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Designed for introducing your KS3 students to ecosystems and the idea of invasive species and their impact on ecosystems. This lesson plan is fully prepped covering key vocabulary and teaching students how devastating invasive species can be on native fauna and flora. Both animal and plant examples of invasive species are included.
What is included:
In this file you get the lesson powerpoint and a corresponding keyword list with definitions included, you also get a knowledge organiser to help students throughout the topic.
I have left the design simple but editable - this is due to schools in my area having specific requirements around colours and fonts.
Reading Comprehension Task:
This lesson includes a reading comprehension task with a text (including pictures) about invasive species, with corresponding questions for students to answer.
The lesson plan follows the following 4 phase structure:
Activate: 6 recall questions designed to get the students either retrieving previous knowledge linked to this or prior topics. These have been designed with my students in mind - they may look different for your students!
Model: Set the scene for the lesson and outline key new knowledge. Show students how to approach a question or task.
Practice: Give the students opportunities to use the new knowledge provided and attempt the tasks modeled in phase 2.
Review: Check students grasp of new concepts with a quick review activity.
On the first page of the PowerPoint, there is a link to a Google Drive containing the same resources just in case you teach in a Google school!
Please note: This lesson is the second lesson in a topic covering ecosystems. You can get the first lesson for free by clicking the link below:
FREE: Lesson 1 - Introduction to Ecosystems
Lesson 2 which covers food chains and webs, can be found here.
Lesson 3 which teaches students about predator prey relationships can be found here.
Lesson 4 - human impacts on ecosystems can be found here.
Lesson 5 covers the process of bioaccumulation, that can be found here.
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