Living Things and Environments

Lesson Overview

Duration: 60 minutes
Class Size: 30 Year 7 students
Curriculum Reference:

• National Curriculum for England - Programme of Study for Key Stage 3 Science
• Topic: Biology - Living things and their habitats
• Relevant Learning Objective:
  • "Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird" (KS3 Biology 3a)
  • "Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals" (KS3 Biology 3b)
  • Introduce and explore the interdependence of organisms and their environments (KS3 Biology 3d)

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Learning Objectives (WALT)

• WALT: Recognise and describe the characteristics of living things including animals, plants and micro-organisms.
• WALT: Understand how different living things are adapted to their environments.
• WALT: Identify how different environments support different kinds of living things.

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Success Criteria

• I can explain what makes something living.
• I can identify characteristics of animals, plants and micro-organisms.
• I can describe how animals and plants are adapted to their habitats.
• I can give examples of different habitats and the living things found there.

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Curriculum Links

• KS3 National Curriculum Biology: Recognising characteristics used to classify living things
• Explore diversity of life and adaptations relevant to environment - part of study of ecosystems and interdependence
• Develop scientific enquiry through observation and classification

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Resources

• Dyslexia-friendly texts about living things (simple fonts such as Comic Sans or OpenDyslexic, coloured overlays)
• Large laminated habitat cards (forest, pond, desert, rainforest, arctic)
• Animal & plant picture cards
• Interactive whiteboard for videos/animations
• Graphic organisers - venn diagrams and classification trees
• Sensory fidget tools for focus support (ADHD, Autism)
• Headphones & quiet corner for sensory breaks
• Extension challenge worksheet (advanced classification and reasoning questions)
• Visual timetable to structure lesson

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Lesson Structure

1. Introduction (10 minutes)

• Teacher input: Introduce WALT and success criteria using clear and simple language on screen and board.
• Share definition of living things: Movement, Respiration, Sensitivity, Growth, Reproduction, Excretion, Nutrition (MRS GREN)
• Use visuals and gestures to embed understanding
• Dyslexia-friendly reading: Display short paragraph about MRS GREN on dyslexia-friendly background paper; read aloud together

Differentiation:

• For students with Autism - provide written and visual cues for new vocabulary, allow questions through card system.
• ADHD - movement break after this section with stretch/stretching music.
• FASD - paired reading with peer or assistant.
• ODD - positive reinforcement and choice of how to respond (verbal or drawing).

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2. Main Activity: Classification and Habitats (30 minutes)

Part A: Group Sorting (15 mins)

• Students split into mixed-ability groups of 5 with clear roles assigned (Reader, Sorter, Recorder, Reporter, Timekeeper) to build engagement and structure.
• Each group gets laminated habitat cards and animal/plant picture cards.
• Task: Classify which animals/plants belong to which habitats and explain why (link to adaptations). Encourage students to use MRS GREN to identify living things.
• Teacher circulates to support, scaffold reasoning with questioning.

Differentiation:

• Autism - use clear structure and predictable routine sheets; visual aids showing classification steps.
• ADHD - provide fidget objects; use timers for activity phases.
• FASD - scaffolded sentence starters for explanations ("I think this animal lives here because...")
• ODD - choice to present findings orally or visually to whole class or smaller group.

Part B: Whole Class Discussion (15 mins)

• Each group reports back key points.
• Discuss how animals and plants are adapted to their environments (e.g., thick fur in arctic animals, cactus storing water in deserts).
• Use animations/videos to reinforce learning and maintain engagement.

Extension:

• Advanced learners complete an extension worksheet classifying unfamiliar species using observed characteristics and justify their choices in writing or diagram form.

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3. Plenary and Assessment (10 minutes)

• Quick quiz game (e.g., Kahoot or paper-based quiz) to assess knowledge of MRS GREN and habitats.
• Use success criteria checklist for students to self-assess understanding.
• Encourage reflection: Which adaptation surprised you most? What new fact did you learn about living things?

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Differentiation Summary

Learner Type	Strategies	Resources
Dyslexic	Dyslexia-friendly texts, coloured overlays, read aloud	Simple fonts, oral support
Autism	Visual timetables, structured roles, quiet area	Visual cues, social stories
ADHD	Movement breaks, timers, fidget toys	Headphones, break space
FASD	Paired reading, sentence starters, repetition	Peer support, scaffolded tasks
ODD	Positive reinforcement, choice in responses	Flexible response methods

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WOW Factor Ideas

• Use a “Living Things Detective” theme: students “investigate” what makes things alive using clues and classification to “solve the case.”
• Include a tactile sensory box with real or artificial leaves, feathers, and shells for hands-on exploration.
• Integrate a short VR or immersive video experience of different habitats, to visually and emotionally connect students with animal and plant adaptations.
• Provide a digital classification tool or app for higher ability learners to experiment with creating their own classification trees.

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By combining carefully scaffolded teaching, multi-sensory resources, and differentiated approaches, this lesson supports all learners to gain a deep understanding of living things and their environmental adaptations while adhering closely to the National Curriculum for England.