• Quick retrieval from earlier learning (Senses send information to the brain, which decides what to do). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. What does this sense organ detect: nose? (touch, pressure, heat and cold / smells (chemicals in the air) / light / tastes (chemicals in food)) → smells (chemicals in the air)Prompt: Each sense organ detects one kind of information.
2. You touch a hot pan and pull your hand away before you even think. What is this called? (a dream / a reflex / digestion / a memory) → a reflexPrompt: It happens automatically to protect you.
3. What does this sense organ detect: ears? (touch, pressure, heat and cold / light / sound / tastes (chemicals in food)) → soundPrompt: Each sense organ detects one kind of information.

• Show a picture of an unusual animal and ask where it might live and how it survives there.
• Share the objective: Animal senses: echolocation, heat-sensing and more. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which special sense does this animal use: rattlesnake (pit viper)?
• Step 1: It can strike warm mice in the dark.
• Step 2: So the answer is: heat-sensing pits that "see" warm prey
• Answer: heat-sensing pits that "see" warm prey
• 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 special sense does this animal use: rattlesnake (pit viper)? (heat-sensing pits that "see" warm prey / tastes with its feet / echolocation: hears echoes of its own squeaks / feels its way with 22 fleshy tentacles on its nose) → heat-sensing pits that "see" warm preyPrompt: Think about where it lives and how it finds food.
2. Engineers copied bat echolocation to build which technology? (light bulbs / sonar on ships and parking sensors on cars / solar panels / microwave ovens) → sonar on ships and parking sensors on carsPrompt: Which devices send out a sound and listen for the echo?

• 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. Many deep-sea fish live in total darkness. Which sense would be least useful there? (sight in normal daylight colours / sensing movement in the water / touch / smell) → sight in normal daylight coloursPrompt: What is missing in the deep sea?
2. Which special sense does this animal use: bat? (senses tiny electric signals from muscles of hidden fish / feels its way with 22 fleshy tentacles on its nose / echolocation: hears echoes of its own squeaks / heat-sensing pits that "see" warm prey) → echolocation: hears echoes of its own squeaksPrompt: Think about where it lives and how it finds food.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-4.