Lesson overview

This third lesson builds on students' understanding of ocean habitats by exploring what animals need to survive, using the Arctic as a case study. It introduces the concept that marine animals have basic needs similar to humans and depend on both their environment and each other. This helps children understand why healthy oceans matter for the animals that live there and begins to build awareness of simple food chains and animal relationships.

Learning outcomes

• Identify the basic needs of animals

• Describe how Arctic animals meet these needs

• Create a simple food chain

• Share how Arctic animals depend on their habitat and other living things

Lesson steps

1. Introduction to basic needs (10 mins)
The lesson starts by connecting students' understanding of their own needs (food, shelter, warmth) to what ocean animals need. Start by using slide 4 to ask students what they need to survive, then use slide 5 to add some photo prompts. This should develop a list that includes the four focus areas for this lesson, listed and illustrated on slides 6 to 9:

• Home or shelter

• Friends and family or others of their kind

• Right temperature (links to the previous lesson’s learning on animals being found in different temperature zones)

• Food

2. Arctic animal exploration (15 mins)
This step introduces students to key Arctic animals and their survival needs through visual exploration and discussion.

Start by showing photos of the Arctic habitat using slides 11 to 13. These show areas of the Arctic environment around the base used for Encounter Edu’s Arctic work. Discuss what they notice (ice, cold water, big sky).

Introduce each of the Arctic animals that will be studied during the lesson using slides 14-31. The ‘Did you know?’ slides following each starter photo, for example slides 15 to 18 for the polar bear, offer more facts about each animal and will make it easier for students to complete subsequent activities

3. "What do I need?" matching activity (20 mins)
Divide students into small groups (2-4) and give each group one set of animal cards and the four sheets of survival cards (pre-cut or have students cut them out).

Gather students and show the animal cards. Ask what they know about these Arctic animals and explain that all animals need special things to survive in the cold Arctic.

Show slides 32 to 36, with one for each category (food, warmth, home, social behavior). Read the text on each card aloud and ask guiding questions like "Which animal might need this?" Explain that students will match these cards to the correct animals.

Have each group choose one animal to start with. Ask them to find the correct food, warmth, home, and social behaviour cards for that animal. When they finish one animal, they should move to another. Circulate to help and ask questions like "Why might this animal need this?" or "How does this help the animal survive?"

Bring the class together. Have groups share which cards they matched with each animal and why. Review the correct matches together, connecting the animals in a simple food chain.

Extension:

• Have students explain their choices: "The polar bear needs ice floes because..."

4. Food chain connections (10 mins)

Show students the food chain slides 37 to 40. Explain that arrows show what eats what, with the arrow always pointing to the animal doing the eating.

Give each group the Arctic food chain student sheet. Ask them to cut out the animal pictures from the bottom of the sheet. Have students arrange the animals in order, placing them in the boxes with arrows between them. Remind them "the food goes first and the arrow points to the eater!"

Students can create different combinations: algae → copepod → Arctic cod → harp seal → polar bear, or shorter versions. When finished, ask groups to share their food chains and how many animals they included.

All Arctic animals depend on each other for survival. If one animal disappears, it affects the entire food chain

5. Wrap-up: "Arctic survival experts" (5 mins)
Use slide 42 to frame circle time where each child shares one thing their animal needs to survive and why it's important. Ask simple guiding questions:

• "What does your animal eat?"

• "Where does your animal stay safe?"

• "How does your animal stay warm?"

This approach creates a clear progression from basic needs to specific animal adaptations to food chain connections, with hands-on activities reinforcing each concept. The matching activity gives students agency while making the connections between animals and their survival needs explicit and memorable.

Science Key Stage 1

• Living things and their habitats: identify that most living things live in habitats to which they are suited; identify and name a variety of plants and animals in their marine habitats

• Animals including humans: find out about and describe the basic needs of animals for survival

• Food chains: identify and describe how animals obtain their food from plants and other animals using simple food chains

Geography Key Stage 1

• Human and physical geography: identify hot and cold areas of the world in relation to the North and South Poles; use basic geographical vocabulary to refer to key physical features of polar regions

• Geographical skills and fieldwork: use simple directional language to describe locations within the ocean; use world maps and globes to identify oceans and polar regions

PSHE Key Stage 1

• Living in the wider world: develop awareness of the wider world and our responsibility towards ocean environments; understand the importance of respecting and protecting living things