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

1. Why does a rabbit need a burrow? (to grow taller / to make the soil wet / to find sweets / for shelter and to stay safe) → for shelter and to stay safePrompt: What does a home give an animal?
2. What animals need: which statement is true? (Animals get energy from their food. / Fish do not need oxygen. / Animals can make their own food from sunlight, like plants. / Animals only need food, never water.) → Animals get energy from their food.Prompt: Think about what you need to live.
3. What animals need: which statement is NOT true? (Animals need air to breathe. / Animals can make their own food from sunlight, like plants. / Animals get energy from their food. / Animals need water to survive.) → Animals can make their own food from sunlight, like plants.Prompt: One sentence is a mistake.

• Show a picture of an unusual animal and ask where it might live and how it survives there.
• Share the objective: Habitats and microhabitats. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which habitat is the polar bear best suited to?
• Step 1: Polar habitats are icy and cold; animals there have thick fur or fat.
• Step 2: So the answer is: the Arctic (polar)
• Answer: the Arctic (polar)
• 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 habitat is the jaguar best suited to? (the desert / woodland / the ocean / the rainforest) → the rainforestPrompt: Think about where it could find food and stay at a good temperature.
2. What is a habitat? (an animal's baby / a type of weather / the natural home of a plant or animal / a kind of food) → the natural home of a plant or animalPrompt: It is where something lives.

• 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 animal would you most likely find in a pond? (a polar bear / a lion / a frog / a camel) → a frogPrompt: Which animal needs water to lay its eggs?
2. Which animal lives in the rainforest? (octopus / rattlesnake / sloth / walrus) → slothPrompt: Think about whether each animal suits cold, heat, water or trees.

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