Local Ecosystem Identification

Overview

This 60-minute lesson is Lesson 2 of 12 in the Year 7 unit Exploring Local Ecosystems. Students will investigate local ecosystems found in their community and use guided research to identify different ecosystems and key species inhabiting them. The lesson supports the National Curriculum (England) for Year 7 Science, focusing on biology and environmental science.

---

National Curriculum Links

Key Stage 3 Science Programme of Study:

• Unit: Biology – Interactions and Interdependence
• Objectives:
  • Recognise that environments can change and that this can pose dangers to living things.
  • Understand the interdependence of organisms within an ecosystem.
• Working scientifically:
  • Ask relevant questions and use scientific enquiries to answer them.
  • Collect and record data to help answer questions.

---

WALT (We Are Learning To)

• Identify and describe different types of local ecosystems.
• Recognise common species found in these ecosystems.
• Use research skills to collect and present accurate information on ecosystems.
• Appreciate the importance of local biodiversity and conservation.

---

Resources

• Printed photos and fact sheets of local UK ecosystems (e.g., woodland, pond, grassland, urban garden)
• Identification guides (dyslexia-friendly print: clear font such as OpenDyslexic, colour-coded text, and simple language)
• Tablets or computers for supervised internet research (pre-selected reliable websites or local wildlife databases)
• Ecosystem graphic organiser worksheets
• Whiteboard or interactive board
• Colour pencils and poster paper

---

Lesson Structure

Time	Activity	Description	Differentiation & Dyslexia Support
0-5 mins	Starter: Activate prior knowledge	Quick class discussion: “What is an ecosystem?” and “What local places might be ecosystems?”	Visual mind map on board; keywords highlighted and displayed visually.
5-15 mins	Teacher input & modelling	Introduce local ecosystems with pictures and sample species. Use whiteboard to model ecosystem identification and species spotting.	Use clear, simple sentences; visual aids; repeat key terms aloud; and use colour-coded labels to support memory retention.
15-30 mins	Guided group research	Students in groups of 5 research a local ecosystem from printed materials and tablets. They fill in the graphic organiser with ecosystem type, characteristic features, and species found.	Mixed ability groups; scaffolded worksheet with sentence starters; option to record answers verbally if writing is challenging.
30-45 mins	Group poster creation	Groups create a poster summarising their ecosystem using drawings, facts, and species photos. Encourage creativity with colours and layout to support memory and engagement.	Dyslexia-friendly fonts and spacing on worksheets; ensure group roles assigned to balance task complexity (e.g., reader, writer, artist, presenter).
45-55 mins	Presentations and peer teaching	Each group explains their ecosystem poster to the class, identifying key species and ecological importance.	Use clear prompts for speakers; provide time for rehearsing; allow peer encouragement to build confidence.
55-60 mins	Plenary & reflective questions	Discuss why it is important to know about local ecosystems and how humans affect them. Fill in an exit ticket with one thing they learned and one question they still have.	Exit ticket can be visual (draw a species) or written sentence; provide sentence starters for writing support.

---

Assessment

• Formative assessment through observations of group discussions and participation in research.
• Review of graphic organisers and posters for understanding of ecosystem identification and species recognition.
• Exit ticket reflections to gauge individual learning and interest.

---

Differentiation Strategies

• Provide a range of materials (text-based, visual, verbal) to suit different learning preferences.
• Assign mixed-ability groups to enable peer support and varied skill practice.
• Scaffold writing tasks with sentence starters and vocabulary lists.
• Allow alternative recording methods (oral, drawings) to support dyslexic and EAL learners.
• Use dyslexia-friendly fonts (OpenDyslexic or Comic Sans), ample line spacing, and colour coding on all handouts.

---

Cross-Curricular Links

• Geography: Local landscape and habitat types.
• Art: Poster creation and species illustration.
• English: Presenting information and building scientific vocabulary.

---

Extension/Homework

• Research a local ecosystem not covered in class and create a simple fact file or digital slide.
• Observe a local green space over the week and note any plants or animals seen, bringing findings to next lesson.

---

This lesson encourages active participation, builds research skills relevant to biology, and fosters local environmental awareness — all firmly rooted within the national curriculum framework for Year 7 Science.