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

1. A goldfish lives in a tank. Which of these does it need to survive? (bright lights all night / a sandy beach / clean water with air in it, and food / a bed and a blanket) → clean water with air in it, and foodPrompt: Fish breathe air that is mixed into the water.
2. Needs of living things: which statement is true? (Pets do not need air. / Both plants and animals need water. / Plants eat bugs to get all their food. / Animals can make food from sunlight.) → Both plants and animals need water.Prompt: Plants make food; animals eat food.
3. Who needs this, plants or animals: legs, wings or fins to find food? (plants / animals) → animalsPrompt: Who makes its own food, and who has to find it?

• Show a food web and ask what would happen if one animal disappeared.
• Share the objective: How plants, animals and people change their surroundings. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Who made this change: earthworms mixing the soil?
• Step 1: Animals dig, build and move things to meet their needs.
• Step 2: So the answer is: an animal
• Answer: an animal
• 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. Who made this change: planting a field of wheat? (a plant / an animal / people) → peoplePrompt: Is it something growing, an animal at work, or people building?
2. Why does a squirrel bury acorns in the ground? (to store food for later / to keep the acorns warm for fun / to make the ground flat / to grow a nest) → to store food for laterPrompt: What will the squirrel need in winter?

• 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. Why does a squirrel bury acorns in the ground? (to grow a nest / to store food for later / to keep the acorns warm for fun / to make the ground flat) → to store food for laterPrompt: What will the squirrel need in winter?
2. Who made this change: birds weaving a nest from twigs? (a plant / an animal / people) → an animalPrompt: Is it something growing, an animal at work, or people building?

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