• Quick retrieval from earlier learning (Match animals to their young). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. What is the young of this animal called: dog? (joey / kitten / puppy / calf) → puppyPrompt: Think of farm animals, pets and wild animals you know.
2. A duckling grows up to become which animal? (hen / duck / cow / horse) → duckPrompt: Young animals grow into adults of the same kind.
3. Which young animal looks LEAST like its parent? (a kitten / a lamb / a foal / a caterpillar) → a caterpillarPrompt: Which one changes completely as it grows?

• Show a picture of an unusual animal and ask where it might live and how it survives there.
• Share the objective: How animal parents help their young survive. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: How is this parent helping its young: an elephant herd circling around a calf?
• Step 1: The parent keeps the young safe from danger or cold.
• Step 2: So the answer is: protecting
• Answer: protecting
• 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 is this parent helping its young: a penguin bringing up fish for its chick? (feeding / protecting / teaching) → feedingPrompt: Is the parent giving food, keeping the young safe, or showing it how to do something?
2. Some animals, like sea turtles, never meet their parents. How do the young survive? (People raise all of them. / Other turtles feed them every day. / They stay in the egg for ever. / They are born able to find food and the sea by themselves.) → They are born able to find food and the sea by themselves.Prompt: Turtle mothers lay eggs on the beach and swim away.

• 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. Baby birds open their beaks wide and cheep loudly. Why? (to cool down / to practise flying / to scare away their parents / to tell their parents they are hungry) → to tell their parents they are hungryPrompt: What does the parent do when it hears the cheeping?
2. How is this parent helping its young: a penguin bringing up fish for its chick? (feeding / protecting / teaching) → feedingPrompt: Is the parent giving food, keeping the young safe, or showing it how to do something?

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