• Quick retrieval from earlier learning (Reduce, reuse or recycle?). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Is this reducing, reusing or recycling: giving outgrown clothes to a friend? (reduce / reuse / recycle) → reusePrompt: Reduce = use less. Reuse = use again. Recycle = make into something new.
2. Which of these is a way to reuse? (putting empty cans in the recycling bin / turning off the tap while you brush your teeth / putting glass bottles in the bottle bank / refilling a water bottle) → refilling a water bottlePrompt: Is the item used less, used again, or turned into something new?
3. A class drinks from paper cups and throws them away every day. Which change makes the biggest difference? (Everyone uses their own refillable bottle. / Throw the cups away twice as fast. / Use bigger paper cups. / Use a new cup for every sip.) → Everyone uses their own refillable bottle.Prompt: Which choice means fewer cups are thrown away?

• Show a food web and ask what would happen if one animal disappeared.
• Share the objective: Actions that help or harm the environment. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Does this help or harm the environment: picking all the wild flowers in a meadow?
• Step 1: These actions waste resources or hurt living things.
• Step 2: So the answer is: harms
• Answer: harms
• 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. Does this help or harm the environment: turning off screens you are not using? (helps / harms) → helpsPrompt: Would animals, plants, water or air be better off or worse off?
2. Which way to school is kindest to the air? (in a car with the engine left running outside / walking or cycling / being driven in a car alone / being driven by car and then by another car) → walking or cyclingPrompt: Which one makes no fumes?

• 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. Why does planting trees help the planet? (Trees give homes to animals and clean the air. / Trees use up all the water so nothing else can drink. / Trees make rubbish. / Trees make the air dirtier.) → Trees give homes to animals and clean the air.Prompt: Who lives in trees, and what do leaves take in from the air?
2. Does this help or harm the environment: picking all the wild flowers in a meadow? (helps / harms) → harmsPrompt: Would animals, plants, water or air be better off or worse off?

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