• 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: spilling oil into rivers? (helps wildlife / harms wildlife) → harms wildlifePrompt: Does it make habitats bigger and cleaner, or smaller and dirtier?
2. A new road is built through a wood. How might this affect the badgers that live there? (They will have more food / They will turn into a new species straight away / Their habitat is split and some may be hit by traffic / It will have no effect) → Their habitat is split and some may be hit by trafficPrompt: Badgers travel to find food.
3. Which action harms wildlife? (digging a wildlife pond / creating a nature reserve / recycling plastic / dumping plastic in the sea) → dumping plastic in the seaPrompt: 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: water shortages? (more buses, bike lanes and electric vehicles / fixing leaks and collecting rainwater / banning single-use plastics and beach clean-ups / recycling and composting schemes) → fixing leaks and collecting rainwaterPrompt: 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. Scientists measure river water each month and find pollution falling after a new rule. What is this measuring for? (To make the water warmer. / To make the river longer. / To check whether the solution is working. / Measuring is not useful.) → To check whether the solution is working.Prompt: How do we know if a plan worked?
2. Which action best tackles this problem: too much rubbish going to landfill? (planting strips of plants along riverbanks / recycling and composting schemes / planting trees and protecting forest areas / banning single-use plastics and beach clean-ups) → recycling and composting schemesPrompt: Which solution stops the problem at its source?

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