• 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: hen? (fawn / tadpole / joey / chick) → chickPrompt: Think of farm animals, pets and wild animals you know.
2. A fawn grows up to become which animal? (deer / sheep / cat / swan) → deerPrompt: 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 keeps the mother warm. / It helps them grow feathers faster. / It makes them turn into swans. / They stay safe and learn where to find food.) → 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 cat showing kittens how to hunt? (feeding / protecting / teaching) → teachingPrompt: 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 keep it off the ice and warm until it hatches / to hide it from the Sun / to make the egg grow bigger / 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. True or false? Some young animals are never looked after by their parents. (True / False) → TruePrompt: Think about feeding, protecting and teaching.
2. How is this parent helping its young: a crocodile carrying babies gently in her mouth? (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.