Exploring Microhabitats

Overview

This 1-hour combined EYFS and KS1 Science session enables children to explore the concept of microhabitats by building on their prior learning about habitats (deserts and polar areas). It focuses on observing, identifying, and creating microhabitats suitable for small plants and invertebrates around the school outdoor area.

The lesson is fully aligned with the National Curriculum for England (EYFS and KS1 Science) and incorporates research-based Visible Thinking routines (Project Zero) to deepen understanding and student engagement for all learners in a small rural primary school setting.

National Curriculum Links

EYFS (Reception)

Understanding the World: The Natural World
ELG: Children know about similarities and differences in relation to places, objects, materials and living things.

Key Stage 1 (Years 1 and 2)

Science:
- Year 1: Identify and name a variety of plants and animals in their habitats, including microhabitats.
- Year 2: Explore and compare differences between living, dead and never been alive. Identify and name a variety of plants and animals in their habitats, including microhabitats. Describe how animals obtain their food in simple food chains.

Learning Objectives ("I can" statements)

EYFS:
- I can talk about where animals and plants live.
- I can notice small places where animals might live.
KS1:
- I can identify different microhabitats around me.
- I can explain why some living things live in certain microhabitats.
- I can create a suitable microhabitat for small creatures using natural materials.

Success Criteria

I can describe what a microhabitat is.
I can identify microhabitats in the outdoor area.
I can create a small, safe environment where minibeasts could live.
I can explain my choices of materials for my microhabitat.

Resources

Easily sourced from supermarket or local area:

Small plastic transparent containers or clear sandwich tubs (to make mini habitats)
Leaves, grass, twigs, moss (collected from school grounds or local woodland)
Small stones or pebbles
Egg cartons (to divide space within habitats)
Soil or compost (small amounts)
Water spray bottles (from cleaning aisle)
Paper and pencils for sketches and observations
Magnifying glasses (borrow/use classroom supply)
Data recording sheets (simplified versions for EYFS, labelled for KS1)

Lesson Structure (60 minutes)

1. Introduction & Input (15 minutes)

Engage (5 min):
Using a Thinking Routine - "See, Think, Wonder" (Project Zero):
- Show images/photos of local outdoor spaces (e.g., under a log, inside tree bark, under stones).
- Ask children: What do you see? What do you think is happening here? What do you wonder about these small places?
Explain (5 min):
Briefly remind children what a habitat is (a place where plants and animals live). Introduce microhabitat as a tiny habitat, just big enough for small plants and creatures like bugs, worms and spiders.
Demonstrate (5 min):
Show a simple example of a microhabitat in a clear container made from natural materials explaining why each item was chosen (e.g. damp soil to keep worms moist, moss for shelter).

2. Activity - Creating Microhabitats (35 minutes)

Children work in pairs or small groups (EYFS pupils can be scaffolded with adult help) to create their own microhabitat using the resources collected and provided.
Encourage discussion around:
- What creatures might live here?
- What do they need to survive (food, water, shelter)?
- Which materials provide these needs?
Use magnifying glasses to examine different materials closely before adding them.
Each group labels or draws their microhabitat on their worksheet, noting key features.

3. Placing Microhabitats & Reflection (10 minutes)

Groups place their completed microhabitats in a suitable spot in the outdoor area (safe and shaded).
Regroup to share what was created, highlighting diversity in design.
Teacher asks reflective questions:
- Why did you put your habitat in this spot?
- What might happen to the tiny creatures inside?
- How will it stay safe and comfortable for them?

Differentiation Strategies

For EYFS and SEN learners:
- Provide pre-cut, labelled materials and visuals for assembly.
- Model building step-by-step alongside pupils.
- Use sentence starters and visual aids for describing microhabitats.
For KS1 mixed ability:
- Provide differentiated recording sheets (simple pictures and labels for lower ability, writing prompts for higher ability).
- Encourage peer support and paired work.

Extension Activities (For Advanced Learners)

Build a micro food chain by observing and identifying any invertebrates that visit their microhabitats over a week and drawing/recording these interactions.
Conduct further observations over time, recording changes in their microhabitats (weather impact, plant growth, insect visits).
Research and present on a local microhabitat (e.g., under a log in nearby woodland) using photographs and drawings.

Assessment & Next Steps

Teacher observes children's engagement during discussion and creation, noting use of scientific vocabulary (microhabitat, shelter, moisture).
Review children's drawings and explanations for understanding of microhabitat components and suitability.
Use simple questioning to assess if children understand why living things choose certain microhabitats.
Feed into the next lesson focusing on simple food chains related to microhabitats.

Additional Notes for Teaching

Use Rosenshine’s principles: Start with brief review of habitats, provide clear modelling, scaffold student thinking through structured questioning, and allow active, hands-on learning.
Incorporate Project Zero's Thinking Routine "See, Think, Wonder" to prompt observational skills and curiosity.
Emphasise nurturing holistic development by connecting science learning to feelings of care and responsibility for living things.

This lesson honours your rural Cumbria setting by using locally sourced natural materials and encourages curiosity that connects children meaningfully to their environment, ensuring the science learning is vivid and memorable.

Teaching Instructions