Habitats and Conservation

Lesson 21: Additional Exploration

Duration:

60 minutes

Class Size:

30 Year 2 students

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National Curriculum Links

English - Key Stage 1 (Years 1 and 2):

• Reading: Develop pleasure in reading, motivation to read, vocabulary and understanding (NC PoS English Year 2).
• Writing: Write narratives about personal experiences and those of others, real or fictional; write for different purposes (NC PoS English Year 2).
• Spoken Language: Participate in discussions, listen and respond appropriately, speak audibly and fluently with an increasing command of Standard English (NC PoS English Years 1 & 2).

Science Link (Cross-curricular relevance):

• Identify habitats and creatures living there (KS1 Science: Living things and their habitats).

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Learning Objectives (WALT)

• WALT discuss and write about different habitats and conservation efforts using appropriate vocabulary.
• WALT use descriptive language and connect ideas clearly in spoken and written form.
• WALT work collaboratively to share understanding and reflect on conservation messages.

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Success Criteria

• I can talk about different habitats and explain why conservation is important.
• I can write simple sentences using descriptive words about an animal or habitat.
• I can listen and respond to others’ ideas in a group discussion.
• I can use new vocabulary learnt during the unit correctly in my writing and speaking.

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Resources

• Habitat images/posters (familiar ones from previous lessons: pond, woodland, desert, rainforest)
• Individual whiteboards and pens
• Differentiated writing worksheets (sentence starters, word banks, blank writing paper)
• Story sacks / small props related to animals and habitats
• Video clip – short animation or song about conservation (optional)
• Large paper and coloured pencils for group mind-mapping

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Lesson Structure

1. Introduction (10 minutes)

• Recap key vocabulary from previous lessons: habitat, conservation, protect, environment, endangered, species.
• Use images/posters for a quick flashcard quiz: show a habitat and ask “What habitat is this?”, “Which animals live here?”, “How can we help protect this place?”
• Encourage short spoken answers to consolidate spoken language skills.

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2. Main Activity Part 1: Group Discussion & Mind Mapping (15 minutes)

• Divide the class into 6 groups of 5 pupils, mixing abilities.
• Provide each group with a habitat poster and coloured pencils.
• Task: Create a mind map naming animals, plants, and ways to protect this habitat.
• Adults/support staff to scaffold with questioning for working towards, encourage greater depth learners to write complex sentences or pose questions on the map.
• Encourage use of vocabulary like ‘conserve’, ‘pollution’, ‘endangered’.

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3. Main Activity Part 2: Writing Sentences (20 minutes)

• Return to seats, distribute differentiated writing worksheets:
  • Working towards: Fill in missing words using a word bank to complete sentences about their habitat.
  • Expected: Use sentence starters to write 3-4 sentences describing an animal and how to protect its habitat.
  • Greater depth: Write a short paragraph including descriptive adjectives and conjunctions (because, and, so) to explain why conservation matters.
• Whiteboard available for spelling help and vocabulary reminders.
• Extension: Create a short conservation poster, combining drawings and sentences.

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4. Sharing and Plenary (10 minutes)

• Invite volunteers from each group to share one key idea from their mind map or reading their writing aloud.
• Discuss as a class how everyone can help protect habitats in everyday life (linking to actions like recycling, not littering, planting flowers).
• Teacher provides positive feedback using success criteria language.

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5. Assessment

• Informal observation during group and class discussions for oral language use and vocabulary application.
• Review of written work to check for understanding of key vocabulary, sentence structure, and content relevance.
• Differentiated tasks allow assessment at each level of learner ability.

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Differentiation & Inclusion Strategies

• For learners working towards the expected level:
  • Use sentence starters and word banks.
  • Support from teaching assistants during group work.
  • Visual prompts and modelling language for speaking and writing.
• For expected level learners:
  • Scaffold writing with partial sentence prompts.
  • Encourage use of new vocabulary in both spoken and written tasks.
• For greater depth learners:
  • Challenge with writing more complex sentences, asking ‘why’ questions.
  • Encourage generating their own extension questions about habitats and conservation.
  • Create mini conservation posters with captions incorporating persuasive language (“We must...” “It is important because...”).

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Extension Activities

• Create a class book with all the habitats and animals described, illustrated by students.
• Role play a ‘radio show’ where students interview each other about their chosen habitat and conservation ideas.
• Science connection: Investigate a local habitat (e.g., school garden or nearby park) next week and record findings.

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Teacher Notes

• This lesson is designed as a final consolidation and extension within the “Exploring Habitats and Conservation” unit.
• Encourage pupils’ enthusiasm for the environment and build confidence with spoken and written English related to science topics.
• Use differentiated tasks to ensure all learners feel successful and challenged.
• Sensitively support pupils who may be less familiar with vocabulary by repeated exposure and multi-sensory activities.

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By combining science knowledge with speaking, listening, reading, and writing skills through engaging group activities and careful scaffolding, this lesson meets the statutory requirements of the National Curriculum for England for Year 2 English while enriching understanding of habitats and conservation.