• 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: printing on both sides of the paper? (reduce / reuse / recycle) → reducePrompt: Reduce = use less. Reuse = use again. Recycle = make into something new.
2. Which of these is a way to reuse? (putting empty cans in the recycling bin / using a jam jar to store pencils / putting glass bottles in the bottle bank / sending old newspapers to be made into new paper) → using a jam jar to store pencilsPrompt: Is the item used less, used again, or turned into something new?
3. Why is it good to recycle plastic bottles? (Recycled plastic turns into food. / Less rubbish goes to landfill and the plastic can be made into new things. / It makes the bottles heavier. / It makes more plastic in the sea.) → 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: leaving the tap running? (helps / harms) → harmsPrompt: Would animals, plants, water or air be better off or worse off?
2. Which way to school is kindest to the air? (in a car with the engine left running outside / being driven by car and then by another car / being driven in a car alone / walking or cycling) → walking or cyclingPrompt: Which one makes no fumes?

• 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. Bees are visiting fewer gardens. How can a school help? (Plant flowers that bees like. / Cut down all the flowers. / Cover the garden in concrete. / Spray the flowers with paint.) → Plant flowers that bees like.Prompt: What do bees feed on?
2. Does this help or harm the environment: dropping litter on the beach? (helps / harms) → harmsPrompt: 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.