• 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.

1. Does this help or harm wildlife: dropping litter? (helps wildlife / harms wildlife) → harms wildlifePrompt: Does it make habitats bigger and cleaner, or smaller and dirtier?
2. How can plastic in the ocean harm sea turtles? (Turtles use plastic to build nests / Plastic makes the water warmer / Plastic is food for turtles / They can mistake plastic bags for jellyfish and eat them) → They can mistake plastic bags for jellyfish and eat themPrompt: What do some turtles like to eat that floats?
3. Which action helps wildlife? (draining wetlands / dropping litter / spilling oil into rivers / planting native trees) → planting native treesPrompt: Think about what happens to habitats.

• 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.

• 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.

• 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 action best tackles this problem: too much rubbish going to landfill? (planting strips of plants along riverbanks / planting trees and protecting forest areas / recycling and composting schemes / more buses, bike lanes and electric vehicles) → recycling and composting schemesPrompt: Which solution stops the problem at its source?
2. Scientists measure river water each month and find pollution falling after a new rule. What is this measuring for? (To make the water warmer. / Measuring is not useful. / To make the river longer. / To check whether the solution is working.) → To check whether the solution is working.Prompt: How do we know if a plan worked?

• 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. Which action best tackles this problem: too much rubbish going to landfill? (more buses, bike lanes and electric vehicles / recycling and composting schemes / planting strips of plants along riverbanks / fixing leaks and collecting rainwater) → recycling and composting schemesPrompt: Which solution stops the problem at its source?
2. The ozone layer was being damaged by chemicals called CFCs. Countries agreed to ban them. What happened? (The ozone layer disappeared. / Nothing changed. / The Sun got weaker. / The ozone layer has slowly started to recover.) → The ozone layer has slowly started to recover.Prompt: Global agreements can work.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-5.