Polar and Desert Habitats

Overview

This 60-minute lesson is part 2 of 5 in the unit "Exploring Living Things and Habitats" for EYFS and KS1 children (ages 3–7). The lesson immerses students in the contrasting environments of polar and desert habitats, emphasizing the unique adaptations of plants and animals in these extreme conditions. Activities are carefully differentiated to suit the mixed age group and abilities, including SEN needs, making full use of your classroom's indoor and outdoor provision spaces.

National Curriculum Links

Science – Living things and their habitats (Key Stage 1)

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
- Recognise that environments can change and that this can sometimes pose dangers to living things

EYFS Early Learning Goals, Understanding the World – The Natural World

Explore the natural world around them
Recognise some environments that are different to the one in which they live

Learning Objectives ("I can" statements)

EYFS:
- I can recognise and name some animals and plants from cold and hot places.
- I can talk about how some animals and plants live in places very different from our school.
KS1:
- I can identify animals and plants that live in polar and desert habitats.
- I can explain how some animals and plants are suited to their habitat.
- I can describe the basic differences between polar and desert habitats.

Success Criteria

I can name at least two animals or plants from the polar habitat.
I can name at least two animals or plants from the desert habitat.
I can explain one way an animal or plant adapts to survive in its habitat.
I can work with my friends to sort animals/plants into the right habitat group.

Resources Needed

Large colourful images/posters of polar and desert habitats showing plants and animals
Small animal and plant figures or laminated picture cards (polar and desert sets)
Habitat sorting mats labelled “Polar” and “Desert”
Whiteboard and pens
Outdoor space or classroom continuous provision area with natural elements (for extension activity)
Adapted worksheets for KS1 (matching animals/plants and writing simple sentences)
EYFS flowerpot or discovery box with sensory items related to polar and desert (e.g., cotton wool "snow," sand)
Sticky notes/stars for assessment feedback

Lesson Structure

1. Introduction (10 minutes)

Invite children to sit in a circle on carpet. Show them two big pictures—one of a polar habitat (ice, snow, cold animals) and one of a desert (sand, cacti, camels).
Ask: "What places do you think these pictures show?" Accept guesses and confirm they are polar and desert habitats.
Discuss briefly: What do you think is cold about the polar? What do you think is very hot about the desert?
Use simple vocabulary: freezing, icy, dry, hot, sandy.

2. Story and Sound Exploration (10 minutes)

Read a short descriptive story or poem describing a polar animal (e.g., a polar bear or penguin) and a desert animal (e.g., a camel or desert fox), emphasising how they keep safe and find food.
Play sound clips of these animals (optional) for engagement.
Ask: “How do you think the polar bear keeps warm?” / “How does the camel live in the hot desert?”
Prompt children with clues about adaptations: thick fur, water storage, burrowing, etc.

3. Group Sorting Activity (20 minutes)

Split children into two mixed groups with adults supporting both groups.
Give each group laminated cards and a set of animal/plant figures.
Provide two mats: one labelled “Polar Habitat” and one labelled “Desert Habitat.”
Ask children to work together to place each animal/plant card/figure into the correct habitat.
Encourage discussion: “Why does the polar bear live here and not in the desert?”
KS1 children complete matching sentences on their worksheet: "This animal lives in the ___ because it ___.", e.g., "The camel lives in the desert because it ..."
EYFS children explore sensory box and match items as a tactile connection.

4. Outdoor/Provision Exploration (10 minutes)

Take children outside (or use continuous provision inside) to find natural materials that could relate to either habitat (e.g., stones for polar, twigs or dry leaves for desert).
Children place these in two baskets labelled “polar materials” and “desert materials” with adult guidance.
Alternatively, they create a "habitat collage" by drawing or arranging natural objects.

5. Plenary and Assessment (10 minutes)

Gather children back inside.
Use “Thumbs Up” or sticky star system: Ask children to show or tell one fact they learned about either habitat.
Children place a sticky note/star on the board under “Polar” or “Desert” to demonstrate identification.
Quick recap of key learning points the teacher writes on whiteboard.

Differentiation Strategies

Learner Type	Strategy
SEN / Lower Ability EYFS	Use sensory props and realia; one-to-one adult support; simplified vocabulary; focus on recognition and naming only.
KS1 Mixed Ability	Scaffold worksheet with sentence starters; visuals with clear images; pair work for peer support.
Advanced Learners (KS1)	Extension activity (see below); encourage use of descriptive language to explain adaptations.

Extension Activities (For Advanced Learners)

Research Challenge: Children research and present an additional animal or plant from polar or desert habitats not covered in class.
Creative Writing: Write a short story or create a comic strip imagining an animal exploring both habitats and how it would survive in each.
Habitat Diorama: Using craft materials, create a 3D model of a polar or desert habitat showing animals, plants, and key features (snow, sand, water).

Reflection and Next Steps

Teachers should observe the level of participation during sorting and discussion to inform the next lesson about pond habitats.
Note vocabulary challenges or SEN support needs for adaptations in upcoming lessons.
Plan to revisit key vocabulary and run quick retrieval quizzes in subsequent lessons to enhance retention (Rosenshine’s Principle of Review).

This lesson plan balances engagement, age-appropriate content, and curriculum expectations. It supports your mixed EYFS and KS1 class by bridging experiential learning with clear scientific concepts and assessment opportunities. It also encourages nurturing children's curiosity and self-expression through discussion and creative exploration.