Dinosaurs Today

Overview

Students explore dinosaur habitats and basic survival needs using age-appropriate scientific ideas. They then plan and write a short paragraph using subject-specific vocabulary and clear sentence structure, aligning with Stage 1 creating written texts.

Learning intentions

• Students will identify that animals need living conditions to survive (food, water, shelter, and appropriate environment).
• Students will describe how dinosaurs could meet these needs in different habitats.
• Students will use taught vocabulary to explain an idea in a simple paragraph.
• Students will revise their writing for clarity and correct punctuation.

Success criteria

• I can name one dinosaur and describe where it lived (habitat).
• I can write 3–5 sentences that include a starting idea, details, and a closing sentence.
• I can use dinosaur-related words (for example: habitat, fossil, herbivore, carnivore) in my writing.
• I can check my writing for capital letters, full stops, and some commas in lists.

Curriculum links

• English — Students plan, create and revise texts including paragraphs using vocabulary, text features and sentence structure.
• English — Students understand and effectively use Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas.
• English — Students communicate effectively in social and learning interactions by using language to extend and elaborate ideas.
• Science focus for Stage 1: describing living things and their needs in familiar contexts (linked to habitat and survival needs during a dinosaur investigation).

Lesson structure (60 minutes)

1. 0–5 min · Hook (see-think). Teacher shows a surprising dinosaur image and asks: “What would a dinosaur need to live well in its habitat?” Students turn-and-talk, using sentence frames: “I think it needs… because…”

2. 5–15 min · Direct teach (dinosaur survival needs). Teacher uses the dinosaur habitats and paragraphs deck to introduce: habitat, food, water, shelter, and how animals (including dinosaurs) survive using those needs; explicitly models 2 example sentences. Students copy 4 anchor words (habitat, food, water, shelter) and practise saying 2 dinosaur words aloud with the teacher.

3. 15–25 min · Guided inquiry (habitat sorting). Teacher runs a quick whole-class sort using examples from the dinosaur habitats and paragraphs deck: “Which habitat fits this dinosaur?” Students justify choices orally with a reason sentence: “It fits because it has…”

4. 25–35 min · Planning (turn ideas into a paragraph). Teacher distributes the dinosaur habitat paragraph worksheet and shows how to fill a simple plan box: dinosaur name + habitat + needs (food/water/shelter) + one linking sentence starter (because/so). Students complete the plan with a partner, using a checklist: “3 details + 1 reason.”

5. 35–45 min · Independent writing (draft). Teacher prompts students to write 3–5 sentences on the dinosaur habitat paragraph worksheet, starting with a main idea and finishing with a wrap-up sentence. Students draft silently, then underline one place where they used dinosaur vocabulary correctly.

6. 45–53 min · Revision mini-lesson (editing skills). Teacher displays a short example from the dinosaur habitats and paragraphs deck and models quick edits: capital letter, full stop, and adding “because/so” to clarify. Students revise their own paragraph on the dinosaur habitat paragraph worksheet (add one missing punctuation mark and improve one sentence).

7. 53–60 min · Share and exit check. Teacher invites 5 students to read their paragraph (or share with a shoulder partner), focusing feedback on one success criterion at a time. Students complete a 1-sentence exit check on the dinosaur habitat paragraph worksheet: “My dinosaur would survive in ___ because it has ___.”

Resources

• the dinosaur habitats and paragraphs deck
• the dinosaur habitat paragraph worksheet
• Whiteboard and markers
• Dinosaur picture cards (optional, teacher-made)
• Anchor word cards: habitat, fossil, herbivore, carnivore, food, water, shelter
• Timer (for partner talk and writing)

Assessment

• Teacher listens during turn-and-talks and habitat justifications, noting use of reasons (“because…”).
• Teacher uses a quick checklist while students write: paragraph structure (main idea + details) and vocabulary use.
• Exit check sentence at the end of class to confirm key understanding and writing clarity.

Differentiation

• Support: Provide sentence starters on the board and on the dinosaur habitat paragraph worksheet (e.g., “In this habitat…”, “It eats… because…”). Allow oral rehearsal before writing.
• Support for EAL/SEND: Offer word bank highlighting taught terms; allow drawing alongside one sentence (students label then write).
• Extension: Challenge students to add one extra sentence explaining a change (“If the habitat changed, the dinosaur might…”), using “because” or “so”.
• Peer support: Use mixed-ability pairs for planning and partner reading; teacher circulates to model one edit for each group.