Winter Minibeast Introduction

Class Details

• Class: Year 2
• Number of Students: 23
• Duration: 60 minutes
• Unit: Winter Minibeast Explorers (Lesson 1 of 13)
• Curriculum Focus: Curriculum for Excellence, Scotland

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Learning Intentions

By the end of this lesson, pupils will:

• Understand what minibeasts are and identify various examples.
• Recognise different habitats that minibeasts live in, particularly during winter.
• Appreciate the importance of minibeasts to the ecosystem.
• Share and listen to prior knowledge and personal experiences related to minibeasts.

Curriculum for Excellence Links

• Science Experiences and Outcomes (Early Level / Level 1):

  • SOC 1-01a: Through exploring, pupils develop an awareness of minibeasts and their habitats.
  • SCN 1-01a: I have observed living things in the environment over time and can share my findings.
  • SCN 1-02a: Through exploring and discussing, I can recognise that living things have different needs and live in habitats that provide these needs.

• Literacy & English (Listening and Talking):

  • LIT 1-09a: I can share my thoughts, opinions, and experiences clearly and listen to those of others.

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Resources

• Interactive PowerPoint presentation with colourful images and animations of minibeasts and their habitats in winter.
• Large illustrated posters of common minibeasts (worms, spiders, woodlice, ladybirds).
• Whiteboard and markers.
• Worksheet for simple drawing and writing activity (optional).
• Natural artefacts or pictures (e.g., leaves, logs, soil) for sensory engagement.
• “Minibeast box” containing toy models of minibeasts (for tactile engagement).

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Lesson Structure

1. Warm-Up & Engagement (10 minutes)

• Activity:

  • Begin with a lively question: "Can anyone tell me what a minibeast is?"
  • Encourage all students to share any stories, sightings, or experiences involving minibeasts, fostering a safe and enthusiastic sharing environment.
  • Write down key words in a mind map on the whiteboard titled “What do we know about minibeasts?”

• Pedagogical Notes:

  • Encourage turn-taking and listening skills in line with Curriculum for Excellence LIT 1-09a.

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2. Introduction via PowerPoint Presentation (20 minutes)

• Content:

  • Definition of minibeasts: What they are and examples (insects, spiders, worms, etc.).
  • Minibeast habitats: Under logs, in leaf litter, soil, and frozen ponds during winter.
  • Importance of minibeasts in the ecosystem: Help in breaking down dead plants, making soil healthy, and serving as food for birds.

• Interactive Elements:

  • Embedded quiz questions during the presentation ("Which minibeast do you think likes cold weather?").
  • Use age-appropriate vocabulary with clear visuals and simple phrases.
  • Invite volunteer students to come up and point to examples on the poster or screen.

• Curriculum Alignment:

  • Supports SOC 1-01a through exploration and identification.
  • Encourages engagement with scientific vocabulary.

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3. Sensory Exploration & Group Discussion (15 minutes)

• Activity:

  • Pass around the “minibeast box” – students can touch and examine toy models, match them to the pictures in the PowerPoint/posters.
  • Show natural artefacts to help them imagine minibeast habitats in winter.
  • Facilitate a discussion based on these prompts:
    • "Where do you think this worm lives in winter?”
    • “Why do you think minibeasts are important for plants and animals?"

• Learning Focus:

  • Encourage observation and questioning as per SCN 1-01a.
  • Develop understanding of habitats and survival in winter per SCN 1-02a.

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4. Creative Reflection (10 minutes)

• Activity:

  • Pupils draw their favourite minibeast from the lesson, including its habitat.
  • Optional: Write a sentence or phrase about why the minibeast is important (with teacher support).

• Outcome:

  • Reinforce knowledge through art and expression.
  • Provides informal assessment and helps consolidate learning.

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5. Review & Plenary (5 minutes)

• Activity:
  • Recap key points: What is a minibeast? Where do they live? Why are they important?
  • Encourage pupils to share one new thing they learned.
  • Use a fun clap or cheer to celebrate their participation today.

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Assessment for Learning

• Formative Checks:

  • Mind map contributions during warm-up.
  • Responses and participation during interactive PowerPoint quiz.
  • Observations during sensory exploration and group discussion.
  • Review of creative reflections to check understanding of habitats and minibeast importance.

• Next Steps:

  • Use today’s drawing and sentences to inform differentiation for later lessons in the unit on more detailed minibeast exploration and identification.

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Differentiation Strategies

• Support:

  • Provide sentence starters for writing task (e.g., "My favourite minibeast is... because...").
  • Pair less confident pupils with a buddy during discussions and activities.

• Extension:

  • More able learners could attempt to name more minibeasts or suggest more habitat places.
  • Use of richer language and additional facts during the presentation.

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Teacher Reflection Prompts

• Did pupils show curiosity and engagement with the topic?
• Were all students given opportunities to share and listen?
• Was the vocabulary introduced accessible and reinforced effectively?
• Did the sensory and creative elements support deeper understanding?
• What might I adjust for lesson 2 to build on today’s learning?

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This lesson effectively starts the exciting unit by combining direct teaching with hands-on interaction, rooted in Scotland’s Curriculum for Excellence, meeting both scientific understanding and communication skills outcomes in an age-appropriate, memorable way.