• Quick retrieval from earlier learning (Parts of a plant). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. The trunk of a tree is a very thick… (flower / leaf / root / stem) → stemPrompt: It holds the tree up.
2. Plant parts: which statement is true? (Only flowers are part of a plant. / Roots grow up towards the sky. / Leaves take in water from the soil. / Flowers help plants make seeds.) → Flowers help plants make seeds.Prompt: Picture a plant from its roots to its flower.
3. Which part holds the plant up and carries water to the leaves? (the petals / the stem / the roots / the flower) → the stemPrompt: It is like a straw and a pole at the same time.

• Bring in a plant that has been kept in the dark next to one in the light, and ask what happened.
• Share the objective: Pollinators: animals that help flowers make seeds. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Why are many flowers brightly coloured and sweet-smelling?
• Step 1: Colours and scents guide pollinators to the flowers.
• Step 2: So the answer is: to attract pollinators like bees and butterflies
• Answer: to attract pollinators like bees and butterflies
• 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. Why are many flowers brightly coloured and sweet-smelling? (to keep warm at night / to scare animals away / to attract pollinators like bees and butterflies / to catch rain) → to attract pollinators like bees and butterfliesPrompt: What would a bee notice from far away?
2. Does this animal help pollinate flowers: crab? (pollinator / not a pollinator) → not a pollinatorPrompt: Does it fly or crawl from flower to flower looking for nectar?

• 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 do bees visit flowers? (to collect nectar and pollen for food / to sleep in them / to lay eggs in every flower / to keep the flowers warm) → to collect nectar and pollen for foodPrompt: What do bees use to make honey?
2. Pollinators: which statement is true? (Bees make pollen. / Only bees can pollinate flowers. / Using lots of insect spray in gardens helps pollinators. / Without pollination, many flowers cannot make seeds or fruit.) → Without pollination, many flowers cannot make seeds or fruit.Prompt: Who makes pollen, and who carries it?

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-2.