Learning Reflection

Overview

Unit: Exploring Habitats and Conservation
Lesson Number: 17 of 20
Duration: 60 minutes
Class: Year 2 (Age 6-7)
Class Size: 30 students
National Curriculum Links:

• Science:
  • Working Scientifically: asking simple questions and recognising that they can be answered in different ways (Year 2)
  • Animals, including humans: identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants (Year 2 Science programme of study)
• English:
  • Spoken Language: participate in discussions, presentations, performances, role play, improvisations and debates
  • Writing: writing for different purposes, forming simple sentences that can be read by others (Year 2 Writing programme of study)

Learning Objectives (WALT)

• WALT: Reflect on what we have learned about habitats and conservation throughout the unit.
• WALT: Express our ideas clearly by discussing and recording our learning journey.

Success Criteria

• I can share one interesting or new thing I have learned about habitats or conservation.
• I can listen to others respectfully and add my ideas.
• I can write or draw in my reflection journal to show my learning.
• (Extension) I can create an informative poster summarising what I have learned.

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Resources

• Reflection journals (differentiated templates: word banks, sentence starters for SEND/ELSA students)
• Whiteboard/interactive board
• Markers, crayons, coloured pencils
• Large paper sheets/A3 for poster making
• Vocabulary mats with key terms (habitat, conserve, endangered, protection)
• Photos or visuals from earlier lessons (optional prompts)
• ‘Talking stick’ or object to manage turn-taking

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Lesson Structure

1. Starter (10 minutes)

Activity: Class circle discussion

• Gather students in a circle. Teacher prompts: “What do we remember about habitats?” “Can anyone share something new about animals or plants and how we look after them?”
• Use ‘talking stick’ to give each child a chance to speak, fostering listening skills and respect.
• Teacher models describing one example of a habitat and one conservation effort covered in the unit.
• Writing/drawing vocabulary words on the board for visual support.

Differentiation:

• Support learners with sentence starters on cards: e.g., “I learned that…”, “Animals live in…”, “We must… to protect…”
• Provide extra time or paired talk for less confident speakers.

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2. Main Activity (35 minutes)

Activity: Reflection journal – ‘My Learning Journey’

• Children use their reflection journals to write or draw one thing they learned about habitats or conservation.
• Provide differentiated worksheets with scaffolds:
  Working towards: Draw a picture and label one word.
  Expected: Write one or two simple sentences describing learning.
  Greater depth: Write detailed sentences or a short paragraph including why habitats are important and how we can conserve them.

Teacher Role:

• Circulate and support sentence formation where needed.
• Prompt deeper thinking with questions “Why is this important?” “How can we help animals or plants in this habitat?”
• Encourage use of vocabulary from the unit.

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3. Extension Activity (10 minutes)

Activity: Create a poster

• For more advanced learners or early finishers, invite them to start a poster summarising key facts about habitats and conservation.
• Focus on neat presentation, using drawings and key words.
• These posters can be displayed in the classroom or corridor to celebrate learning.

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4. Plenary (5 minutes)

Activity: Share reflections

• Ask 4-5 volunteers to share what they wrote or drew.
• Reinforce positive listening and feedback from peers.
• Summarise key messages about the importance of habitats and conservation.
• Recap success criteria to celebrate learning achievements.

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Assessment and Feedback

• Use reflection journals to assess understanding of habitats and conservation concepts.
• Note ability to communicate ideas verbally and in writing, using appropriate vocabulary.
• Teacher observations during discussion and writing to identify learners needing additional support or challenge.

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Differentiation Summary

Learner Group	Strategies	Resources Used	Outcome Focus
Working Towards	Sentence starters, drawing with labels, paired talk	Simplified reflection journal templates	Express learning in simple terms or pictures
Expected	Scaffolded writing templates, vocabulary mats	Standard journal worksheet	Basic sentence writing about habitats
Greater Depth	Extended writing opportunity, poster creation	Poster materials	Detailed writing and summarising key ideas
SEND/ELSA	Visual supports, extra processing time, adult support	Word banks, one-to-one prompting	Participation in discussion and drawing

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Additional Notes for Teacher

• Celebrate all contributions, emphasising effort and curiosity.
• Use positive reinforcement to build confidence sharing aloud.
• Use visuals and physical movement (circle time, talking stick) to engage diverse learners.
• Consider compiling reflection journals into a “Class Conservation Book” as a unit keepsake.

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This lesson offers a creative and inclusive way for Year 2 children to consolidate their learning, practise speaking and writing skills, and appreciate the importance of caring for our planet through the lens of habitats and conservation.