Grassland and Woodland

Overview

In this fourth lesson of Habitats of Madagascar, students compare grassland and woodland habitats and identify the plants, animals and environmental features found in each. They use photographs and simple observations to explain how a habitat provides what living things need to survive.

Learning intentions

• WALT observe and describe features of grassland and woodland habitats.
• WALT identify plants and animals that live in each habitat.
• WALT explain how a habitat provides food, water, shelter or space.
• WALT use observations to compare two habitats.

Success criteria

• I can name features of a grassland and a woodland.
• I can identify living things found in each habitat.
• I can explain what one plant or animal needs from its habitat.
• I can use “because” to give a reason for my thinking.

Curriculum links

• Biological Science — Habitats: recognising and describing features of communities, habitats and microhabitats through observation and data.
• Biological Science — Ecosystems Habitats: understanding that a habitat supports a variety of organisms.
• Biological Science — Ecosystems Habitats: recognising that plants and animals vary across habitats.
• Biological Science — Habitats: using cause-and-effect language to link survival with environmental resources.

Lesson structure (60 minutes)

1. 0–7 min · Hook and connect. Open the habitat mystery hook showing a striking Madagascar grassland beside a woodland image, then ask, “Where would a lemur find food and shelter?” Students silently notice, pair-share, and recall what they learned about habitats in the previous lesson. Accept drawing, pointing, home-language responses or spoken answers.

2. 7–17 min · Direct teaching. Use the grassland and woodland teaching slides to introduce grassland as a mostly open place with grasses and few trees, and woodland as a place with many trees, shade, leaf litter and undergrowth. Explain that both habitats contain living and non-living features. Model observations: “I can see tall grasses. This may provide food or hiding places.” Students practise saying one “I notice…” sentence with a partner.

3. 17–30 min · Guided image investigation. Display the labelled habitat photographs from the observation prompts and provide the grassland and woodland observation sheet. In pairs, students circle or draw living things and add simple labels such as grass, tree, bird, insect or lemur. They record two features for each habitat using pictures, words or dictated sentences. Pause to ask: “What evidence can you see?” and “Which habitat has more shade?”

4. 30–43 min · Habitat matching challenge. Give pairs mixed picture cards showing Madagascar plants, animals and habitat features. Students place each item under grassland, woodland or “could be both”, explaining their choice. They may refer to the habitat sorting instructions. Encourage precise reasoning: “I put ___ in ___ because it has ___.” Remind students that some animals may use more than one habitat.

5. 43–53 min · Survival explanations. Model a cause-and-effect example: “A bird may live in woodland because trees provide places to nest.” Students choose one organism from their worksheet and complete or dictate: “The ___ can live in ___ because it gets ___.” Invite several children to share, while classmates show a thumbs-up when they hear a resource such as food, water, shelter or space.

6. 53–60 min · Plenary and assessment. Return to the compare-and-explain plenary. Students complete the final box on the worksheet: draw one grassland feature and one woodland feature, then finish “A habitat helps an animal because…”. Gather responses at the door or during carpet sharing and revisit any misconception that habitats are only the place where an animal sleeps.

Resources

• the Madagascar habitat slide deck
• the grassland and woodland observation sheet
• Madagascar grassland and woodland photographs
• Simple picture cards of plants, animals and habitat features
• Large paper or magnetic sorting headings
• Pencils, crayons and thick felt pens
• Visual word cards: food, water, shelter, space, grass, tree, shade
• Optional voice-recording device or adult scribe

Assessment

• Listen during pair observations and sorting: can students describe visible features and classify living things with a reason?
• Check worksheets for accurate observations and a link between an organism and a habitat resource.
• Use the final explanation as an exit check. Record students who need further support with the words “habitat”, “resource”, “grassland” or “woodland”.

Differentiation

• Provide photographs, real objects, gesture, symbols and a four-picture resource board for ESOL learners and students who benefit from visual communication. Pre-teach and repeatedly use the words habitat, grassland, woodland, food, water and shelter.
• Offer dyslexia-friendly options: large clear sans-serif print, short lines, wide spacing, cream or pale-coloured paper, read-aloud instructions, partner scribing, oral answers and drawing instead of extended writing.
• Give neurodiverse students a visual timetable, clear first–then instructions, a defined workspace and the option to observe before joining the sorting task. Use predictable turn-taking and avoid requiring eye contact or public speaking.
• Support students who need extra help with partially completed sentence frames: “I notice ___”; “The ___ lives in ___”; “It needs ___ because ___.” Pair thoughtfully and allow an adult to model one example.
• Extend advanced learners by asking them to place an organism in “could be both” and justify their decision, or compare which habitat might change most if there were less rain, food or shelter.