• 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: creating a nature reserve? (helps wildlife / harms wildlife) → helps wildlifePrompt: Does it make habitats bigger and cleaner, or smaller and dirtier?
2. How can plastic in the ocean harm sea turtles? (Plastic makes the water warmer / They can mistake plastic bags for jellyfish and eat them / Turtles use plastic to build nests / Plastic is food for turtles) → They can mistake plastic bags for jellyfish and eat themPrompt: What do some turtles like to eat that floats?
3. Which action helps wildlife? (creating a nature reserve / spilling oil into rivers / dropping litter / cutting down rainforest) → creating a nature reservePrompt: 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? (recycling and composting schemes / banning single-use plastics and beach clean-ups / planting trees and protecting forest areas / more buses, bike lanes and electric vehicles) → recycling and composting schemesPrompt: Which solution stops the problem at its source?
2. Which choice protects BOTH the air and the climate? (burning more rubbish in the open / leaving car engines running / generating electricity from wind and sunlight instead of burning coal / cutting down forests) → generating electricity from wind and sunlight instead of burning coalPrompt: Which option produces no smoke or carbon dioxide while running?

• 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. The ozone layer was being damaged by chemicals called CFCs. Countries agreed to ban them. What happened? (The ozone layer has slowly started to recover. / The Sun got weaker. / The ozone layer disappeared. / Nothing changed.) → The ozone layer has slowly started to recover.Prompt: Global agreements can work.
2. True or false? Individual actions never make any difference. (True / False) → FalsePrompt: Which actions reduce harm to land, water, air and life?

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