple observation skills. They complete a short scavenger hunt in a safe outdoor area, then share how the species they found contribute to the local ecosystem.

Learning intentions

• Students will use field guides to classify and identify common local plants and animals.
• Students will observe evidence (shape, colour, habitat, traces) and record information accurately.
• Students will describe the ecological role of species in an Indigenous ecosystem (for example: food, shelter, pollination, seed dispersal, decomposition).
• Students will communicate findings using appropriate scientific language and respectful listening.

Success criteria

• I can correctly match at least 2 species I observed to a field-guide description.
• I can record key identification details (where found, visible features, evidence).
• I can explain (in my own words) one way each species supports ecosystem balance.
• I can ask and answer questions during group sharing using respectful science talk.

Curriculum links

• Science inquiry: observing closely, collecting information, and using tools/data to answer questions.
• Living things: identifying characteristics of living organisms and relating them to their survival and roles in ecosystems.
• Competencies: using scientific knowledge and scientific communication to describe patterns in the natural world.
• Cross-curricular skills: responsible participation and collaboration during field activities.

Lesson structure (60 minutes)

1. 0–5 min | Welcome and safety

• Teacher explains today’s goal: “Identify species and connect them to ecosystem roles.”
• Quick safety reminder: stay with your group, observe—not disturb—plants/animals, and follow the boundaries of the area.

2. 5–12 min | Field guides mini-lesson

• Teacher models how to use a field guide: scanning for the right section, reading identifying features, checking habitat notes, and confirming with more than one clue.
• Students practise on one example image/object at their table using a checklist (visible feature → name → where it was found).

3. 12–20 min | Observation skills: evidence, not guesses

• Teacher reviews the types of evidence students may record: leaf shape, flower colour, seed/fruit, bark texture, tracks/traces, insect wing patterns, or signs like “chewed leaves” or “burrow openings.”
• Students set up their scavenger hunt sheet with 3 columns: Species candidate, Evidence (what I see), Location (micro-habitat).

4. 20–40 min | Scavenger hunt (small-group rotation)

• Students work in pairs/groups to find targeted species cues around the outdoor area (for example: a grass/forb cluster, one tree or shrub type, one insect sign like a web or leaf damage, one bird-related sign such as feathers or droppings if available).
• For each find: students compare evidence with the field guide, record notes, and mark off the species on their sheet only when reasonably matched.

5. 40–47 min | Indigenous ecosystem connection (teacher-guided prompts)

• Teacher circulates and asks short prompts: “What does this organism provide—food, shelter, pollination, or decomposition?” and “How might this affect other living things nearby?”
• Students choose one of their recorded species and prepare a one-sentence explanation for sharing.

6. 47–55 min | Group sharing and respectful discussion

• Each group shares: the species they identified, the evidence they used, and one ecosystem role.
• Teacher highlights patterns across groups (for example: multiple species using the same habitat; plant presence supporting insects/birds).

7. 55–60 min | Exit reflection

• Students complete an exit ticket: “One identification strategy that helped me was…” and “One role of a species in the ecosystem is…”
• Teacher collects sheets to use in the next lesson’s planning.

Resources

• Field guides for local Indigenous ecosystem species (plants and animals common to the school’s region)
• Scavenger hunt record sheets with evidence and location prompts
• Pencils, clipboards, and erasers for each student
• Loupes or hand lenses (optional, where available)
• Small measuring tape or ruler (optional for leaf/seed comparisons)
• Colour pencils or markers (optional for matching plant features)
• Waste-free observation materials (no collecting; use photos only if allowed by school policy)
• Timer for rotations
• Safety cones/labels or boundary markers for the outdoor area

Assessment

• Formative assessment: teacher observes students during identification and checks their evidence-to-name match on the scavenger hunt sheet.
• Formative assessment: review exit tickets for understanding of identification evidence and at least one ecological role statement.
• Peer assessment (light touch): during sharing, students use sentence starters (“I noticed… which matches…”) to strengthen scientific communication.

Differentiation

• Support for students who need structure: provide a smaller “target list” of easier species candidates; include example pages in the field guide booklet for quick referencing.
• Support for learners needing language scaffolds: sentence frames for recording (“I found it in…”, “I think it is because…”, “It helps the ecosystem by…”).
• Extension for advanced learners: ask students to identify additional species cues beyond the target list and make a simple link map (plant → insect → bird/decomposer).
• EAL/SEN: allow responses in drawing plus labels; pair students strategically so one partner can read guide sections while the other focuses on evidence, then switch.