• Quick retrieval from earlier learning (Food webs and interdependence). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Pond food web: algae are eaten by tadpoles and water fleas. Tadpoles and water fleas are eaten by small fish. Small fish are eaten by herons. If all the small fish died, what would probably happen to the tadpoles at first? (They would stay exactly the same / They would decrease / They would turn into fish / They would increase) → They would increasePrompt: What eats tadpoles?
2. Bees are declining. Why could this affect fruit farmers? (Fruit trees need honey to grow / Bees eat fruit / Fewer flowers would be pollinated, so less fruit forms / Bees make the rain) → Fewer flowers would be pollinated, so less fruit formsPrompt: What do bees carry between flowers?
3. Food webs: which statement is NOT true? (Removing one species can affect many others in a food web. / Removing a predator always helps every other species. / Predator and prey populations often rise and fall in cycles. / Animals often compete for food, water and space.) → Removing a predator always helps every other species.Prompt: Think about what happens when one population changes.

• Show a food web and ask what would happen if one animal disappeared.
• Share the objective: Biodiversity under pressure and how we protect it. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: A survey found 200 breeding pairs of a bird species in 2010 and 180 in 2024. What was the percentage decrease?
• Step 1: 200 − 180 = 20
• Step 2: 20 ÷ 200 × 100 = 10
• Step 3: So the answer is: 10 %
• Answer: 10 %
• 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. A survey found 250 hedgehogs counted in a survey in 2010 and 225 in 2024. What was the percentage decrease? → 10 %Prompt: Find the decrease first.
2. Rewilding projects reintroduce species such as beavers. What can beavers do for an ecosystem? (Their dams create wetlands that support many other species and reduce flooding downstream / They have no effect / They remove all fish / They make rivers flow faster) → Their dams create wetlands that support many other species and reduce flooding downstreamPrompt: Beavers are called "ecosystem engineers".

• 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. Biodiversity: which statement is NOT true? (Global warming is changing where some species can live. / Breeding programmes can help protect endangered species. / Fertiliser running into lakes can cause algae to grow and oxygen to fall. / Human activity has no effect on extinction rates.) → Human activity has no effect on extinction rates.Prompt: What does biodiversity actually measure?
2. Draining peat bogs to sell peat as garden compost harms the climate. Why? (It makes the ozone layer thicker / Decaying or burned peat releases stored carbon as carbon dioxide / It creates acid rain / Peat absorbs too much oxygen) → Decaying or burned peat releases stored carbon as carbon dioxidePrompt: Peat is partly decayed plant material.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-10.