• Quick retrieval from earlier learning (Environments change: human impact). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Does this help or harm wildlife: planting native trees? (helps wildlife / harms wildlife) → helps wildlifePrompt: Does it make habitats bigger and cleaner, or smaller and dirtier?
2. Which is a natural change to an environment? (spraying pesticides / building a dam / building a car park / a volcano erupting) → a volcano eruptingPrompt: Which one is not caused by people?
3. Which action harms wildlife? (recycling plastic / creating a nature reserve / leaving wild areas for bees / draining wetlands) → draining wetlandsPrompt: Think about what happens to habitats.

• Pass round different rocks and ask how each one might have formed.
• Share the objective: How communities protect Earth's land, water, air and life. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which action best tackles this problem: plastic waste in the ocean?
• Step 1: So the answer is: banning single-use plastics and beach clean-ups
• Answer: banning single-use plastics and beach clean-ups
• 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 action best tackles this problem: too much rubbish going to landfill? (recycling and composting schemes / more buses, bike lanes and electric vehicles / fixing leaks and collecting rainwater / planting trees and protecting forest areas) → recycling and composting schemesPrompt: Which solution stops the problem at its source?
2. The ozone layer was being damaged by chemicals called CFCs. Countries agreed to ban them. What happened? (The ozone layer disappeared. / The ozone layer has slowly started to recover. / The Sun got weaker. / Nothing changed.) → The ozone layer has slowly started to recover.Prompt: Global agreements can work.

• 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. Which action best tackles this problem: too much rubbish going to landfill? (planting trees and protecting forest areas / fixing leaks and collecting rainwater / recycling and composting schemes / more buses, bike lanes and electric vehicles) → recycling and composting schemesPrompt: Which solution stops the problem at its source?
2. Which choice protects BOTH the air and the climate? (generating electricity from wind and sunlight instead of burning coal / burning more rubbish in the open / leaving car engines running / cutting down forests) → generating electricity from wind and sunlight instead of burning coalPrompt: Which option produces no smoke or carbon dioxide while running?

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-5.