Resilience in Action

Overview

Lesson 7 of 10 in Resilient Coastal Life. Students explore how coastal organisms and ecosystems respond to change by modelling recovery strategies and using evidence to explain why some ecosystems recover more easily than others.

Learning intentions

• WALT define resilience in our own words.
• WALT describe how organisms and ecosystems can recover after change.
• WALT identify strategies including regeneration, migration, shelter and food-web support.
• WALT use evidence to explain differences in ecosystem recovery.

Success criteria

• I can explain resilience using my own words.
• I can describe one recovery strategy and give an example.
• I can use evidence from a model or example to explain why recovery may be easier or harder.
• I can contribute respectfully to a group explanation.

Curriculum links

• Living World: recognise that organisms interact with one another and their environment.
• Living World: investigate how environmental changes affect organisms and ecosystems.
• Nature of Science: use observations, evidence and scientific ideas to explain patterns.
• Key Competencies: thinking; participating and contributing; relating to others; using language, symbols and texts.

Lesson structure (45 minutes)

1. 0–5 minutes – Hook and connect Open with the coastal before-and-after hook. Show a healthy rocky shore, then the same shore after a storm or pollution event. Ask: “What has changed? What might help life return?” Briefly revisit learning from earlier lessons about coastal habitats and change.

2. 5–10 minutes – Teach the key idea Use the resilience cycle and strategy slides to introduce resilience: the ability of an organism or ecosystem to cope with change and recover. Build a simple visual cycle together: change → response → recovery → stronger or changed system. Introduce the four strategies: regeneration, migration, shelter and food-web support. Explain that recovery may be faster where organisms have safe places, enough food, nearby populations or suitable conditions.

3. 10–15 minutes – Organise the modelling game Arrange 29 students into mixed-ability groups of four or five. Give each student a coastal organism role card from the role-card instructions and provide groups with the food web interaction cards. Clarify that the cards support role-play and discussion; students should explain their choices rather than simply “win”. Read the accessible instructions aloud and model one example.

4. 15–29 minutes – Coastal recovery game Groups create a simple coastal ecosystem using their organism roles and cards. Read one change at a time from the slides, such as a severe storm, loss of shelter, warmer water or reduced food. Groups physically model what happens, then choose and explain a recovery strategy: regenerate, migrate, find shelter or rely on food-web support. Pause after each event for groups to predict which organisms are most affected and what evidence supports their decision.

5. 29–38 minutes – Evidence analysis Distribute the resilience evidence and explanation worksheet. Students select one event from the game and complete a response using the frame: “The ecosystem recovered more/less easily because… Evidence from our model was… This shows resilience because…” They may draw a flow diagram, dictate their answer to a partner or record an oral explanation. Confer with students who need support and check that explanations include evidence, not just opinions.

6. 38–45 minutes – Share and plenary Invite three or four groups to share different strategies. Return to the discussion and plenary slides and ask: “Which strategy helped most in our model, and would it always be best?” Students complete a final verbal or written sentence: “A resilient ecosystem is one that…” Collect worksheets or photograph group models for assessment.

Resources

• the resilience teaching and activity deck
• the resilience evidence and explanation worksheet
• the food web interaction cards
• Organism role cards: fish, shellfish, seaweed, shorebird, crab, seal and decomposer
• Four large strategy signs: regeneration, migration, shelter, food-web support
• Open floor space or desks arranged for group work
• Pencils, coloured pencils and clipboards
• Optional tablet or audio recording tool for oral responses

Assessment

• Observe group modelling and listen for accurate use of resilience vocabulary and recovery strategies.
• Check worksheets for a clear explanation supported by evidence from the model or a coastal example.
• During the plenary, assess whether students can distinguish between naming a strategy and explaining how it supports recovery.

Differentiation

• Provide a visual resilience cycle, colour-coded strategy signs, picture-supported role cards and repeated key phrases: “Something changed”, “The organism responded”, “The ecosystem recovered.”
• For dyslexic students, use a clear sans-serif font, short lines, generous spacing, flow diagrams, audio instructions and read-aloud support. Avoid requiring lengthy copying; accept drawing, labelled diagrams, speech-to-text or recorded answers.
• For the student with Down syndrome, preview vocabulary individually, offer one clearly defined role, use physical modelling and gestures, provide a choice of two strategies, and pair with a supportive peer. Check understanding through demonstration as well as questioning.
• Support emerging English speakers with visuals, gestures, sentence frames and partner rehearsal. Extend confident learners by comparing two strategies and explaining which would be most effective for a selected species in a particular coastal change.