Exploring Woodland Ecology

Learning Objectives

WALT: Understand key ecological concepts by exploring a forest environment and identify the relationships between plants, animals, and their habitats.

• Identify common UK woodland species (plants, animals, fungi) linked to the National Curriculum Key Stage 3 (Years 7-9) Science – Interdependence and adaptation (KS3 programme of study – Biology)
• Describe how living things depend on and adapt to their environment
• Understand the importance of conservation and sustainability within woodland ecosystems

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Success Criteria

• I can name and describe at least five plants, animals, or fungi commonly found in UK woods
• I can explain how these living things depend on each other within their habitat
• I can demonstrate respect and care for the forest environment during all activities
• I can record my observations clearly using dyslexia-friendly methods (e.g., annotations, diagrams, voice notes)
• I can work collaboratively and listen to others' ideas respectfully

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Session Outcomes

By the end of this 90-minute session, students will:

• Have hands-on experience identifying and classifying woodland species
• Understand ecological relationships through direct observation and group discussion
• Reflect on the therapeutic benefits that natural environments provide for wellbeing
• Demonstrate knowledge by contributing to a creative group poster summarising their learning

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Starter (15 minutes)

Activity: Sensory Forest Walk + Brainstorm

• Lead a quiet, guided sensory walk in the forest to collect natural material (leaves, bark, feathers, fungi samples) and make mental notes of sounds, textures, sights, and smells.
• Back in the circle, facilitate a ‘brainstorm’ with picture cards of plants, animals, fungi they may encounter.
• Introduce the concept of interdependence in an ecosystem by linking animals to the plants they rely on (e.g., squirrels & acorns).
• Use dyslexia-friendly large print cards with images and keywords in a sans-serif font.

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Main Activities (50 minutes)

1. Hands-On Investigation (30 minutes)

Task: Species Identification + Sketching

• Split into pairs, each given a Woodland Identification Guide with dyslexia-friendly fonts and plenty of visuals aligned to KS3 Science objectives.
• Explore a designated safe area to find and identify at least 5 species (flora or fauna).
• Record findings by either sketching in their nature journals or using voice notes on tablets (technology optional based on setting).
• Learning support available with labelled field guides for SEN pupils; prompts can be given orally for SEMH students to reduce anxiety.

2. Group Collaboration (20 minutes)

Task: Create a ‘Web of Life’ Poster

• Each pair contributes 2 species and explains their role or relation in the woodland ecosystem.
• Compile these onto a large poster showing connections (e.g., food chains, shelter provision).
• Use yarn or string to illustrate relationships physically on the poster.
• Encourage respectful listening and speech opportunities for all pupils.

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Mini Plenary (10 minutes)

• Gather as a group to verbally recap what interdependence means using examples from their posters.
• Ask each student to share one interesting fact or discovery from their investigation.
• Use this moment for informal formative assessment by asking questions and clarifying misconceptions as per the National Curriculum requirement for ongoing checks on understanding.

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Exit Ticket (5 minutes)

• Provide a ‘chotchkies’ style question sheet - short, dyslexia-friendly questions with visuals:
  1. Name two animals you saw or learnt about today.
  2. What do trees provide for animals?
  3. Why is looking after the forest important?
• Collect responses orally, written, or via tablets to inform future planning.

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Differentiation Strategies

• SEN/SEMH: Use multi-sensory approaches – touching, hearing, seeing. Support pair/group work with scaffolded questioning. Allow voice recording instead of writing. Provide one-to-one or small group support if required.
• Dyslexic learners: Provide reading materials in dyslexia-friendly fonts and formats. Use audio prompts and visual aids for support.
• Advanced learners: Challenge to find and describe less common or more complex species interactions, e.g., fungal mycelium networks or decomposers’ roles. Facilitate peer teaching by encouraging them to explain concepts to their group.

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Assessment for Learning

• Use formative questioning during the forest walk and poster creation.
• Observe paired discussions and note contributions for understanding of key concepts.
• Evaluate exit ticket responses to assess attainment against National Curriculum interdependence objectives.
• Consider self and peer assessment opportunities during poster sharing to develop reflection skills.

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Resources Needed

• Woodland Identification Guides with images and dyslexia-friendly fonts (aligned to KS3 Science)
• Nature journals/sketchbooks or tablets with audio recording capability
• Picture cue cards for species and ecosystem vocabulary
• Large poster paper, yarn/string, markers
• Collected natural materials from starter sensory walk
• Seating mats or logs for group discussions

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This lesson plan combines the National Curriculum’s scientific knowledge requirements with therapeutic, hands-on, inclusive forest education approaches designed to support learning for all abilities — promoting wellbeing and engagement through nature.