A landscape does not need a closed roof of trees to be full of life. Brazil’s Cerrado gives us a lively reason to question the habit of using forest as a synonym for every valuable natural environment. This guide teaches 100 English ecology vocabulary words for vegetation, roots, seasonal change, living relationships and evidence. You will learn to explain what a habitat description or survey actually measures.
Embrapa’s Cerrado accounts distinguish forest, savanna and grassland formations within the biome, while UNESCO’s Cerrado Protected Areas record identifies important habitats in Chapada dos Veadeiros and Emas national parks. This variety makes the words useful for geography, environmental discussion and careful English writing. It does not make all Brazil one ecosystem or erase the people who live and work in its different regions.
Start with ten words, retrieve their meanings and use them to explain one relationship. The original cover-measurement workshop below then tests a conclusion that sounds convincing but exceeds its evidence. “Top 100” is a curated learning selection, not a measured frequency ranking. Most entries are English; Cerrado is labelled as a Portuguese ecological name. All sample plots, numerical records and dialogue are invented for teaching, not Brazilian field results or land-management instructions.
Read the habitat before ranking its appearance
Choose vegetation, below-ground processes, living relationships or evidence. A source-led remote lesson can be completed without collecting plants or entering a protected area.
First check: does more tree cover prove a better ecosystem?
Suppose a photograph shows more trees than another. You can ask about tree cover, but you cannot automatically conclude that species richness, native habitat quality or restoration success is greater. Those are different outcomes. If the learner sees only a general colour difference, teach the observation. If tree cover is understood but treated as a complete ecological score, teach the missing distinction.
Ask the learner to complete “This measurement tells us ___, but it does not tell us ___.” A student might know biodiversity as a word while using it to mean greenness. A parent can ask for an example of evidence that would answer a different question. A teacher can change the measurement from tree cover to species count and see whether the explanation changes appropriately.
Contents: ten groups of ten words
Words 1–50
1–10: A biome is not one uniform vegetation type
11–20: Plants and the layers above ground
21–30: Roots, soil and water relationships
Words 51–100
51–60: Ecological roles and interactions
61–70: Disturbance and response
71–80: Land use, people and conservation aims
Worked example · Learning method · Practice · Questions · Sources
Embrapa’s descriptions distinguish several formations within the Cerrado. Learn the difference between a broad regional biome and a particular patch’s structure.
| No. | Word or term | Meaning and usage | Natural collocation | Original example |
|---|---|---|---|---|
| 1 | Cerrado | Portuguese ecological name used here for Brazil’s biome containing varied vegetation formations. | Cerrado biome | The Cerrado account did not describe every patch as closed forest. |
| 2 | biome | A broad ecological region characterised by climate and living communities. | regional biome | The biome contained several vegetation types rather than one uniform view. |
| 3 | savanna | A vegetation type with a substantial grass layer and varying woody cover; savannah is another spelling. | tropical savanna | The savanna description retained both grasses and woody plants. |
| 4 | physiognomy | The overall structural appearance of vegetation; technical ecological usage. | vegetation physiognomy | Physiognomy described structure, not a complete species inventory. |
| 5 | grassland | Vegetation dominated by grasses and related herbaceous plants. | native grassland | The native grassland was not assumed to be a failed forest. |
| 6 | woodland | Vegetation dominated by trees with a relatively open canopy; definitions vary. | open woodland | The survey stated how it classified woodland. |
| 7 | forest | Tree-dominated vegetation under a specified structural definition. | forest formation | The forest formation was one part of the wider biome. |
| 8 | gallery forest | Forest following a watercourse, often forming a relatively narrow band. | streamside gallery forest | The map placed gallery forest along a watercourse. |
| 9 | mosaic | A pattern of different adjoining patches. | vegetation mosaic | The mosaic included open and more densely wooded areas. |
| 10 | ecotone | A transition area between ecological communities or habitats. | habitat ecotone | The ecotone was not represented as an infinitely thin line. |
The ecological Portuguese name Cerrado is not a command to translate every ordinary Portuguese use of cerrado as savanna. Meaning depends on context.
A survey can distinguish growth forms and layers without ranking them automatically. Grasses are plants, and trees are not the only organisms worth recording.
| No. | Word or term | Meaning and usage | Natural collocation | Original example |
|---|---|---|---|---|
| 11 | grass | A plant in the grass family, or such vegetation collectively. | native grass | The record identified a grass rather than labelling every low plant alike. |
| 12 | herb | A non-woody plant in botanical usage, not only a culinary flavouring. | herb layer | The herb layer included plants not used in cooking. |
| 13 | shrub | A woody plant usually smaller and more branched near its base than a tree. | woody shrub | The shrub record was kept separate from the tree count. |
| 14 | tree | A woody plant generally developing a main trunk and elevated crown. | tree cover | Greater tree cover alone did not establish greater species richness. |
| 15 | stem | A plant axis supporting leaves, buds or reproductive structures. | living stem | The survey’s stem count did not automatically equal its number of individual plants. |
| 16 | trunk | The main woody stem of a tree. | tree trunk | The photograph showed a trunk but not the complete root system. |
| 17 | bark | The outer tissues of woody stems and roots. | thick bark | The label described bark without claiming identical protection in every species. |
| 18 | canopy | The upper foliage layer or cover formed by plants. | tree canopy | The tree canopy could overlap the grass below it in projection. |
| 19 | understorey | Vegetation below a taller canopy; British spelling. | woodland understorey | The understorey needed its own observations. |
| 20 | ground cover | Vegetation or material covering the ground, measured under a stated convention. | living ground cover | The method distinguished living ground cover from leaf litter. |
A layer’s cover and its number of species answer different questions. Keep the method attached to the measurement.
Below-ground processes are easy to leave out of a scenic description. These terms help ask what supports the visible vegetation and what evidence is needed.
| No. | Word or term | Meaning and usage | Natural collocation | Original example |
|---|---|---|---|---|
| 21 | root | A plant organ commonly anchoring the plant and taking up resources. | root system | The root system was not visible in the aerial image. |
| 22 | taproot | A main root extending downward with smaller branches. | deep taproot | The source identified a taproot for the particular plant. |
| 23 | fine root | A relatively small-diameter root under a stated definition. | fine-root growth | The study’s fine root category needed a size convention. |
| 24 | soil | The surface material supporting plant growth and ecological processes. | soil profile | The soil record included depth rather than colour alone. |
| 25 | infiltration | Water entering the soil surface. | water infiltration | The exercise distinguished infiltration from water flowing over the surface. |
| 26 | runoff | Water moving over the land surface. | surface runoff | The diagram traced runoff without claiming a real storm measurement. |
| 27 | moisture | Water present in soil, air or another material. | soil moisture | The report measured moisture rather than inferring it from greenness. |
| 28 | nutrient | A substance required for growth or normal biological function. | plant nutrient | More nutrient input was not automatically the correct conservation aim. |
| 29 | decomposition | Breakdown of dead organic material through biological and other processes. | litter decomposition | The model followed decomposition without assuming an identical rate everywhere. |
| 30 | biomass | The mass of living biological material within a defined area or category. | below-ground biomass | The record distinguished biomass from the number of species. |
A general root function is not a claim that every Cerrado species has the same depth, form or drought response.
Timing matters in ecology. A plant can be present without flowering, and the same patch can look different across seasons.
| No. | Word or term | Meaning and usage | Natural collocation | Original example |
|---|---|---|---|---|
| 31 | photosynthesis | The process by which light energy is used to make organic compounds from simpler substances. | plant photosynthesis | The lesson connected photosynthesis with growth without measuring it from a photograph. |
| 32 | germination | The beginning of seed growth into a seedling. | seed germination | A germination count was not the same as established plant survival. |
| 33 | seedling | A young plant grown from seed. | seedling survival | The survey returned later to check whether the seedling survived. |
| 34 | bud | A plant structure from which a shoot, leaf or flower may develop. | protected bud | The source described the bud’s position on the particular plant. |
| 35 | resprouting | Producing new shoots after loss or damage to earlier growth. | post-disturbance resprouting | The record showed resprouting without proving all species responded alike. |
| 36 | flowering | The production or presence of flowers. | seasonal flowering | The visit’s timing affected whether flowering was recorded. |
| 37 | fruiting | The production or presence of fruits. | fruiting period | The fruiting period was stated separately from flowering. |
| 38 | phenology | The study or timing of recurring biological events in relation to seasons and conditions. | plant phenology | The phenology record tracked flowering dates over repeated visits. |
| 39 | dormancy | A state of reduced activity or delayed growth under particular conditions. | seed dormancy | The explanation distinguished dormancy from a dead seed. |
| 40 | seasonality | Recurring differences associated with times of year. | rainfall seasonality | The study considered seasonality before comparing photographs from different months. |
Do not classify a plant as dead from one dry-looking image. Survival, dormancy and seasonal change need suitable observations.
Biodiversity includes more than a tally of trees. These terms distinguish a kind of organism, a population and the variety represented in an area.
| No. | Word or term | Meaning and usage | Natural collocation | Original example |
|---|---|---|---|---|
| 41 | species | A biological classification for a kind of organism; identification may require expertise. | identified species | The count included identified species rather than every separate stem. |
| 42 | population | Individuals of the same species within a defined area. | local population | One photograph did not establish the population’s size. |
| 43 | community | Populations of different species occurring together; ecological sense here. | plant community | The ecological community was not the same category as local residents. |
| 44 | native | Occurring naturally in the specified region rather than introduced by people. | native vegetation | The source stated the region meant by native. |
| 45 | endemic | Naturally restricted to a particular region. | regionally endemic species | The endemic label included a geographical scope. |
| 46 | richness | The number of different species or other stated categories present. | species richness | Richness did not indicate how evenly individuals were distributed among species. |
| 47 | abundance | The number or amount of organisms in a stated area or sample. | relative abundance | The record separated abundance from richness. |
| 48 | diversity | Variety; ecological measures may combine richness and relative abundance. | biological diversity | The word diversity needed a stated meaning in the analysis. |
| 49 | habitat | The place and conditions in which an organism lives. | open habitat | The open habitat could be valuable without a closed tree canopy. |
| 50 | adaptation | An inherited feature shaped by evolution that contributes to functioning in a context; distinguish from an individual adjustment. | plant adaptation | The writer did not call every short-term response an evolutionary adaptation. |
Native, endemic and rare are different categories. Specify the region and source rather than treating the labels as interchangeable praise.
A living system contains relationships, not only a species list. An organism’s role needs evidence appropriate to the interaction being described.
| No. | Word or term | Meaning and usage | Natural collocation | Original example |
|---|---|---|---|---|
| 51 | pollinator | An organism transferring pollen in a way that can enable reproduction. | insect pollinator | The observer checked the interaction before identifying a pollinator. |
| 52 | disperser | An organism or agent moving seeds or other propagules away from their source. | seed disperser | The source identified the animal as a disperser in a documented relationship. |
| 53 | herbivore | An organism feeding on plant material. | grazing herbivore | The herbivore’s diet was not inferred from body size alone. |
| 54 | predator | An organism capturing and consuming other organisms. | native predator | The account identified a predator through appropriate evidence. |
| 55 | prey | An organism taken and eaten by a predator. | available prey | The worksheet distinguished prey from any animal sharing the habitat. |
| 56 | competition | An interaction in which organisms use a limited shared resource. | resource competition | The explanation specified the resource involved in competition. |
| 57 | mutualism | An interaction in which both partners benefit in the stated context. | ecological mutualism | The example did not label every association mutualism. |
| 58 | food web | A network of feeding relationships. | local food web | The diagram showed a food web rather than a single compulsory chain. |
| 59 | decomposer | An organism involved in breaking down dead organic material. | soil decomposer | The decomposer helped connect dead material with nutrient cycling. |
| 60 | interaction | A relationship in which organisms or processes affect one another. | species interaction | The interaction needed more evidence than co-occurrence in one photograph. |
Do not assign every visible insect the role of pollinator or every bird the same diet. Observation and identification should precede the ecological claim.
Fire and other disturbances can be ecological research subjects without becoming classroom actions. The effects depend on conditions, history and organisms.
| No. | Word or term | Meaning and usage | Natural collocation | Original example |
|---|---|---|---|---|
| 61 | disturbance | An event or process altering ecological conditions. | ecological disturbance | The report described disturbance without assigning one effect to all habitats. |
| 62 | fire regime | The characteristic pattern of fires, including timing, frequency and other features. | documented fire regime | The fire regime was a research description, not a recommendation to ignite a fire. |
| 63 | frequency | How often something occurs in a stated period. | disturbance frequency | Frequency needed a time interval and clear event definition. |
| 64 | intensity | The strength or energy of a process under a stated measure. | fire intensity | The study distinguished intensity from the area affected. |
| 65 | severity | The degree of ecological or material effect after an event, under a stated assessment. | burn severity | Severity concerned effects rather than simply the presence of flames. |
| 66 | fuel | Material available to burn in a fire context. | vegetation fuel | The fuel description was not a guide to starting or controlling a fire. |
| 67 | recovery | A return towards a specified condition or function. | vegetation recovery | The report defined the target meant by recovery. |
| 68 | succession | Change in ecological community composition through time. | ecological succession | Succession did not imply one universal endpoint for every patch. |
| 69 | resilience | Capacity to cope with change while retaining or recovering relevant functions. | ecosystem resilience | The explanation stated which functions resilience referred to. |
| 70 | threshold | A boundary beyond which a response or condition changes substantially. | ecological threshold | The study did not assign a threshold without supporting evidence. |
No entry below recommends ignition, suppression, clearing or a treatment schedule. Actual fire and land management require authorised expertise and current local rules.
A proposal should identify what is being conserved or restored and who is affected. A broad positive label cannot replace a target and assessment method.
| No. | Word or term | Meaning and usage | Natural collocation | Original example |
|---|---|---|---|---|
| 71 | land use | The purpose or activity for which people use land. | land-use history | The image did not reveal the full land use history. |
| 72 | conversion | A change from one land use or cover type to another. | habitat conversion | The record specified what conversion changed and when. |
| 73 | fragmentation | The division of habitat into smaller or more isolated parts. | habitat fragmentation | Fragmentation involved arrangement as well as total area. |
| 74 | connectivity | The degree to which a landscape permits movement or flows for a specified organism or process. | habitat connectivity | Connectivity was assessed for the stated organism, not all life at once. |
| 75 | restoration | Work intended to recover defined ecological qualities or functions. | grassland restoration | The restoration target was native grassland, not automatically more trees. |
| 76 | conservation | Care and protection of valued natural or cultural features. | biome conservation | Conservation included attention to different habitat types. |
| 77 | reference ecosystem | The ecosystem condition or model used to guide an assessment or restoration aim. | choose a reference ecosystem | The proposal named its reference ecosystem before choosing a target. |
| 78 | stewardship | Responsible care for a place or resource over time. | land stewardship | The discussion linked stewardship with continuing responsibilities. |
| 79 | livelihood | The activities and resources through which people support their lives. | local livelihood | The proposal considered livelihood rather than treating people as background scenery. |
| 80 | trade-off | A situation in which gaining one benefit involves giving up another. | management trade-off | The meeting named the trade-off instead of promising every outcome improved. |
Avoid assuming that planting trees is always the correct aim for a naturally open habitat. Specify the reference ecosystem and seek appropriate evidence.
A record is useful when another reader can understand the area, time, method and categories behind it. Different layers may overlap in their projected cover.
| No. | Word or term | Meaning and usage | Natural collocation | Original example |
|---|---|---|---|---|
| 81 | survey | A systematic examination using a stated method. | vegetation survey | The survey recorded its method and timing. |
| 82 | quadrat | A defined plot or frame used for ecological sampling. | fixed quadrat | The invented quadrat had the same area in both comparisons. |
| 83 | transect | A defined line along which observations are made. | vegetation transect | The transect passed through several patches in the diagram. |
| 84 | cover | The proportion of area occupied or projected by a defined category under a stated method. | projected cover | Cover measured projected area, not the number of species. |
| 85 | overlap | Two features occupying some of the same area in the stated representation. | layer overlap | Overlap allowed separate cover percentages to sum above one hundred. |
| 86 | denominator | The quantity forming the base of a fraction or proportion. | common denominator | The denominator was total plot area for each layer. |
| 87 | baseline | A reference dataset or condition for comparison. | survey baseline | The baseline retained its sampling method. |
| 88 | replicate | An independent repetition of sampling or measurement under defined conditions. | replicate quadrat | A replicate helped assess variation rather than guarantee a result. |
| 89 | detectability | The probability or ease of finding something with a given method and conditions. | seasonal detectability | Detectability could change when flowers were absent. |
| 90 | uncertainty | A limitation in knowledge or measurement. | sampling uncertainty | The conclusion retained uncertainty about unsurveyed areas. |
A percentage above one hundred is not automatically wrong if someone has added separately measured overlapping layers. It may instead be the interpretation of that sum that is wrong.
The final words connect ecological knowledge with clear communication. A good conclusion says what its evidence supports and what additional question remains.
| No. | Word or term | Meaning and usage | Natural collocation | Original example |
|---|---|---|---|---|
| 91 | observation | A feature noticed or measured under stated conditions. | record an observation | The observation concerned cover, not a complete ecological quality score. |
| 92 | inference | A conclusion drawn from evidence rather than directly observed. | qualified inference | The inference stayed within the survey’s actual scope. |
| 93 | correlation | A statistical association, not proof of causation by itself. | observed correlation | A correlation between cover and another measure did not establish the cause. |
| 94 | mechanism | The process through which an effect occurs. | ecological mechanism | The proposed mechanism needed evidence beyond matching patterns. |
| 95 | comparison | An examination of similarities and differences using stated criteria. | valid comparison | The comparison kept plot area and method consistent. |
| 96 | representative | Adequately reflecting a larger group for a specified purpose. | representative sample | The writer explained why one plot might not be representative. |
| 97 | qualify | Limit a statement so its scope is accurate. | qualify a claim | She added “in these plots” to qualify the claim. |
| 98 | justify | Give reasons or evidence for a statement or choice. | justify a target | The learner had to justify the target using the stated reference ecosystem. |
| 99 | monitor | Observe repeatedly to track a condition or change. | monitor recovery | The plan would monitor the chosen outcome rather than only photograph greenness. |
| 100 | revise | Reconsider and change an explanation or proposal. | revise a conclusion | The writer would revise the conclusion when the measurement changed. |
A careful qualifier is not a failure to care about nature. It helps a proposal remain honest about the outcome it can actually assess.
Original plot workshop: why two cover layers can total 130 percent
Imagine two invented square plots, each covering one hundred square metres. For each plot, a simplified method records the horizontal projected area of tree foliage and, separately, the horizontal projected area of the grass layer. Different layers may lie above the same ground. These are classroom numbers, not measurements from the Cerrado or a field protocol to copy.
Plot A has twenty square metres of projected tree cover and eighty square metres of grass cover. The separately reported percentages are twenty and eighty. Plot B has sixty square metres of projected tree cover and seventy square metres of grass cover. Its percentages are sixty and seventy. Each percentage uses the same one-hundred-square-metre plot as its denominator.
Adding B’s two percentages gives 130 percent. This does not mean the plot has grown larger or the measurements must be impossible. It means the categories are not mutually exclusive in horizontal projection. Some grass can be below tree foliage. We cannot calculate the exact uncovered area from the two totals without knowing their overlap.
A learner writes, “B is ecologically healthier because it has more trees and 130 percent vegetation.” Repair both parts. B has greater tree cover under this method, but ecological quality needs a defined target and additional evidence. The sum of overlapping layer percentages is not a single land-area percentage or a health score. Scientific nouns cannot rescue the wrong denominator.
Now change one condition: the task asks for native grassland restoration, not increased tree cover. The data alone still do not identify which plot meets that aim: we need information about native species, the reference ecosystem, history and other relevant conditions. This is the diagnostic breakpoint. Can the learner change the evaluation when the stated purpose changes, without inventing missing results?
Mini dialogue, invented: “So trees are bad?” asks Joana. “That is another unsupported universal claim,” replies Ravi. “Our point is that habitat type and conservation aim matter.” For independent transfer, replace tree cover with the number of identified plant species and explain why the old cover calculation no longer applies. A changed measure requires a changed sentence, not a recycled conclusion.
Keep Brazil’s ecosystems and people distinct
Embrapa’s vegetation account distinguishes forest, savanna and grassland formations within the Cerrado biome. That is the basis for this lesson’s refusal to use forest as a universal label. It does not mean a single glossary can identify a real patch without appropriate observations and a classification method.
The UNESCO Cerrado Protected Areas record identifies important habitats in Chapada dos Veadeiros and Emas national parks. The listed property is not the entire biome. Embrapa’s 2008 ecology and flora volume provides a wider scholarly route through vegetation, water, soils and reproduction. Its publication date should remain visible rather than becoming an invented current monitoring result.
The Brazil floodplain-forest vocabulary article offers a different learning route, following Amazonian flood relationships. This Cerrado article focuses on vegetation structure, open habitats and measurement. The Brazil cultural-learning guide similarly starts with regional difference rather than one postcard image.
Ecology does not remove people from a landscape. Indigenous peoples, local communities, researchers, land users and public institutions can hold different knowledge and responsibilities. Do not infer their practices or consent from a map. A meaningful conservation discussion asks whose land, which target, whose evidence and what consequences. This guide provides language for those questions, not legal or practical land-management advice.
Use ecological vocabulary to improve the question
Learn biome, habitat, cover, richness and abundance first. Make a short example for each, then explain why they cannot all be substituted into the same sentence. A student who uses biodiversity to mean tree count needs a clearer concept before a longer list. Parents can ask which measurement would answer a chosen question without needing to identify every species.
On a later day, revisit the invented plots without looking at the solution. State the denominator, explain overlap and say what cannot be concluded. Then change the target from tree cover to native habitat condition. This checks transfer: the words should help revise the argument when its purpose changes, rather than decorate an unchanged opinion.
For speaking, give partners different information. One has the cover values; another has the conservation aim and missing-data list. Ask questions before proposing an evaluation. A third person can check whether the final account preserves each source’s limits. This creates a reason to listen, not simply take turns reading definitions aloud.
For writing, use four moves: measured finding, interpretation, limit and next question. The English Tuition | Brazil guide likewise distinguishes what a message invites from what its evidence proves. It does not establish a Brazilian eduKate centre or make Enem, another local assessment and Singapore school routes interchangeable.
Teachers can review meaning, comparison and inference separately. Students can keep an error record with one corrected sentence in each category. Continue through the vocabulary learning hub. For Singapore-specific diagnosis and learning continuity, read Secondary English Tuition in Singapore; choose support from the actual learner’s work.
Practice: retrieve, explain and revise
1. Does the Cerrado biome contain only one vegetation formation?
2. Plot B has 60 square metres tree cover in a 100-square-metre plot. What is its tree-cover percentage?
3. Why can 60 percent tree cover and 70 percent grass cover coexist in that plot?
4. Can you calculate the exact bare-ground area from those two totals alone?
5. Does greater tree cover establish successful native-grassland restoration?
6. Distinguish richness from abundance in one sentence.
Answers and explanations
1. No. Embrapa distinguishes forest, savanna and grassland formations within it. A biome and one patch’s physiognomy have different scopes.
2. Sixty percent under the supplied projection method.
3. They are separately measured layers that may overlap in horizontal projection. The categories are not mutually exclusive.
4. No. The amount of overlap and the relevant ground-cover categories are not supplied.
5. No. The restoration aim, reference ecosystem, native species and further conditions must be assessed. Tree cover alone answers a different question.
6. Richness counts different species or stated categories; abundance counts or measures organisms within the defined sample. A plot can have many individuals of few species.
Frequently asked questions
Is the Cerrado simply another name for the Amazon rainforest?
No. They are different ecological contexts. This article focuses on the varied Cerrado biome rather than Amazonian floodplain forest.
Does more tree cover always mean more biodiversity?
No universal conclusion follows. Habitat type, native species, structure, history, scale and the stated conservation aim matter.
Are all 100 terms Portuguese?
No. Most are English. Cerrado is identified as a Portuguese ecological name; ordinary-language meanings and regional technical classifications should not be collapsed together.
Does discussing fire mean learners should test burning or clearing?
No. This is vocabulary and evidence-reading practice. It supplies no ignition, suppression or treatment instructions and no permission to interfere with land or vegetation.
What is the best first learning route?
Choose a small contrast such as cover versus richness. Retrieve both meanings, use them with a clearly labelled example and explain again when the measure changes.
Sources and scope
Sources checked on 17 October 2026. Institutional and practitioner sources establish the cultural context and selected specialist distinctions. The learning sequence, fictional records, example sentences and exercises are original educational material. This guide teaches vocabulary and careful explanation; practical work requires appropriate instruction and information specific to the person, object or site.
Embrapa: Cerrado vegetation — Primary institutional classification context for forest, savanna and grassland formations.
UNESCO World Heritage Centre: Cerrado Protected Areas — Named protected areas and their habitat significance, not the whole biome’s current condition.
Embrapa: Cerrado, ecology and flora, 2008 — Dated scholarly source route through vegetation, soils, water and reproduction.
Embrapa: native-vegetation restoration plant guide — Institutional restoration-resource context; not a site-specific prescription in this lesson.
Cambridge Dictionary: savannah — Selected general English vegetation terminology; savanna is the spelling used here.
Collins Dictionary: phenology — Seasonal biological-event terminology, paraphrased in the learning list.
Next: write a finding that names its measure
Explain the invented plot comparison in sixty words. Include cover, denominator, overlap and one limit. Ask a partner whether your paragraph accidentally turns a layer measurement into a complete ecological score.
Then change the conservation aim and revise the evaluation. Keep the difference between a measured feature and a justified judgement. The vocabulary hub offers a wider route from precise meanings to independent speaking and writing.