Habitats Dioramas

Overview

In this fourth lesson of the Farm-Based Integrated Learning Unit, students learn that habitats are places where living things live and needs are met. They create a simple diorama of a chosen habitat (forest, desert, or wetland) and use words and pictures to label it.

Learning intentions

Students will:

• identify key features of habitats (forest, desert, wetland) using pictures and teacher prompts
• describe how plants/animals are suited to a habitat using simple sentences
• plan and create a small diorama, then add labels using known sounds and sight words
• revise their work by checking labels match what they made

Success criteria

Students can:

• say or point to one habitat and name it
• tell one need (e.g. water, shade, food) and match it to the habitat features
• create a diorama model and include at least 1–2 labels (picture + word)
• check their labels with a teacher using “Does it match our habitat?”

Curriculum links

• English — EN1-CWT-01: plan, create and revise texts including paragraphs, using vocabulary, text features and sentence structure
• English — EN1-PHOKW-01: use initial and extended phonics to decode/encode words when creating texts
• English — EN1-SPELL-01: apply phonological, orthographic and morphological strategies when spelling words in writing contexts
• Creative Arts — CA1-DRA-01: embody and enact a character/idea through simple drama to communicate habitat needs

Lesson structure (90 minutes)

1. 0–10 min · Welcome and hook. Teacher shows three habitat picture cards (forest, desert, wetland) and asks “Where would a duck live? Where would a lizard live?” Students point to the correct habitat and repeat the word with teacher support.

2. 10–25 min · Habitat mini-lessons (features + needs). Teacher leads a short talk using “I see…/It has…” prompts for each habitat (trees/shade, sand/heat, water/mud/reeds). Students complete a sentence frame together: “This is a ___ habitat. It needs ___.” with options shown on a visual strip.

3. 25–35 min · Drama to understand needs. Teacher models two roles: “I am a duck” (moves like swimming) and “I am a lizard” (stretches in sun), then adds “Where do I live and what do I need?” Students act out their role for 5–10 seconds, then answer using one word/short phrase (e.g. “wetland”, “water”, “shade”).

4. 35–45 min · Model planning (before making). Teacher shows a sample diorama and a simple label plan: Picture + “This is the ___ habitat.” Teacher points out how labels help explain the habitat. Students choose a habitat using a choice card and place a matching sticky note on a class planning sheet.

5. 45–70 min · Create the diorama. Teacher sets up stations with materials and demonstrates safe use of scissors/glue. Students construct their habitat diorama (shoe-box base or tray) using pre-prepared textures (paper shapes, sand-texture material, cotton for reeds). Teacher circulates and prompts: “Tell me about your habitat” while students add one or two labels.

6. 70–80 min · Writing: add labels (phonics + spelling support). Teacher provides an individual word bank with target words (forest, desert, wetland, water, shade, sand, reeds, trees) and a small sentence strip: “This is a ___ habitat.” Students copy the habitat word and choose one need label (e.g. water/shade/sand) using sound-by-sound support.

7. 80–88 min · Revise and check (match label to model). Teacher introduces the checklist: “Does my label match my diorama?” Students look at their model, then underline/circle the label that matches (teacher can mark with a coloured dot if needed).

8. 88–90 min · Quick share (closing). Students show their diorama to the teacher and say their sentence frame once. Teacher records a short observation note.

Resources

• Picture cards: forest, desert, wetland
• Sentence frame visuals: “This is a ___ habitat.” “It needs ___.”
• Small diorama bases (shoe-box lids or trays), one per student
• Coloured paper, pre-cut tree shapes, reed strips, sand-texture material or brown paper scraps, cotton/wool
• Glue sticks, child-safe scissors, markers or crayons
• Word bank cards and picture-word matching cards
• Sticky notes for planning choice
• Checklist card (“Does it match?”) with a coloured dot system
• Optional: farm-themed habitat posters for background reference

Assessment

• Teacher observation checklist during drama and building: correct habitat choice, able to name one feature/need
• Quick formative check during writing: student uses phonics/sound knowledge to attempt labels (habitat word + one need)
• Final verbal check: student can say “This is a ___ habitat. It needs ___.” using the sentence frame

Differentiation

• Support: provide sound boxes or finger-sound prompts for spelling attempts; allow students to use picture labels plus one word; keep word bank visible the whole time
• Support: provide a teacher-led “match” at revision time (e.g. point to water element, then point to “water” label)
• Extension: student adds a second sentence label (e.g. “It has trees.” / “It has sand.” / “It has reeds.”) using the word bank
• EAL/SEN: allow pointing/choosing from pictures instead of full sentences; accept approximate pronunciation while focusing on one clear habitat word and one need word

Extra notes for the teacher (time management)

• Keep the mini-lesson and drama short (young students fatigue quickly) and rely on visual prompts.
• Build in flexibility: if cutting/gluing takes longer, reduce the number of labels to one high-quality label.