• Quick retrieval from earlier learning (Habitats and microhabitats). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which habitat is the sloth best suited to? (the rainforest / the desert / woodland / the ocean) → the rainforestPrompt: Think about where it could find food and stay at a good temperature.
2. Woodlice are found under logs and stones. What does this microhabitat give them? (hot and dry conditions / damp and dark conditions / bright sunlight / salty water) → damp and dark conditionsPrompt: Woodlice dry out easily.
3. Which animal lives in woodland? (sloth / starfish / jellyfish / squirrel) → squirrelPrompt: Think about whether each animal suits cold, heat, water or trees.

• Show a picture of an unusual animal and ask where it might live and how it survives there.
• Share the objective: Adaptations to habitats. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Why do camels have wide, flat feet?
• Step 1: Wide feet spread the camel's weight so it does not sink into sand.
• Step 2: So the answer is: so they do not sink into soft sand
• Answer: so they do not sink into soft sand
• 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. Why do owls have very large eyes? (to look scary / to smell food / to see well at night when they hunt / to keep warm) → to see well at night when they huntPrompt: When are most owls active?
2. Adaptations: which statement is true? (An adaptation is a feature that helps a living thing survive in its habitat. / Animals choose to grow adaptations when they need them. / A giraffe's neck grew longer because its parents stretched. / Every animal can live in every habitat.) → An adaptation is a feature that helps a living thing survive in its habitat.Prompt: Adaptations take many generations to appear.

• 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 6 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. Adaptations: which statement is true? (Every animal can live in every habitat. / A giraffe's neck grew longer because its parents stretched. / Animals choose to grow adaptations when they need them. / Some animals use camouflage to hide from predators.) → Some animals use camouflage to hide from predators.Prompt: Adaptations take many generations to appear.
2. Adaptations: which statement is NOT true? (Cactus spines help reduce water loss and protect it from animals. / Fish have gills to take oxygen from water. / A giraffe's neck grew longer because its parents stretched. / An adaptation is a feature that helps a living thing survive in its habitat.) → A giraffe's neck grew longer because its parents stretched.Prompt: Can an animal decide to change its body for its babies?

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-3.