• Quick retrieval from earlier learning (Producers, consumers, predators and prey). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. grass → zebra → lion What is the lion in this food chain? (secondary consumer / producer / primary consumer / tertiary consumer) → secondary consumerPrompt: Start at the plant and count the arrows.
2. phytoplankton → krill → penguin → leopard seal Which animal is the prey of the leopard seal? (leopard seal / penguin / phytoplankton / krill) → penguinPrompt: A predator hunts and eats other animals; its prey is the animal it eats.
3. Food chains: which statement is true? (Producers eat consumers. / Herbivores are predators. / A food chain can start with a lion. / Plants are producers because they make their own food.) → Plants are producers because they make their own food.Prompt: Producers make food; consumers eat.

• Show a food web and ask what would happen if one animal disappeared.
• Share the objective: Why some animals live in groups. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: How does living in a group help here: wolves hunting as a pack?
• Step 1: So the answer is: they can catch animals much bigger than one wolf
• Answer: they can catch animals much bigger than one wolf
• 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 does living in a group help here: fish swimming in a huge shoal (school)? (it is hard for a predator to pick out one fish / they share warmth in freezing winds / workers share jobs like collecting food and caring for young / they can catch animals much bigger than one wolf) → it is hard for a predator to pick out one fishPrompt: Think about food, safety, warmth and sharing work.
2. Geese fly in a V shape and take turns at the front. How does this help? (It makes them fly slower. / It keeps them dry. / Birds behind save energy, and sharing the front spreads the hard work. / It helps them see the ground.) → Birds behind save energy, and sharing the front spreads the hard work.Prompt: Cyclists in a race ride close behind each other for the same reason.

• 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. How does living in a group help here: elephants in a herd? (they can catch animals much bigger than one wolf / it is hard for a predator to pick out one fish / workers share jobs like collecting food and caring for young / adults protect the calves from lions) → adults protect the calves from lionsPrompt: Think about food, safety, warmth and sharing work.
2. Why do zebras stay close together in a herd? (To make it easier for lions to catch them. / To keep the grass warm. / Because they cannot walk alone. / Many eyes spot danger, and the stripes confuse lions.) → Many eyes spot danger, and the stripes confuse lions.Prompt: Is it easier for a lion to sneak up on one zebra or on a herd?

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-3.