• Quick retrieval from earlier learning (Animal body parts and the jobs they do). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. What job does this body part do: a tortoise's shell? (to sip nectar from flowers / to keep enemies away / to grab food and suck up water / to protect its soft body) → to protect its soft bodyPrompt: Think about where the animal lives and what it eats.
2. Which body part helps an animal grab food and suck up water? (a fish's gills / a porcupine's quills / an elephant's trunk / a butterfly's long tongue (proboscis)) → an elephant's trunkPrompt: Picture the animal doing the job.
3. Why do fish have fins and a tail? (to breathe air / to swim and steer in water / to see in the dark / to keep warm) → to swim and steer in waterPrompt: How does a fish move forward and turn?

• Show a picture of an unusual animal and ask where it might live and how it survives there.
• Share the objective: Inventions inspired by animals and plants. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which part of nature inspired this design: self-cleaning paint that rain washes clean?
• Step 1: Water rolls off lotus leaves and carries dirt away.
• Step 2: So the answer is: a lotus leaf
• Answer: a lotus leaf
• 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. Which part of nature inspired this design: the pointed nose of a fast train in Japan? (a kingfisher's beak / a cat's eyes shining in headlights / a humpback whale's bumpy flippers / burrs that stick to dog fur) → a kingfisher's beakPrompt: Which animal or plant part does the same job?
2. Why do engineers copy ideas from living things? (It is the only way to invent anything. / Plants and animals have useful features that solve problems. / Animals ask them to. / Living things are made of metal.) → Plants and animals have useful features that solve problems.Prompt: How long have animals been solving problems like gripping, swimming and keeping warm?

• 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. True or false? Velcro was invented after someone looked closely at burrs. (True / False) → TruePrompt: Think of Velcro, flippers and reflectors.
2. Why do engineers copy ideas from living things? (Living things are made of metal. / Animals ask them to. / It is the only way to invent anything. / Plants and animals have useful features that solve problems.) → Plants and animals have useful features that solve problems.Prompt: How long have animals been solving problems like gripping, swimming and keeping warm?

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