• Quick retrieval from earlier learning (Animal body parts and the jobs they do). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. What job does this body part do: a duck's webbed feet? (to paddle through water / to breathe underwater / to grab food and suck up water / to feel its way in the dark) → to paddle through waterPrompt: Think about where the animal lives and what it eats.
2. Which body part helps an animal breathe underwater? (a fish's gills / an eagle's sharp claws (talons) / an elephant's trunk / a porcupine's quills) → a fish's gillsPrompt: Picture the animal doing the job.
3. Why do fish have fins and a tail? (to keep warm / to see in the dark / to swim and steer in water / to breathe air) → to swim and steer in waterPrompt: How does a fish move forward and turn?

• Show a picture of an unusual animal and ask where it might live and how it survives there.
• Share the objective: Inventions inspired by animals and plants. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which part of nature inspired this design: self-cleaning paint that rain washes clean?
• Step 1: Water rolls off lotus leaves and carries dirt away.
• Step 2: So the answer is: a lotus leaf
• Answer: a lotus leaf
• 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 part of nature inspired this design: self-cleaning paint that rain washes clean? (a duck's webbed feet / a humpback whale's bumpy flippers / a lotus leaf / a kingfisher's beak) → a lotus leafPrompt: Which animal or plant part does the same job?
2. Why do engineers copy ideas from living things? (Plants and animals have useful features that solve problems. / Animals ask them to. / Living things are made of metal. / It is the only way to invent anything.) → Plants and animals have useful features that solve problems.Prompt: How long have animals been solving problems like gripping, swimming and keeping warm?

• 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. Gecko lizards can walk up walls. What have scientists made by copying their feet? (smoother ice skates / louder alarms / grippy pads that stick without glue / heavier boots) → grippy pads that stick without gluePrompt: How do geckos stay on smooth glass?
2. True or false? Engineers never learn anything from animals. (True / False) → FalsePrompt: Think of Velcro, flippers and reflectors.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-1.