• Quick retrieval from earlier learning (Match animals to their young). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. What is the young of this animal called: dog? (chick / tadpole / puppy / fawn) → puppyPrompt: Think of farm animals, pets and wild animals you know.
2. A kitten grows up to become which animal? (deer / cat / hen / cow) → catPrompt: Young animals grow into adults of the same kind.
3. Ducklings follow their mother in a line wherever she goes. How does this help them? (It makes them turn into swans. / They stay safe and learn where to find food. / It helps them grow feathers faster. / It keeps the mother warm.) → They stay safe and learn where to find food.Prompt: What does the mother duck know that the ducklings do not yet?

• Show a picture of an unusual animal and ask where it might live and how it survives there.
• Share the objective: How animal parents help their young survive. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: How is this parent helping its young: an elephant herd circling around a calf?
• Step 1: The parent keeps the young safe from danger or cold.
• Step 2: So the answer is: protecting
• Answer: protecting
• 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. How is this parent helping its young: a hen sheltering chicks under her wings? (feeding / protecting / teaching) → protectingPrompt: Is the parent giving food, keeping the young safe, or showing it how to do something?
2. Emperor penguin dads hold the egg on their feet for weeks in the Antarctic winter. Why? (to hide it from the Sun / to make the egg grow bigger / to keep it off the ice and warm until it hatches / because the egg is scared) → to keep it off the ice and warm until it hatchesPrompt: What would happen to an egg left on the ice?

• 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. A human baby cries in the night. What is it doing? (telling everyone to go to sleep / practising singing / telling a parent it needs something, like food or comfort / nothing; crying has no meaning) → telling a parent it needs something, like food or comfortPrompt: Babies cannot talk yet.
2. How is this parent helping its young: a hen sheltering chicks under her wings? (feeding / protecting / teaching) → protectingPrompt: Is the parent giving food, keeping the young safe, or showing it how to do something?

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