Madagascar Animals

Overview

In this lesson (4 of 8) in “Animals of Madagascar,” students explore how animals move and what they look like using action words and descriptive language. They practise by moving like animals, feeling textures, sorting characteristic picture cards, and recording simple descriptions with support.

Learning intentions

WALT: describe and demonstrate how Madagascar animals move and look using action words and descriptive language.

• WALT: use simple action words (e.g., hop, crawl, slither, climb, flap) when acting like an animal
• WALT: describe visible features using everyday words (e.g., stripes, spots, long tail, strong claws)
• WALT: match behaviours to the correct animal characteristic cards
• WALT: self-regulate during exciting movement by using a simple behaviour chart and clear routines

Success criteria

• I can show an animal’s movement (at least one action word) during the movement game.
• I can point to a texture or feature card and say (or choose) a descriptive word.
• I can sort cards correctly and explain my choice using one sentence stem.
• I can follow the “calm-down” plan when my body feels too big/too angry.

Curriculum links

• Geography: Describing places — Global variation in landscapes (focus on comparing familiar and unfamiliar landscapes through animal habitats and characteristics)
• Geography: Describing places — Global variation in landscapes (focus on how places/landscapes can contrast with New Zealand through shared observing skills)
• Geography: Spatial tools and language (use simple symbols/cards and a simple map-like “behaviour chart” approach for grouping)
• Social science and literacy learning: communicate ideas about living things through speaking and simple written/visual responses (aligned with the refreshed curriculum emphasis on developing communication, participation, and meaning-making)

Lesson structure (55 minutes)

1. 0–5 min · Welcome + WALT. Teacher displays the WALT and shows 2–3 quick animal movement pictures (labeled with action words). Students repeat the action words and choose one they want to practise.
2. 5–10 min · Behaviour chart check (self-regulation). Teacher introduces a visual “When I feel… I will…” chart (e.g., Stop, Take breaths, Hand signals, Cool space). Students practise a 3-step calming routine with the class (short and predictable).
3. 10–20 min · Movement game: “Be the Madagascar Animal”. Teacher calls an animal card (e.g., lemur, chameleon-like creature, ring-tailed cat-like lemur, insect-like flyer—whatever matches your unit set). Students move in their space while teacher prompts: “What action word describes your movement?” Students answer with one chosen action word card.
4. 20–28 min · Texture cards: “Feel it, say it”. In small groups, students explore texture samples (e.g., rough bark, smooth leaf, bumpy scales, soft fur). Teacher asks: “Does it feel rough or smooth?” Students match texture cards to animal feature cards and say a descriptive word.
5. 28–38 min · Characteristic sorting (guided). Whole class on floor mat. Each round: teacher shows an animal picture + 3 feature cards. Students help sort: “Which feature belongs to this animal body?” Use sentence stems:

• “It has a ___.”
• “It moves by ___.”
• “It has ___ and it ___.” Students can answer by pointing, choosing, or speaking (depending on support needs).

6. 38–43 min · Movement break + emotion check. 2-minute “Freeze and Feel” (music optional): students move like an animal, then freeze and show a feelings card (calm/excited/too big/ready). Teacher quickly resets routines and checks the cool-down chart.
7. 43–52 min · Create a mini description (choice-based). Students complete one “Animal Body & Behaviour” page:

• Choose 1 action word card and circle it.
• Choose 2 feature words or images and stick them (or draw simple lines).
• Voice record OR teacher writes the child’s sentence on the page using the stem.

8. 52–55 min · Exit ticket. Each student shows an action card and a feature card and says: “It ___ and it has ___.” Teacher notes who can describe and who needs extra support for action words/feature words.

Resources

• Animal picture cards (Madagascar animals used in the unit)
• Action word cards with simple icons (hop, climb, crawl, flap, slither)
• Texture samples (safe, washable): rough bark, smooth fabric, bumpy foam, soft cloth
• Texture/feature matching cards
• “When I feel… I will…” behaviour/self-regulation chart (visual)
• Feelings cards and cool-down space visual
• Sentence stem strips (“It has…”, “It moves by…”)
• “Animal Body & Behaviour” mini page (cut-and-stick plus optional speech-to-print)
• Whiteboard/markers; timer; music for movement break

Assessment

• Observation checklist during movement and sorting: correct action word use and correct feature matching.
• Quick teacher conference during mini page: can the student produce (or choose) a complete descriptive idea using a stem?
• Exit ticket: action + feature statement (spoken, pointed, or recorded).

Differentiation

• Support for ESOL and early communication: sentence stems with visuals; allow pointing/choosing instead of full sentences; pre-teach 3 key action words only for the day.
• Support for dyslexia and reading difficulty: use picture-based cards and audio/teacher read-aloud; avoid copying long text; provide the mini page with word banks only as icons and single words.
• Neurodiversity and autism (including anger episodes): predictable routine, clear “stop” signal, sensory-friendly movement options (smaller movements, wall/line positions), and immediate access to cool-down space; teach a hand-signal replacement for anger (e.g., “Pause hands” then breathe).
• Small group scaffolds: texture exploration in pairs with teacher modelling (“I feel rough—rough goes with ___”).
• Extension for advanced learners: ask for two sentences and a “because” link: “It moves by climbing because it has strong claws.” Or describe two features (e.g., “It has stripes and a long tail.”).
• Extension choice: students create an “Animal Behaviour Card” for a new animal using 2 action cards and 2 feature cards.

Dyslexia-friendly reading options

• Teacher provides all reading aloud; students read only if they can (or they point to icons).
• Use “look, say, do” cards: action word + icon + short spoken model.
• Reduce page load: one action choice and two feature choices (no full paragraphs).