EDUCATIONAL ACTIVITY PLAN
TOPIC: | EcoDetectives – The Case of the Disappearing Nature: Solve the Mystery! |
CLASS / DURATION / PREPARED BY: | Grades 7- 9; 1 lesson; Prepared by: Zita Nichtová, English teacher, ZŠ ŠS Starý Tekov |
LEARNING TASK
Students become environmental detectives investigating a fictional case: a local area that used to be full of plants, insects and birds is losing its biodiversity.
Working in teams, students examine evidence cards, solve nature-related puzzles, identify possible causes and develop a plan to help restore the area. They must use clues and logical thinking to discover what happened and recommend solutions.
The main question is: Who or what is threatening our local biodiversity, and how can we help nature recover?
GOALS ACCORDING TO THE GENERAL CURRICULUM
- To understand the importance of biodiversity and healthy natural habitats.
- To identify human activities that can threaten plants, animals an
- To develop observation, investigation and problem-solving skills.
- To distinguish between environmental problems and possible solutions.
- To encourage responsible behaviour towards nature.
- To practise teamwork, communication and decision-making through an engaging investigation.
General Competences
- Students discuss clues, ask questions, explain their conclusions and present solutions in English.
- Students work in teams, share responsibilities, listen to different opinions and make decisions together.
- Students analyse evidence, identify possible causes of environmental changes and develop realistic solutions.
Subject Competences
- Students understand short written clues, use environmental vocabulary and express conclusions using phrases such as We think that…, The evidence shows… and We should….
- Students recognise threats to biodiversity, explain the importance of habitats and identify ways to protect native plants and animals.
- Students solve a digital quiz or QR-code mystery, evaluate information and create a simple digital environmental message.
Integration with Other Subjects
- English: Reading clues, vocabulary, discussion and presentations.
- Biology: Biodiversity, habitats, pollinators and food chains.
- Geography: Changes in the landscape and local natural areas.
- Informatics: QR-code activities, digital quizzes and online presentations.
- Civic Education: Responsibility for the environment and community action.
- Art Education: Creating an environmental detective poster.
MATERIALS AND EQUIPMENT
Investigation envelopes or printed evidence cards, pictures of a healthy and a damaged natural habitat, paper, pens, markers and sticky notes, optional QR codes with clues, computers, tablets or smartphones, optional Kahoot, Wordwall or Google Forms, a timer and whiteboard.
LEARNING ACTIVITIES
Activity 1: Open the Mystery File ( 5 min. )
The teacher introduces a fictional case:
“Something strange is happening in Green Valley. Fewer butterflies are visiting the meadow, birds are becoming less common, and some plants are disappearing. Your team has been asked to investigate!”
Students become EcoDetectives and form teams of 3–4.
Each team receives an investigation sheet and answers the first question:
What information do we need to solve this mystery?
Possible answers include the condition of the habitat, the availability of food, pollution, changes in land use and human activities.
Activity 2: Collect the Evidence ( 12 min.)
Teams receive four evidence cards. They must read each clue and decide what it might mean.
Evidence 1 – The Meadow
The meadow is now cut very frequently. Many flowering plants have disappeared.
What might happen to pollinators and other insects?
Evidence 2 – The Forest Path
Plastic rubbish and food packaging are found near the path.
What risks can litter create for wildlife?
Evidence 3 – The Old Tree
An old tree with several holes and loose bark has been removed. Birds and insects used to live there.
Why might old trees be important for biodiversity?
Evidence 4 – The Garden
The garden contains only a few types of plants, and there are very few flowers throughout the season.
How could more diverse planting help wildlife?
Students write one possible consequence for each clue. The teacher reminds them that evidence suggests possible causes, but conclusions should be based on what they know rather than guesses alone.
Activity 3: Crack the Eco-Code ( 8 min.)
Teams solve three short challenges to earn letters that form the word LIFE.
Challenge A – Match the Organism
Match each organism with its role:
- Bee → pollinator
- Mushroom → decomposer
- Oak tree → producer
- Owl → predator
Challenge B – Spot the Better Choice
Which action best supports biodiversity?
- Planting a variety of suitable native flowers.
- Removing every insect from the garden.
- Leaving plastic rubbish in a meadow.
Correct answer: A.
Challenge C – Complete the Food Chain
Complete the chain:
Grass → Rabbit → ______
Possible answer: Fox.
Each completed challenge earns one letter. When teams collect all four letters, they discover the mystery word: LIFE.
For a digital version, the teacher can create three quiz questions in Wordwall or LearningApps and reveal the letters after each correct answer.
Activity 4: Write the Detective Report ( 12 min.)
Each team prepares a short report answering three questions:
- What are the main threats to Green Valley?
- Which plants or animals could be affected?
- What three actions could help restore biodiversity?
Possible solutions include:
- Planting suitable native flowers and shrubs.
- Reducing unnecessary mowing in selected areas.
- Protecting old trees and natural habitats where safe.
- Preventing littering and disposing of waste responsibly.
- Creating undisturbed areas for wildlife.
Teams can create a paper report or a simple digital poster titled “Case Solved: Give Nature a Chance!”
Each team presents its main finding in approximately one minute. The class compares the solutions and selects the most practical idea for the school or local community.
Activity 5: Become a Nature Hero ( 8 min.)
Students complete a quick final challenge. Each student writes one action they can realistically take to support biodiversity.
Examples:
- I can help keep natural areas clean.
- I can learn to recognise native plants.
- I can avoid disturbing wild animals.
- I can help create a suitable wildlife-friendly space at school.
Volunteers share their commitments. The teacher asks students to identify one idea that could be carried out by the class.
REFLECTION AND ASSESSMENT
Assessment methods
- Teacher observation of teamwork and participation.
- Evaluation of answers to the evidence cards.
- Completion of the Eco-Code challenges.
- Assessment of the detective report.
- Individual reflection and proposed nature-friendly action.
Assessment criteria
Criteria | Expected achievement |
Environmental knowledge | Identifies threats to biodiversity and habitats. |
Investigation skills | Uses clues to suggest plausible causes. |
Problem-solving | Proposes practical environmental solutions. |
English communication | Explains findings in simple English. |
Teamwork | Shares tasks and listens to teammates. |
Personal responsibility | Identifies an action to help protect nature. |
Student self-assessment: Students rate themselves from 1 (not yet) to 5 (very well).
- I can identify environmental threats using evidence.
- I understand why biodiversity is important.
- I can suggest ways to help nature recover.
- I worked well with my team.
- I know one action I can take to protect local wildlife.
Expected Learning Outcomes
By the end of the 45-minute lesson, students will be able to:
- Identify at least three potential threats to biodiversity.
- Interpret simple environmental clues.
- Explain how changes to habitats can affect plants and animals.
- Propose at least three actions that could benefit local biodiversity.
- Present their findings in simple English and work effectively in a team.
Final message: “Investigate. Discover. Protect. Nature needs detectives like you!”