Minibeasts Expert Visit

Overview

In this engaging and hands-on session, a minibeasts expert visits the classroom to deepen children’s curiosity and understanding of small creatures found in their local environment. Through direct interaction, observation, and questioning, EYFS and KS1 children will explore living things and their habitats, building crucial early science skills aligned with the National Curriculum for England.

National Curriculum Links

EYFS

Understanding the World: The Natural World

Children know about similarities and differences in relation to places, objects, materials and living things.
They talk about the features of their own immediate environment and how environments might vary from one another.
They make observations of animals and plants and explain why some things occur, and talk about changes.

KS1

Science – Year 1 & 2

Identify and name a variety of common animals including minibeasts (Year 1).
Explore and compare the differences between things that are living, dead, and things that have never been alive (Year 2).
Identify and name a variety of plants and animals in their habitats, including microhabitats (Year 2).
Describe how animals obtain their food from plants and other animals, using simple food chains (Year 2).

Learning Objectives (I can statements)

By the end of the lesson, children will be able to:

I can name a variety of minibeasts and some of their characteristics (EYFS/KS1).
I can describe where different minibeasts live and why these habitats suit them (KS1).
I can ask and answer questions about minibeasts and their behaviours (EYFS/KS1).
I can observe small creatures carefully and respectfully (EYFS/KS1).

Success Criteria

Children correctly name at least 3 minibeasts introduced during the visit.
Children explain one fact about the habitat or behaviour of each minibeast.
Children ask at least one question to the expert about a minibeast’s life.
Children demonstrate gentle handling or observation and respect for living creatures.

Timetable (60 minutes)

Time	Activity	Notes / Differentiation
0-5 mins	Welcome and Introduction: Teacher introduces the minibeasts expert and outlines behaviour expectations (calm voices, hands gentle).	Use clear, simple language; visual timetable
5-20 mins	Expert Presentation: Expert shows live minibeasts (e.g., ladybirds, woodlice, worms, beetles) and talks about habitats and behaviours.	Use props; expert models handling; visual aids (pictures, simple diagrams)
20-30 mins	Interactive Q&A: Children encouraged to ask questions and share observations. Teacher scaffolds questions for SEN and younger children.	Use "talk partner" strategy; sentence starters for KS1 ("Why do you think...?")
30-45 mins	Guided Observation Stations: Small groups rotate between 2-3 stations with minibeasts in habitat tubs. EYFS focus on naming and simple observation; KS1 add habitat description and minibeast behaviour.	Support SEN children with adult or peer buddy; word mats with visuals
45-55 mins	Drawing and Reflection: Children draw their favourite minibeast and write/dictate one fact about it. EYFS children can label or mark-make with adult support.	Use artist tools sized for each child’s fine motor skills
55-60 mins	Plenary and Goodbye: Review key learning, share some drawings, and thank the expert. Reward positive listening and participation.	Use praise and stickers as recognition

Differentiation Strategies

EYFS and SEN learners: Use modelling, adult support, sentence stems, and smaller group sizes to scaffold understanding and language development. Provide visual aids (picture cards and word mats) to link vocabulary to objects. Allow for dictation or mark-making rather than writing.
Mixed ability KS1: Challenge more confident children to explain why minibeasts live where they do and to create simple food chains orally or in writing. Use enquiry prompts for curious learners to research further in the classroom library or digitally afterwards.

Extension Activities (for advanced learners)

Research and present a simple food chain involving a minibeast (e.g., ladybird eats aphids).
Create a mini habitat model for a minibeast at home or in the classroom continuous provision area.
Write a short imaginative story based on the day in the life of one of the minibeasts introduced.

Resources

Live minibeasts in safe habitat containers (provided by expert)
Magnifying glasses, tweezers, gloves (for safe handling)
Word mats and visual aids with minibeast names and habitat pictures
Drawing materials: paper, crayons, pencils, colouring pencils
Clear timetable and behaviour visual cards
Adult helpers / teaching assistants for support during stations

Teacher Reflection Prompts

Did children engage actively with the expert and the minibeasts? Which children needed extra support?
Were children able to make connections between minibeasts and their habitats?
How successfully did children use scientific vocabulary? Are next lessons needed to further vocabulary or concepts?
How effective was the balance between EYFS and KS1 differentiation in mixed-age provision?

This lesson encourages rich enquiry, direct experience, and nurtures children’s developing scientific thinking about living things. It aligns closely with the National Curriculum while embodying your school's ethos of nurturing the whole child and Rosenshine-informed teaching practices.