• Quick retrieval from earlier learning (Reduce, reuse or recycle?). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Is this reducing, reusing or recycling: putting empty cans in the recycling bin? (reduce / reuse / recycle) → recyclePrompt: Reduce = use less. Reuse = use again. Recycle = make into something new.
2. Which of these is a way to reduce? (putting empty cans in the recycling bin / sending old newspapers to be made into new paper / using a jam jar to store pencils / buying fruit without plastic wrapping) → buying fruit without plastic wrappingPrompt: Is the item used less, used again, or turned into something new?
3. Why is it good to recycle plastic bottles? (Less rubbish goes to landfill and the plastic can be made into new things. / It makes more plastic in the sea. / Recycled plastic turns into food. / It makes the bottles heavier.) → Less rubbish goes to landfill and the plastic can be made into new things.Prompt: Where does rubbish go if it is not recycled?

• Show a food web and ask what would happen if one animal disappeared.
• Share the objective: Actions that help or harm the environment. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Does this help or harm the environment: picking all the wild flowers in a meadow?
• Step 1: These actions waste resources or hurt living things.
• Step 2: So the answer is: harms
• Answer: harms
• 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. Does this help or harm the environment: turning off screens you are not using? (helps / harms) → helpsPrompt: Would animals, plants, water or air be better off or worse off?
2. Bees are visiting fewer gardens. How can a school help? (Spray the flowers with paint. / Cover the garden in concrete. / Cut down all the flowers. / Plant flowers that bees like.) → Plant flowers that bees like.Prompt: What do bees feed on?

• 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 8 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? Picking wild flowers helps bees. (True / False) → FalsePrompt: Think about animals, plants, water and air.
2. Does this help or harm the environment: turning off screens you are not using? (helps / harms) → helpsPrompt: Would animals, plants, water or air be better off or worse off?

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