Mapping Local Habitats

National Curriculum Links

• Geography

  • Key Stage 1 - Year 2
  • "Use simple compass directions (North, South, East and West) and locational and directional language to describe the location of features and routes on a map."
  • "Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features."
  • "Devise a simple map; and use and construct basic symbols in a key."

• Science (cross-curricular links)

  • "Explore and compare the differences between things that are living, dead, and things that have never been alive."
  • "Identify that most living things live in habitats to which they are suited."

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Learning Objectives (WALT)

• WALT identify local habitats on a map using locational language.
• WALT accurately label at least two local habitats on a map.
• WALT use simple map symbols and keys.

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Success Criteria

• I can recognise and locate at least two local habitats on a map.
• I can correctly label these habitats using the map key provided.
• I can explain why each habitat is important for local wildlife.

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Resources Needed

• Large colourful printed map of the local area, showing habitats (woodland, pond, park, meadow, etc.)
• Individual guided maps with labelled features (differentiated: some labeled, some blank for more confident pupils)
• Blank worksheets for labeling and drawing symbols
• Habitat fact cards (with images and short info)
• Clipboards, pencils, coloured markers
• Interactive whiteboard for mapping activity
• Extension pack for advanced learners with information on local endangered species

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Lesson Structure - 60 minutes

1. Introduction and Starter Activity (10 minutes)

• Engage: Show the class a large printed map of the local area with various habitats highlighted.
• Discuss: Use questioning to prompt thinking.
  • "Does anyone know what a habitat is?"
  • "What kind of habitats do we have around our school or town?"
• Introduce WALT and success criteria by writing them on the board for visual support.
• Use compass points to briefly explain how North, South, East and West help us locate places on a map.

2. Teacher-led Guided Mapping (15 minutes)

• Gather pupils around the large map on the interactive whiteboard.
• Model how to identify and label two habitats - e.g., woodland and pond.
• Show how to use symbols in the key and explain their meanings.
• Talk through location clues using directional language ("The pond is located to the north of the school...").

3. Independent/Pair Activity: Map Labelling (20 minutes)

• Distribute individual guided maps (differentiated):
  • Support: Maps with some habitats already labelled; pupils fill in missing labels.
  • Working At Expected: Blank maps to label two or more habitats using a word bank.
  • Greater Depth: Blank maps plus drawing own symbols and adding a simple key.
• Pupils work individually or in pairs to label habitats.
• Circulate to scaffold and ask questions—"How do you know this is a meadow?" or "Which habitat would frogs live in?"

4. Sharing and Discussion (10 minutes)

• Invite some pupils to share their labelled maps with the class.
• Ask them to explain how they found and identified the habitats.
• Discuss why it’s important to recognise habitats in our local area (link to conservation).

5. Extension Activity/Challenge (for early finishers or Greater Depth)

• Provide information sheets on a local endangered species (e.g., stag beetle, water vole).
• Challenge pupils to research where this species lives and why its habitat needs protecting, then share verbally or with drawings.

6. Plenary and Assessment (5 minutes)

• Revisit WALT and success criteria as a class.
• Quick quiz: Point to a habitat on the map; pupils name and explain one fact about it.
• Teacher assesses understanding through observation and completed worksheets.
• Mark differentiation needs and plan next steps for individual support or enrichment.

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Differentiation Strategies

• Guided maps with word banks and partial labels for pupils working towards expectations.
• Blank maps and opportunity to create symbols for pupils working at greater depth.
• Pairing less confident learners with peers for collaborative problem-solving.
• Use of visual aids and fact cards to support comprehension.
• Verbal scaffolding and simple sentence frames for writing.

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Assessment Opportunities

• Observation during paired/independent work (note pupil’s ability to use locational language and identify habitats).
• Completed worksheet maps checked against success criteria.
• Verbal explanations during sharing to assess depth of understanding.
• Extension research task used to inform progress of higher-attaining pupils.

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Cross-curricular Links

• Science: Understanding habitats and living things.
• Literacy: Reading map keys and writing labels.
• PSHE: Respecting the environment and local wildlife.

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Notes for Teacher

• Prepare maps beforehand, ideally using familiar local landmarks to maximise pupils’ engagement and understanding.
• Encourage curiosity by linking local habitats to pupils’ own experiences on the school grounds or nearby parks.
• Adjust pacing depending on pupils’ needs; offer more visual or practical support if required.
• Consider a follow-up outdoor activity exploring the school grounds to identify habitats seen on the map.

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This lesson plan is designed to be accessible, engaging and linked explicitly to the National Curriculum for England, ensuring all learners can participate meaningfully while being stretched according to their ability.