Forest Learning Journey

Lesson Overview

Duration: 60 minutes
Class size: 20 students
Age group: Years 7-11
Location: Forest environment on school grounds or local woodland

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National Curriculum Alignment

This lesson plan supports key aims from the National Curriculum for England linked to Forest Education, particularly within:

• Science (Years 7-9):
  • Understand ecosystems and interdependence of organisms (KS3 Biology – Living Things and their Environment)
  • Develop scientific enquiry skills through observation, prediction, and practical investigation
• PSHE (Personal, Social, Health and Economic Education):
  • Developing self-awareness, emotional wellbeing, and social skills (particularly for SEMH students)
• Physical Education and Outdoor Learning:
  • Promote physical activity and teamwork through experiential learning in an outdoor environment
• SEND Inclusion:
  • Provide multi-sensory, therapeutic learning tailored to abilities and needs, supporting Equality Act 2010 requirements

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Learning Objectives (WALT)

• WALT:
  • Identify and describe key components of a forest ecosystem, recognising the interdependence of plants and animals
  • Develop observational and recording skills through direct engagement with the forest environment
  • Enhance emotional wellbeing and teamwork through group activities and therapeutic nature connection
  • Apply knowledge creatively through a hands-on activity, demonstrating understanding of forest ecology

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Success Criteria

Students will be able to:

• Name at least three plants and three animals commonly found in the forest and explain their roles
• Accurately record observations using a simple checklist or field sketch
• Collaborate respectfully within their group to complete a forest-based task
• Reflect on how spending time in the forest affected their mood or thoughts
• For advanced learners, explain the concept of food chains/webs observed in the forest

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Resources Needed

• Clipboards, notebooks or laminated recording sheets
• Pencils or coloured pens (pens with grips for SEND support)
• Identification guides with dyslexia-friendly fonts and lots of images
• Simple magnifying glasses
• Natural materials kit (twigs, leaves, pebbles)
• Sensory objects (pine cones, moss, bark samples)
• Seating or mats for reflection time in forest clearing

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Lesson Sequence

1. Introduction (10 minutes)

• Gather students in a circle in the forest clearing.
• Explain WALT and discuss success criteria clearly.
• Brief mindfulness breathing to tune into the forest sounds (therapeutic start).
• Introduce basic forest ecosystem concepts in simple, jargon-free language. Use dyslexia-friendly laminated cards with images.

2. Exploration & Observation Activity (20 minutes)

• Split into small groups of 4-5.
• Each group has a clipboard with an observation sheet featuring:
  • Picture symbols identifying common forest species
  • Spaces for sketches/doodles
• Groups explore a marked area, seeking examples of flora and fauna, using sensory objects to touch and smell. Encourage all learners to participate through choice and sensory engagement.
• Support staff or peer buddies assist SEND/SEMH learners in engagement.

3. Hands-On Task: Build a Mini Ecosystem (15 minutes)

• Groups collect natural materials to build a small forest floor “model” showing layers (leaves, twigs, moss) and habitats.
• Discuss how the components depend on each other (e.g., leaves decay to nourish soil).
• Encourage advanced learners to explain the food chain/web of their mini ecosystem.

4. Reflection & Sharing (10 minutes)

• Sit in a circle; each group briefly presents their mini-ecosystem and what they found interesting.
• Guided discussion on how nature can help us feel calm, relate to others, and why forests need protection.
• Students write or draw in their notebooks how the forest made them feel (option of dyslexic-friendly templates available).

5. Plenary & Next Steps (5 minutes)

• Recap WALT and what was achieved.
• Explain simple extension activities (see below).
• Ensure safe exit from forest area.

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Differentiation

Learner Type	Strategies
SEND (including SEMH)	Use sensory objects, provide adult support, allow alternative recording (drawing/talking), ensure calm breaks, use simple language and visual prompts
Dyslexic learners	Dyslexia-friendly reading materials (short sentences, clear fonts, images), coloured overlays if needed, audio instructions where possible
Advanced learners	Challenge to create detailed food chains, lead group discussions, research additional species post-lesson
EAL learners	Use pictorial vocabulary cards, demonstrate tasks visually before verbal instructions, pair with supportive peers

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Extension Activities

• Design a poster or digital presentation about local forest species using photos or drawings taken during lesson
• Research human impacts on local woodlands and suggest conservation actions
• Create a sensory poetry or creative writing piece inspired by the forest experience
• Lead a peer teaching session explaining concepts learned to younger pupils or family

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Assessment Opportunities

• Formative assessment through observation of group participation and recorded observations
• Peer and self-assessment during reflection discussion on WALT and success criteria
• Collection of mini-ecosystem creations as a practical outcome
• Evaluate emotional wellbeing improvements by informal checks or post-session questionnaires with SEMH students

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Notes for Teachers

• Forest education should be flexible to weather and environment; prepare alternative zones if needed.
• Be mindful of individual sensory needs; allow choices for involvement level.
• Use a calm, nurturing tone to facilitate the therapeutic environment.
• Monitor students closely for fatigue or distress, providing timely breaks.
• Engage students in setting simple forest rules to promote respect and safety.

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This adaptable template can be tailored to various forest education topics such as biodiversity, habitats, conservation, or seasonal changes while maintaining a therapeutic, inclusive approach in line with England's National Curriculum objectives.