• Quick retrieval from earlier learning (Match animals to their young). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. What is the young of this animal called: cow? (foal / duckling / calf / cygnet) → calfPrompt: Think of farm animals, pets and wild animals you know.
2. A fawn grows up to become which animal? (deer / horse / duck / hen) → deerPrompt: Young animals grow into adults of the same kind.
3. A newborn joey is tiny, like a jelly bean. Where does it keep growing? (in a pond / in an egg in the sand / in a nest of twigs / inside its mother's pouch) → inside its mother's pouchPrompt: Kangaroos are marsupials.

• Show a picture of an unusual animal and ask where it might live and how it survives there.
• Share the objective: How animal parents help their young survive. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: How is this parent helping its young: an elephant herd circling around a calf?
• Step 1: The parent keeps the young safe from danger or cold.
• Step 2: So the answer is: protecting
• Answer: protecting
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. How is this parent helping its young: a cow letting her calf drink milk? (feeding / protecting / teaching) → feedingPrompt: Is the parent giving food, keeping the young safe, or showing it how to do something?
2. Baby birds open their beaks wide and cheep loudly. Why? (to practise flying / to tell their parents they are hungry / to scare away their parents / to cool down) → to tell their parents they are hungryPrompt: What does the parent do when it hears the cheeping?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Emperor penguin dads hold the egg on their feet for weeks in the Antarctic winter. Why? (to hide it from the Sun / to make the egg grow bigger / because the egg is scared / to keep it off the ice and warm until it hatches) → to keep it off the ice and warm until it hatchesPrompt: What would happen to an egg left on the ice?
2. True or false? Young animals make sounds to get their parents' help. (True / False) → TruePrompt: Think about feeding, protecting and teaching.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-1.