Science lesson plan · 5th grade (Year 6 in England) · 45 minutes
How communities protect Earth's land, water, air and life
Earth and rocks
CCSS NGSS.5-ESS3-1England: KS2 Y4 Living things and their habitatsEngland: KS3 Chemistry: Earth and atmosphere
Objective and success criteria
Students will: How communities protect Earth's land, water, air and life.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Environments change: human impact
Leads to: the next skill in this area.
Materials: Rock samples, Hand lenses, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Environments change: human impact). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Does this help or harm wildlife: spilling oil into rivers? (helps wildlife / harms wildlife) → harms wildlifePrompt: Does it make habitats bigger and cleaner, or smaller and dirtier?
- Why is cutting down large areas of rainforest a problem? (Rainforests have no animals / Many animals and plants lose their habitat / It makes more rain / Trees grow back in a day) → Many animals and plants lose their habitatPrompt: Where would the animals that lived in the trees go?
- Which action helps wildlife? (draining wetlands / spilling oil into rivers / planting native trees / dumping plastic in the sea) → planting native treesPrompt: Think about what happens to habitats.
Hook · 5 min
- Pass round different rocks and ask how each one might have formed.
- Share the objective: How communities protect Earth's land, water, air and life. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which action best tackles this problem: plastic waste in the ocean?
- Step 1: So the answer is: banning single-use plastics and beach clean-ups
- Answer: banning single-use plastics and beach clean-ups
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which action best tackles this problem: plastic waste in the ocean? (planting strips of plants along riverbanks / more buses, bike lanes and electric vehicles / banning single-use plastics and beach clean-ups / planting trees and protecting forest areas) → banning single-use plastics and beach clean-upsPrompt: Which solution stops the problem at its source?
- The ozone layer was being damaged by chemicals called CFCs. Countries agreed to ban them. What happened? (The ozone layer has slowly started to recover. / Nothing changed. / The Sun got weaker. / The ozone layer disappeared.) → The ozone layer has slowly started to recover.Prompt: Global agreements can work.
You do: independent practice · 10 min
- 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.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which choice protects BOTH the air and the climate? (leaving car engines running / cutting down forests / burning more rubbish in the open / generating electricity from wind and sunlight instead of burning coal) → generating electricity from wind and sunlight instead of burning coalPrompt: Which option produces no smoke or carbon dioxide while running?
- True or false? Recycling saves raw materials and energy. (True / False) → TruePrompt: Which actions reduce harm to land, water, air and life?
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: Environments change: human impact.
- Use concrete materials: rock samples.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-5.
Free lesson plan from eurekami.com/lesson-plan-builder