Lesson Overview

Duration: 90 minutes
Class Size: 6 students
Environment: Forest setting suitable for hands-on activities

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National Curriculum Links

• Science – Year 7:
  • Year 7 Science – Working Scientifically: Understand how to plan and carry out practical activities safely and effectively, make relevant observations and measurements, and report findings (NC Science Programme of Study).
  • Biology – Ecology: Recognise the impact of environmental factors such as fire on habitats and ecosystems.
• DT - Food and Nutrition:
  • Understand the importance of food hygiene and safety when preparing food outdoors.
• PSHE (Personal, Social, Health and Economic Education):
  • Safety and responsibility when using tools and fire.
• Forest School Principles:
  • Promote personal and social development, positive emotional health and wellbeing through nature connection and practical skills.

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WALT (We Are Learning To)

• Understand the role of fire in forest ecosystems and its effects on wildlife and plants.
• Practice safe fire-building and cooking techniques in a forest environment.
• Develop personal responsibility and teamwork skills through practical outdoor activities.

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Success Criteria

• I can explain how fire affects the forest ecosystem positively and negatively.
• I can demonstrate safe fire-building techniques using forest materials and tools.
• I can prepare and cook a simple food item safely over an open fire.
• I show respect for the forest environment and follow safety rules throughout.

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Lesson Structure (Madeline Hunter Model)

1. Anticipatory Set / Starter (10 mins)

• Gather the group in a safe clearing. Begin with a brief storytelling session describing how fires start naturally and the impact they have on forest regeneration and wildlife (e.g., seed germination, clearing deadwood).
• Use visual aids: pictures or laminated cards showing fire effects before and after.
• Ask open questions: "What do you know about fires in forests?" "Can fire be good or bad for plants and animals?"

Differentiation:

• Provide dyslexia-friendly reading cards with large fonts and simple sentences for those who benefit.
• Use symbols and pictures to clarify key concepts for learners with SEMH or SEND needs.

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2. Objective and Purpose (5 mins)

• Introduce WALT and Success Criteria clearly written on a portable whiteboard or flipchart. Recap verbally.
• Emphasise safety and teamwork. Each student will have a role when using tools or the fire.

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3. Input / Modelling (15 mins)

• Demonstrate safe fire-building methods:
  • Choosing a wind-safe spot, clearing ground to mineral soil, gathering deadwood and kindling sustainably.
  • Using a fire steel or matches safely.
• Discuss the importance of fire safety rules: no loose clothing near fire, always have water ready, respect personal space.

Assessment: Question students on why each safety step is important.
Differentiation: Use peer-buddy system to support students needing extra help or encouragement.

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4. Guided Practice (30 mins)

• Students work in pairs/small groups to:
  • Collect suitable natural materials for kindling without damaging living plants.
  • Build their own mini campfires using safe methods demonstrated.
  • The teacher and assistant closely supervise all activities.
• Once fires are safely lit, students prepare a simple item to cook such as marshmallows or flatbread cooked on sticks.
• Encourage discussion about how fire changes food chemically (browning, softening), linking back to science concepts.

Differentiation:

• Provide pre-prepared kindling bundles for students with fine motor challenges.
• Allow alternative roles such as fire watcher, timekeeper, or recorder for students less confident with fire or cooking.

Extension:

• For advanced learners, challenge them to research and explain the chemical reactions involved in cooking over an open flame (e.g., Maillard reaction).

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5. Independent Practice (15 mins)

• Students reflect on the experience through a dyslexia-friendly worksheet or sketchbook entry, drawing and noting:
  • What they observed about the fire and cooking process.
  • How fire affected the forest environment around them.
  • What safety rules they followed and why these were important.

Differentiation:

• Offer options to record verbally or through drawings for those who find writing challenging.
• Give sentence starters for students needing extra support.

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6. Plenary / Review (10 mins)

• Circle time sharing: each student says one thing they learned about fire and cooking in the forest.
• Teacher recaps key points related to WALT and success criteria.
• Discuss the importance of respecting nature and being responsible with fire-use outdoors.

Assessment: Formative assessment via observation and questioning to check understanding of fire safety and ecological impact.

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Safety & Resources

• Fire extinguisher, buckets of water/sand nearby.
• First aid kit.
• Appropriate clothing and adult supervision ratio minimum 1:6.
• Natural materials for fire-building sustainably sourced.
• Cooking sticks or small skewers.
• Dyslexia-friendly worksheets and laminated cards.

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Differentiation Summary

Learner Needs	Strategy
SEND/SEMH	Use clear visuals, small steps, peer support, calm environment for confidence
Dyslexic learners	Dyslexia-friendly print, symbol support, verbal recording options
Fine motor difficulties	Prepared materials, alternative roles
Advanced learners	Research chemical reactions in cooking, lead small group discussions

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Extension Activities

• Design a fire safety poster for the forest environment.
• Plan and cook a complete simple meal outdoors (with appropriate permissions).
• Explore the role of controlled burns in forest management and conservation.

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This lesson plan delivers a rich, multi-sensory, hands-on experience complying with the National Curriculum’s focus on scientific enquiry, health and safety, ecological understanding, and personal development, perfectly suited for Year 7 forest education learners with diverse needs.