Creating Habitat Dioramas

Lesson Details

Year Group: 2
Duration: 60 minutes
Class Size: 30
Unit: Exploring Habitats and Conservation (Lesson 4 of 20)
Subject: English (with cross-curricular links to Science and Art)

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National Curriculum Links

English - Writing:

• Year 2 - Composition
  • Pupils should be taught to:
    • Write narratives about personal experiences and those of others (real and fictional) (NC PoS)
    • Use expanded noun phrases to describe and specify (e.g. the blue butterfly) (NC PoS)

Science - Plants and Animals – Habitats (Links to English through writing and speaking and listening):

• Year 2 - Living things and their habitats
  • Pupils should be taught to:
    • Identify and name a variety of plants and animals in their habitats, including microhabitats
    • Describe how animals obtain their food from plants and other animals, using simple food chains

Art and Design:

• Use a range of materials creatively to design and make products
• Use drawing, painting and sculpture to develop and share their ideas, experiences, and imagination

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Learning Objectives (WALT)

• WALT: Create a diorama representing a habitat using various materials.
• Use descriptive language to write about their chosen habitat in sentences.

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Success Criteria

• I can identify at least three key elements of my chosen habitat.
• I can use different materials to create a 3D model (diorama) that shows these elements.
• I can use describing words in sentences to explain my diorama (for extension).

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Resources Needed

• Shoeboxes or small cardboard boxes (1 per child)
• Coloured paper, tissue paper
• Clay, pipe cleaners, natural materials (twigs, leaves)
• Glue sticks, PVA glue
• Scissors (child-safe)
• Habitat word mats with key vocabulary (e.g. pond, forest, desert, river, leaves, animals, water)
• Templates for habitat elements (for scaffolded support)
• Writing paper and pencils
• Visual aids showing photographs and diagrams of different habitats

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Differentiation

• Support:

  • Provide templates and pre-cut materials for children who find fine motor skills challenging.
  • Pair less confident learners with a peer mentor or adult helper during the creative phase.
  • Use word mats and sentence starters for writing support.

• Greater Depth:

  • Challenge advanced learners to add more than three habitat elements and include animal or plant life in detail.
  • Encourage them to write a short descriptive paragraph using expanded noun phrases and conjunctions.

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Lesson Structure

Time	Activity	Details	Differentiation	Assessment Opportunities
0-10 mins	Introduction & Engagement	Show images of different habitats: forest, pond, desert. Discuss key features using guided questions (What lives here? What might you see?). Refer to National Curriculum vocabulary.	Use visual aids and concrete examples for all learners.	Questioning to assess prior knowledge of habitats.
10-15 mins	Explain Task & Set Success Criteria	Introduce the WALT and success criteria. Explain the diorama task clearly. Show example diorama to inspire. Remind students to include at least 3 habitat features (plants, animals, terrain).	Clear verbal and visual instructions. Display success criteria on board.	Check for understanding through thumbs-up response or class discussion.
15-45 mins	Creating Dioramas	Children create their habitat diorama using materials. Teacher circulates to support, ask prompting questions (What part of the habitat are you making? How does it help the animals?). Encourage use of vocabulary.	Templates and extra adult support available for some. More advanced students encouraged to add detail.	Observations during activity monitoring engagement and use of vocabulary. Peer feedback encouraged.
45-55 mins	Extension Writing Task	Children write 3-5 sentences describing their habitat diorama using descriptive language. Sentence starters provided for those who need it. Advanced learners write a short paragraph using expanded noun phrases.	Scaffolded sentence starters for emerging writers. Extra challenge for confident writers.	Collect writing samples; formative assessment of writing and vocabulary use.
55-60 mins	Plenary & Reflection	Share some dioramas and written descriptions with the class. Recap success criteria, discuss what they found easiest and hardest.	Allow verbal sharing for those less confident with writing.	Self-assessment checklists; teacher notes on pupil confidence and understanding.

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Differentiated Resources

• Templates: Simple habitat elements (trees, water, animals) in pre-cut forms for children who require structure.
• Sentence Starters:
  • “In my habitat, I can see …”
  • “The plants are …”
  • “An animal that lives here is …”
• Word Mats: Habitat-specific vocabulary to support spelling and vocabulary development.

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Cross-Curricular Links

• Science: Understanding living things and habitats.
• Art: Developing sculpture and model-making skills.
• English: Writing descriptive sentences and expanding vocabulary.
• PSHE: Encouraging teamwork and respect for the environment.

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Assessment for Learning (AfL)

• Use questioning during discussion to gauge understanding.
• Observe and record use of habitat vocabulary during model creation.
• Evaluate descriptive writing for use of expanded noun phrases and accuracy.
• Use success criteria checklist with child self-assessment at end of lesson.

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Notes for Teachers

• Encourage talking before writing to develop vocabulary.
• Use photographs and real examples when possible to ground learning in real-world experience.
• Celebrate all creations to build confidence and pride in learning.
• Adapt resources and support as needed for children with additional learning needs or EAL status.

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This detailed plan is designed to engage Year 2 learners creatively while meeting National Curriculum expectations, incorporating multisensory and cross-curricular methods that cater for diverse learning needs.