IN THIS LESSON

Learning Outcomes:

Understand what makes Jersey a unique and important island.
Learn about Jersey's role in supporting biodiversity and cultural heritage.
Encourage curiosity about Jersey’s ecosystems and the importance of protecting them.

Lesson Presentation

How to use the one-deck model (all year groups)

Slide menu (for teacher planning):

Slides 1–2: Title + Learning Outcomes
Slides 3–7: What is an island? + “Islands by the numbers” + key message
Slide 8: World map (locating Jersey)
Slides 9–11: True/False quiz + answers
Slides 12–16: Ecosystems + Animals in Jersey (agile frog / tiger moth / Jersey cow)
Slides 17–20: “Our island is in trouble” + threats + why care
Slides 21–23: What can you do? Poster task + example posters
Pedagogy reminder (Learn.je): Place-based learning + storytelling + cultural heritage + enquiry + interdisciplinary links → always end with a “community/identity” action.

YEAR 1 Teacher Notes

Starter questions
- “What do you see when you look out at the sea?”
- “What makes Jersey feel different from other places?”
Teacher framing (simple)
“Jersey is an island. Today we’ll discover what makes our island special and how we can look after it.”
- “What do you notice in the pictures?”
- “Which Jersey place feels important to you and why?”
- “What living things might need our help?”
Core: Island Spotter
- Pupils point to Jersey on a classroom map/globe (teacher supports).
- Draw: sea around the island + 3 things Jersey has (rocks, trees, animals).
Core: Habitat Picture Sort
- Sort ecosystem pictures into: land / sea / wet places / woods (very simple language).

Curriculum Alignment

Geography (KS1)
☐ Use maps/globes to locate Jersey and describe near/far
☐ Use basic vocabulary for physical features (beach/cliff/sea/coast)
☐ Simple fieldwork observation around school grounds

Science (KS1 working scientifically)
☐ Ask simple questions + observe closely
☐ Identify/classify and record simple findings

PSHE/Citizenship
☐ Talk about responsibilities in the Jersey community (caring actions)

YEAR 2 Teacher Notes

Starter questions
- “What animals or plants have you seen in Jersey?”
- “Where do they live (woods, beach, wetland)?”
Teacher framing
“We’ll explore Jersey’s habitats and the living things that depend on them.”
- “What is a habitat?”
- “Why do different animals need different places to live?”
- “Which Jersey animal do you think needs the most protection—and why?”
Core: Micro-habitat hunt (school grounds)
- Look for mini habitats: under leaves/stones, hedge, damp area.
- Record 3 living things (or signs of life).
Core: Food chain strip (very simple)
- Create one food chain using pictures (plant → insect → bird).

Curriculum Alignment

Geography (KS1)
☐ Use maps/atlases/globes to locate Jersey
☐ Use simple observational fieldwork in local area

Science (Year 2: Living things & habitats)
☐ Identify living/dead/never alive
☐ Identify habitats and describe how they meet needs
☐ Identify plants/animals in habitats incl. micro-habitats

PSHE/Citizenship
☐ Explain a simple “responsible choice” that helps others/living things

YEAR 3 Teacher Notes

Starter questions
- “What makes islands important even if they’re small?”
- “How can numbers help us understand nature?”
Teacher framing
“Today we use maps, evidence, and observation to investigate why Jersey matters.”
- “What is surprising about the ‘islands by numbers’ slide?”
- “Why might island species be more vulnerable?”
- “Which human actions affect habitats most?”
Core: Map + key
- Pupils mark 4 Jersey habitat zones on a simplified map (coast/woodland/wetland/farmland).
Core: Threat → impact chain
- Choose one: plastic / habitat loss / climate change.
- Create a cause-and-effect chain (3 steps).

Curriculum Alignment

Geography (KS2)
☐ Extend knowledge beyond local area; use maps to locate places/features
☐ Describe physical geography including coasts/tides/vegetation
☐ Use maps/atlases/digital mapping to locate and describe features

Science (KS2 working scientifically)
☐ Make observations and use evidence to answer questions (enquiry approach)

PSHE/Citizenship
☐ Explore values/responsibilities and how choices affect community

YEAR 4 Teacher Notes

tarter questions
- “Can environments change? What happens when they do?”
- “How can we tell if an ecosystem is healthy?”
- “Which Jersey ecosystem is most fragile? Why?”
- “What trade-offs exist between building homes/farms and protecting habitats?”
- “What evidence would we need to make a fair decision?”
Core: Classification keys
- Create a simple key for “things we found outdoors” (leaf/insect/bird/flower/fungus).
Core: Local environment change
- Compare two images (or teacher-provided photos) of a place “then/now” and infer changes.

Curriculum Alignment

Geography (KS2)
☐ Understand land use patterns and how they change over time
☐ Describe key aspects of human geography (settlement/land use)

Science (Year 4: Living things & habitats)
☐ Group living things in different ways
☐ Use classification keys in local and wider environment
☐ Recognise environments can change and pose dangers

PSHE/Citizenship
☐ Discuss rights/responsibilities and balanced decisions in community

YEAR 5 Teacher Notes

Starter questions
- “How do we persuade people to care?”
- “What makes evidence ‘strong’ in an environmental argument?”
- “Which slide is the most persuasive- and why?”
- “Which claim needs more evidence?”
- “How can we balance economy (farming/tourism) with biodiversity?”
Core: Evidence-based poster
- Pupils create a poster using: 3 facts from the deck + 1 Jersey species + 2 actions.
Core: Mini enquiry
- Design a fair test: “Which bin location reduces litter most?” (predict → test → record → conclude)

Curriculum Alignment

Geography (KS2)
☐ Use data and mapping to describe features and patterns
☐ Understand human activity/land use and impact over time

Science (KS2 enquiry emphasis)
☐ Use scientific enquiry approaches and communicate findings

PSHE/Citizenship
☐ Shape identity and values; take responsible action in Jersey community

YEAR 6 Teacher Notes

Starter questions
- “What does Jersey owe to future generations?”
- “What should be protected first if resources are limited?”
- “Which threats are local vs global?”
- “Which solutions are individual, school-level, and government-level?”
- “How do we judge success (less litter, more habitat, better awareness)?”
Core: Action plan proposal (community impact)
Groups write a 1-page proposal:
- Problem (local evidence)
- Solution (what + who + when)
- Measures of success
- Communication plan (poster/video/assembly)
Core: Source evaluation
- Pupils identify which slides are “claims” vs “evidence” and what extra sources they’d want.

Curriculum Alignment

Geography (KS2)
☐ Use mapping/data to explain patterns and propose solutions
☐ Understand how human processes affect places and change over time

Science (Year 6: classification)
☐ Classify living things into broad groups; justify classification

PSHE/Citizenship
☐ Evaluate values/rights/responsibilities and act responsibly in community

It’s time to take action!

Now it’s your turn to take care of our island.

Choose Your Action

Pick one (or more!) to try this week:

Nature Detective – Go on a walk and record 3 plants or animals you see. Share your findings with your class.
Plastic Hero – Say “no” to single-use plastic (like straws or bags) for one week.
Energy Saver – Turn off lights or devices when you leave the room. Count how many times you save energy in a day.
Water Guardian – Time your showers — can you keep it under 5 minutes?
Local Explorer – Visit a Jersey landmark with your family and share one new fact you learned.
Kindness Champion – Tell a family member or friend why Jersey matters to you. Inspire them to care, too!

Request a Materials Box

Share Your Work

✨ Every child’s voice matters. Together, we can show why Jersey is worth protecting and celebrating.

For Children:
You’ve learned why Jersey is special — now show what you know!
🎨 Create a poster, drawing, or short video about Why Jersey Matters.
📸 Share a photo of your work — it could be featured on the Learn.je website or in Jersey Science Week!

For Parents & Teachers:
All submissions must be uploaded with parent or teacher permission.
✅ Work will only be shared if permission is given.
✅ Submissions may be displayed online or at Learn.je events.
✅ Individual or class projects are welcome!

Share Your Work

Island: A piece of land surrounded by water. Jersey is an island in the Channel Islands, located between England and France.
Biodiversity: The variety of living things in a particular area, including plants, animals, and microorganisms. Jersey has unique biodiversity due to its isolated location.
Habitat: The natural environment where a plant or animal lives. Jersey has many different habitats, such as beaches, woodlands, and wetlands.
Ecosystem: A community of living organisms (plants, animals, and microorganisms) interacting with their physical environment (air, water, soil). Jersey’s ecosystems include its coastal areas, forests, and marine environments.
Conservation: The protection and preservation of the natural environment, including wildlife and natural resources. Conservation efforts in Jersey help protect its unique species and landscapes.
Species: A group of living organisms that can interbreed. Examples of species unique to Jersey include the Jersey cow and the Agile Frog.
Cultural Heritage: The traditions, customs, landmarks, and history that are passed down through generations. Jersey’s cultural heritage includes its language, festivals, and historic sites like Mont Orgueil Castle.
Endemic Species: A species that is found only in a specific place and nowhere else in the world. Jersey is home to some endemic species, such as the Jersey Bank Vole.
Landmark: A significant or historically important place or building in an area. Examples in Jersey include Mont Orgueil Castle and Elizabeth Castle.
Marine Environment: The ocean or sea surrounding an island, including the plants and animals that live there. Jersey’s marine environment includes sandy beaches and rocky shores that are home to various marine species.
Pollution: The introduction of harmful substances into the environment, such as plastic waste in the ocean. Reducing pollution is crucial to protecting Jersey’s ecosystems.
Sustainable Practices: Actions that help protect the environment and preserve natural resources for future generations. Examples include recycling, reducing waste, and conserving water.
Wetlands: Areas of land that are saturated with water, either permanently or seasonally. Wetlands in Jersey are important habitats for many bird species and other wildlife.
Mont Orgueil Castle: A historic castle in Jersey that has protected the island for over 600 years. It is a significant part of Jersey’s cultural heritage.
Jersey Cow: A breed of dairy cattle native to Jersey, known for producing high-quality milk. The Jersey cow is an iconic symbol of the island.
Agile Frog: A rare species of frog that is found in Jersey. It is one of the island’s most important and protected species.
Channel Islands: A group of islands located in the English Channel, near the coast of France. Jersey is the largest of these islands.