Animal Needs Basics

Overview

In this 60-minute session, EYFS and KS1 children (ages 3-7) will explore the four basic needs of vertebrate animals: food, water, air, and shelter. Students will collaborate in mixed-age groups to create a visual poster depicting an animal and its habitat, demonstrating understanding of survival requirements. Younger children will contribute ideas orally or through drawing, supported by adult scribing, while KS1 children will develop written and pictorial contributions.

This lesson aligns with the National Curriculum for England (Early Years Foundation Stage and Key Stage 1 Science) and incorporates Rosenshine’s principles such as daily review, questioning, and linking new material to prior knowledge, fostering whole-child development.

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Curriculum Links

EYFS Development Matters (Understanding the World - The Natural World):

• Children know about similarities and differences in relation to places, objects, materials and living things.
• They talk about the features of their own immediate environment and how environments might vary from one another.

KS1 National Curriculum Science (Year 1 and 2):

• Year 1: Identify and name a variety of common animals including fish, amphibians, reptiles, birds, and mammals.
• Year 1: Identify and name a variety of common animals that are carnivores, herbivores and omnivores.
• Year 2: Notice that animals, including humans, have offspring which grow into adults.
• Year 2: Find out about and describe the basic needs of animals, including humans, for survival (water, food and air).

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Learning Intentions (I Can Statements)

• I can name and explain the basic needs of animals: food, water, air, and shelter.
• I can identify an animal and describe its habitat.
• I can work with others to create a poster showing an animal and what it needs to survive.

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Success Criteria

• I can correctly name at least two basic needs animals require.
• I can explain why these needs are important.
• I can contribute ideas to a group poster about an animal’s home and needs.
• I can listen and respond to others during collaborative work.

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Resources

• Large poster paper or flip chart sheets (one per group)
• Colouring pencils, felt-tip pens, crayons
• Picture cards of animals and habitats (fish, birds, foxes, frogs, squirrels etc.)
• Water spray bottles (to discuss water needs)
• Toy animals or plastic/model animals
• Books or images of local wildlife (e.g., animals found in Cumbria)
• Labels/stickers for “food,” “water,” “air,” “shelter”
• Scribing paper for adult notes during EYFS contributions

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Lesson Structure

1. Introduction (10 minutes)

• Engage and Relate: Begin with a friendly welcome and a short circle time discussion outdoors if possible, linking to the school’s rural environment. Ask: “What do animals around here need to stay alive?”
• Show toy/model animals and introduce the four needs: food, water, air, shelter. Use simple language and examples from local environment (e.g., “Foxes need den to hide in — that is their shelter.”)
• Use spray bottles lightly on hands or skin to illustrate “water” need. Ask pupils why they think it is important to have clean water.
• Briefly recap by singing a short chant or song with key needs repeated (to anchor learning for EYFS students).

2. Class Discussion & Questioning (10 minutes)

• Use open-ended questions to activate prior knowledge and prompt thinking:
  • “What types of food does a bird eat?”
  • “Where does a frog live to get air and water?”
  • “Why do animals need shelter?”
• Encourage children to use their own words and relate to their experiences (for example, pets at home, wildlife glimpsed locally).
• Record key ideas on the board visibly, linking to the four needs.

3. Group Work: Poster Creation (30 minutes)

• Divide students into 4 mixed-age groups of 3-4 pupils each. Each group is assigned an animal (e.g., bird, fox, fish, frog).
• Adults support EYFS children to verbalise ideas, scribing their thoughts onto the group poster. KS1 children write or draw their contributions independently or with scaffolding.
• Each poster must include:
  • Picture of the animal (drawn or stuck from printed images)
  • Label the four basic needs with pictures or words
  • Simple explanation of how the habitat meets those needs
• Encourage older children to use simple sentences, and younger children to use symbols or mark-making, linking to English development.
• Provide additional scaffolding as needed for SEN pupils, including picture prompts and individual adult support.

4. Gallery Walk and Sharing (10 minutes)

• Groups display their posters around the room.
• Children walk around in pairs, looking at other groups’ work, prompted by “Can you find what food this animal eats?” or “Where does it find water?”
• End with group sharing where each group presents their poster to the class—EYFS children can verbally share, supported by adults.

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Differentiation Strategies

Learners	Differentiation Approach
EYFS (3-4 yrs)	Use visual cues, scribing adult support, simple language.
Reception	Scaffold verbal to written responses, chunk tasks.
KS1 Lower Ability	Sentence starters, word banks, modelled writing support.
KS1 Higher Ability	Extended explanation task, inclusion of animal classification (herbivore, carnivore).
SEN	Multi-sensory approaches: handling models, peer buddies, simplified tasks.

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Extension Activities

• For advanced learners: Research and add one additional need animals might have (e.g., space, temperature, protection from predators). Present these to group.
• Write or draw a simple story from the perspective of the animal explaining how it uses its habitat to survive.
• Create a mini fact file about the animal including diet, lifespan, or fun facts.

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Assessment

• Ongoing formative assessment through observation during discussions and group work. Note verbal contributions, writing or drawing evidence of understanding needs.
• Use verbal questioning to gauge pupil grasp of concepts such as why animals need shelter or water.
• Review completed posters for correct identification and explanation of four basic animal needs.

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Reflection / Teacher Notes

• Use questioning to deepen understanding when children give one-word answers: “Can you tell me more about that?”
• Allow plenty of movement and outdoor connection, especially given rural C of E setting—consider repeating activity outdoors or linking to local wildlife walks.
• Build confidence through positive reinforcement and peer collaboration modeled by adults and older pupils.
• Include faith-based reflection if appropriate at end, e.g., gratitude for creation and care for animals, linking to whole-child nurturing ethos.

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Prepared by: Early Career Teacher
Date: [Insert Date]
Class Size: 14 mixed EYFS and KS1 pupils
Setting: Small rural primary, outdoor learning encouraged