• Quick retrieval from earlier learning (Producers, consumers, predators and prey). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. phytoplankton → krill → penguin → leopard seal What is the phytoplankton in this food chain? (producer / tertiary consumer / primary consumer / secondary consumer) → producerPrompt: Start at the plant and count the arrows.
2. lettuce → slug → hedgehog → badger Which animal is the prey of the hedgehog? (hedgehog / badger / slug / lettuce) → slugPrompt: A predator hunts and eats other animals; its prey is the animal it eats.
3. Food chains: which statement is true? (Plants are producers because they make their own food. / A food chain can start with a lion. / Herbivores are predators. / Producers eat consumers.) → Plants are producers because they make their own food.Prompt: Producers make food; consumers eat.

• Show a food web and ask what would happen if one animal disappeared.
• Share the objective: Why some animals live in groups. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: How does living in a group help here: wolves hunting as a pack?
• Step 1: So the answer is: they can catch animals much bigger than one wolf
• Answer: they can catch animals much bigger than one wolf
• 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 does living in a group help here: elephants in a herd? (it is hard for a predator to pick out one fish / they can catch animals much bigger than one wolf / adults protect the calves from lions / they share warmth in freezing winds) → adults protect the calves from lionsPrompt: Think about food, safety, warmth and sharing work.
2. What is one downside of living in a big group? (Predators can never find groups. / Food must be shared, and illnesses spread more easily. / Nobody ever helps anyone. / Groups are always too cold.) → Food must be shared, and illnesses spread more easily.Prompt: Think of a crowded classroom with one packet of biscuits.

• 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? In a beehive, different bees do different jobs. (True / False) → TruePrompt: Think of the benefits and the costs.
2. How does living in a group help here: elephants in a herd? (it is hard for a predator to pick out one fish / workers share jobs like collecting food and caring for young / one warns the others when a hawk is near / adults protect the calves from lions) → adults protect the calves from lionsPrompt: Think about food, safety, warmth and sharing work.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-3.