Part of:
Convex Seascape SurveyDifferent species have adapted to life across the different habitats of the world’s ocean. From animals that can survive at 1,000 times the pressure at sea level, to those that live in the polar oceans, or thrive in mangroves, the ocean is host to a stunning array of life.
This lesson introduces students to the range of ocean habitats. It extends students’ knowledge of adaptation, interdependence, and biodiversity to the ocean ecosystem.
Increasing students’ awareness of ocean habitats, that make up 98% of the living space on the planet, is important for science learning as students move from KS3 / middle school to GCSE / high school, where the ability to apply existing knowledge to novel and unfamiliar contexts becomes increasingly important.
1. How many habitats? (15 minutes)
Take five minutes at the start of the lesson to introduce the learning objectives using slide 2. Ask students to list as many land habitats as they can think of. Then repeat the exercise for ocean habitats using slide 5. Compare the two lists as a class and discuss why students might know more land habitats than ocean ones. Use the interactive ocean habitats diagram on slide 6 to expand students' knowledge of marine environments. Share the complete list of both terrestrial and marine habitats using slides 7-8, helping students identify key patterns in habitat distribution.
2. Where does ocean life exist? (10 minutes)
Present the six marine species in sequence using slides 9-14, showing the polar bear, yeti crab, flounder, green turtle, sea otter, and ragworm. Hand out Student Sheet Ocean adaptation quiz. Students should work individually to match the species' adaptations to their habitats. Review the answers as a class using slide 15, discussing how each species' adaptations help it survive in its specific habitat.
3. How have different species adapted? (20 minutes)
Share the ocean life research project template with students. Using the ocean life interactive on slide 18, students should select one marine species to research. They should complete the template including the species classification using K-P-C-O-F-G-S, habitat description, adaptations linked to habitat, species distribution on the world map, and three interesting facts. For differentiation, lower ability students can use Student Sheet Ocean adaptation ID, while higher ability students can undertake additional digital research.
4. How is the variety of ocean habitats and life linked to conservation? (10 minutes)
Hand out Student Sheet Interdependent oceans and examine the case study of connected food webs. Lead a class discussion of ecosystem connections using slide 20. Students should then complete the worksheet questions about ecosystem linkages. Review answers using slides 21-22, emphasising how changes in one habitat can affect species in another.
5. Review (15 minutes)
Students should complete the learning review pyramid template, identifying one remaining question, two connections to their prior knowledge, and three new pieces of learning. Share key points as a class using slide 23. If needed, set research activity completion for home learning. This review helps consolidate understanding of ocean adaptations and ecosystem connections.
The first activity on listing habitats is differentiated by outcome. Learning comes from finding out about new habitats, and from reflecting on whether the land list or ocean list is easier and why.
The second activity on matching life to habitats to adaptations reviews prior learning from the primary phase and most students should be able to complete this.
The research activity is differentiated by task as well as outcome. It can also be differentiated by support, by creating small mixed ability groups, although any assessment will have to take account of the various inputs of group members. More able students may wish to undertake a larger poster or digital output for this task.
The Student Sheet Interdependent oceans is differentiated with simpler questions first.