Minibeast Forest Hunt

Overview

Today students will practise safe outdoor working and use simple observation skills to find, identify, and compare minibeast habitats in a forest setting. The lesson builds toward independent fieldwork by using clear, single-step instructions and a checklist.

Learning intentions

• FN1.5: Find 5 different mini beasts.
• FN2.3: Find and identify an animal print.
• FN2.4: Compare different habitats.

Success criteria

Students can:

• I can state and follow the main safety rules outdoors
• I can name one suitable location to look for minibeasts
• I can follow at least three single-step instructions in the hunt
• I can complete the checklist and name at least one minibeast/trace found
• I can identify an animal print and compare two habitats (e.g., under logs vs leaf litter)

Curriculum links

• Experimental skills and investigations: use appropriate techniques, apparatus and materials during fieldwork, with health and safety in mind (KS3 Science descriptor)
• Environmental observation: practical field skills for investigating living things and habitats during outdoor work (aligned to experimental fieldwork expectations)
• Transferable fieldwork behaviours: teamwork, listening to instructions, and problem-solving during a guided outdoor task
• Teamwork: Collaborating with peers during the minibeast hunt and sharing findings
• Listening: Following instructions carefully for safety and task completion
• Observation: Noticing details about minibeasts and their habitats
• Problem-solving: Figuring out where to find minibeasts and how to identify them
• Communication: Describing creatures found and discussing habitats
• Responsibility: Practising safe outdoor behaviour and respecting the environment

Lesson structure (60 minutes)

Starter: Discuss prior knowledge about minibeasts and habitats. Show pictures or examples to engage interest.

1. 0–5 min · Warm-up & safety rules. Teacher leads a brief safety talk using a visible “forest rules” chart (stay with group, don’t touch unknown animals, watch where you step, wash hands at end, listen for stop signal). Students repeat key rules and show “safe feet” posture.

2. 5–12 min · Hook: what minibeasts need. Teacher shows 3 forest “micro-sites” (leaf litter, under a log, near a damp patch/moss) and asks: “Which looks most likely for minibeasts and why?” Students do quick think-pair-share and choose one starting location.

3. 12–20 min · Modelling: identification & checklist. Teacher explains safety rules for outdoor work and demonstrates how to use the minibeast checklist and observation techniques. Teacher models “print spotting” (e.g., tiny tracks in dust/soil, bite marks on leaves, frass, webbing) and how to record it on the checklist. Students practise with a teacher-provided example card: match print/trace to a prompt.

4. 20–35 min · Independent practice 1: Observation and preparation. Students practise safe outdoor working and make initial simple observations of the forest environment using guided questions. In small groups, students familiarise themselves with the checklist and identification prompts, preparing for the main hunt.

5. 35–50 min · Independent practice 2: Minibeast hunt and checklist completion. Students undertake the minibeast hunt following the checklist, find and identify at least five mini beasts or animal prints, and record their observations. Students rotate through two stations while the teacher monitors safe technique:

• Station A: leaf litter search
• Station B: log/moss search Students follow single-step instructions (teacher reads them one at a time): “Look for movement. Stop. Count. Record. Replace.” Each student completes their own checklist aiming to find 5 different minibeasts or prints.

6. 50–55 min · Compare habitats mini-task. Teacher prompts: “Compare Habitat 1 and Habitat 2.” Students use a simple two-column sheet: what you saw (minibeasts/prints), what the surface was like (damp/dry, cover present, light level), and which seemed better. Students share one comparison sentence.

7. 55–57 min · Mini plenary: short reflection. Gather students briefly to share initial findings and clarify any questions about the hunt. Teacher asks students to reflect briefly on what they have learned so far or any surprises during the hunt.

8. 57–60 min · Mini plenary: share one find. Teacher asks each student to name one creature found (or one print if no creature was seen) and explain where it was found (location). Students give one short statement using a frame: “I found ___ near/under ___.”

Resources

• Minibeast checklist sheets (one per student)
• Clipboards or hard boards
• Pencil crayons/markers (choose-up colours for habitats)
• Magnifying loupes (simple, if available)
• Disposable gloves (optional for handling; teacher decides by policy)
• Hand sanitiser/wipes for end-of-lesson hygiene
• Forest “stop and listen” signal (bell/whistle)
• Example print/trace picture cards
• Two-column habitat comparison sheets
• Small collection trays/bags for temporary viewing only (used only if school policy allows; otherwise observe in place)

Assessment

• Formative during hunt: teacher observes whether students follow at least three single-step instructions and record accurately on the checklist
• During compare task: teacher checks if students make a clear habitat comparison using evidence from what they saw
• Exit ticket: checks naming at least one creature/print and confirming a safety rule followed

Differentiation

• Lower ability support:
• Provide a visual checklist with icons (leaf litter, log, moss, print/track, minibeast silhouette)
• Give instructions in short single steps with hand signals; repeat and model “stop/record/replace”
• Offer a word bank for habitat comparison (damp/dry, covered/open, under/near)
• Provide dyslexia-friendly reading: larger font, fewer words per line, teacher reads instruction cards aloud
• Higher ability extension:
• Challenge to find 5 different mini beasts (or at least 3 minibeasts plus 2 prints) and add one extra detail to each record (e.g., size, number seen, behaviour)
• Compare habitats more deeply: “Which habitat had the most evidence and what is one reason?”
• Add a “predicted next find” prompt: where they would look next if time allowed
• SEND/SEMH therapeutic approach:
• Use predictable routine (safety → model → hunt stations → compare → share) to reduce anxiety
• Offer “sensory-safe roles” (e.g., recorder, photographer/drawer, spotter for movement) so pupils can participate without forcing direct handling
• Provide brief regulation breaks (2 minutes) if needed using the stop signal and breathing cue
• EAL support:
• Pair students strategically; give sentence frames and picture cards for print identification and habitat comparison

Cross curricular links

• Experimental skills and investigations (KS3 Science), environmental observation, transferable fieldwork behaviours like teamwork and problem-solving.

Session review

• Quick review with the group: confirm safety rules practised, celebrate successful checklist completion, and highlight one strong habitat comparison.

Plenary

Reflect on what was found, discuss differences between habitats, and review safety and teamwork.

Exit ticket

Students name one minibeast they found and one safety rule they followed.

Lower ability

Provide one-to-one support, simplified checklist, and allow extra time. Use clear, single-step instructions.

Higher ability

Challenge students to compare habitats in more detail and suggest reasons for minibeast distribution.

Extension activities

Create a mini-report or poster about the minibeasts found, or plan a follow-up hunt in a different location.