Exploring Into Woods

Overview

A 30-minute interactive Science session designed for a KS2 SEN mixed-ability class (12 pupils) focusing on the natural environment of the woods. This lesson closely follows the National Curriculum for England's Programme of Study for Science: Plants and Living Things and Their Habitats.

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National Curriculum Links

Year 2 Science – Key Stage 1 and Lower KS2 Elements:

• Plants: identify and describe the basic structure of a variety of common flowering plants, including trees.
• Living Things and Their Habitats: explore and compare the differences between things that are living, dead, and things that have never been alive; identify and name a variety of plants and animals in their habitats, including microhabitats.
• Develop observational skills to study plants and animals.

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Learning Objectives (WALT)

• We Are Learning To:
  • Identify common plants and trees found in the woods and describe their features.
  • Understand what a habitat is and recognise that the woods is a habitat for many living things.
  • Use simple observational skills to explore the woods’ environment.

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Success Criteria

• I can name at least 3 plants or trees found in the woods.
• I can explain what a habitat is and say why the woods is important for animals and plants.
• I can use my senses to observe the environment and share my observations.

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Preparation & Resources

• Large laminated images of common trees/plants (oak, pine, dandelion, bramble) and woodland animals (squirrel, woodlouse, robin).
• Real leaves, twigs or pinecones collected previously (or brought by teacher).
• Sensory tray with natural objects from woods.
• Large floor map or printed aerial image of a woods environment.
• Dyslexia-friendly worksheets with pictures and clear labelling.
• Colourful pens, clipboards, and magnifying glasses.
• Carpet area or circle-time seating arrangement.

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Lesson Structure

1. Introduction (5 minutes)

• Sit the class in a circle and introduce the topic with a sensory hook: pass around real leaves, twigs, and pinecones, encouraging children to feel and smell.
• Explain WALT and success criteria in child-friendly language.
• Show laminated images of woodland plants and animals; briefly name each one.

Adaptation: Use clear pictorial cards and allow children to handle physical objects for tactile learners and those with communication difficulties.

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2. Main Activity: 'Into the Woods' Exploration (15 minutes)

• Use the large floor map/image of the woods to introduce the idea of habitat. Show where animals and plants live.
• Break into pairs or small groups, each with a clipboard (or a large paper) and magnifying glass.
• Explore the sensory tray or real natural objects: pupils observe, touch, smell, and draw one plant or animal they like best.
• Teacher guides discussion: "Why do these plants/animals live here? What do they need to survive?"

Differentiation:

• Support SEN pupils with one-to-one or small group support. Use simple, clear language and picture clues.
• For non-verbal pupils, provide alternative communication methods such as symbols or gesture cards.
• Provide sentence starters for those developing writing skills.

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3. Sharing & Reflection (7 minutes)

• Each pupil or group shares their drawing and one fact about their chosen plant or animal.
• Reinforce the meaning of a habitat.
• Teacher summarises key points and praises effort, linking to success criteria.

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4. Extension for Advanced Learners

• Challenge them to find out how a particular plant or animal adapts to the woodland environment (e.g., how squirrels collect nuts or how tree bark protects trees).
• Provide additional fact cards to read aloud or independently.

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Assessment

• Observe participation in discussion and practical activities.
• Review pupil drawings and verbal contributions related to plants, animals, and habitats.
• Use simple checklist: can pupil name plants/animals, describe habitat, demonstrate observation?

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Dyslexia-Friendly Strategies

• Use dyslexia-friendly fonts, large print, and clear spacing on worksheets.
• Provide instructions orally and visually.
• Use colourful images with minimal but clear text.
• Allow extra processing time and provide choice of response (drawing, verbal, or writing).

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Reflection and Next Steps

• Build on this lesson by organising a short visit to a local woods or school garden to explore real habitats.
• Link to literacy with storybooks or poems about the woods.
• Extend science learning to life cycles of woodland creatures in future lessons.

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This highly sensory, accessible lesson ensures SEN KS2 pupils are engaged and supported while fulfilling National Curriculum expectations in Science. It allows hands-on exploration, differentiation, and meaningful interaction with the natural world.