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

1. Is this characteristic inherited or environmental: being able to ride a bike? (inherited (from parents) / environmental (from life)) → environmental (from life)Prompt: Were you born with it, or did it happen during life?
2. A plant grown in a dark cupboard is tall, thin and pale. Its seeds are planted in sunlight. The new plants are… (normal and green, because the pale look was caused by the environment / white, because their parent was in the dark / pale, because they inherit it / unable to grow) → normal and green, because the pale look was caused by the environmentPrompt: Is being pale passed on in the seeds?
3. Inheritance: which statement is true? (Some characteristics depend on both genes and environment. / Children are always exact copies of one parent. / The language you speak is inherited. / If a parent loses a finger, its babies are born without that finger.) → Some characteristics depend on both genes and environment.Prompt: Which things can be passed on in genes?

• Show a microscope image of cells and ask what students think they are looking at.
• Share the objective: Evolution and fossil evidence. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Mary Anning was famous for…
• Step 1: Mary Anning's fossil finds helped show that species can become extinct.
• Step 2: So the answer is: finding important fossils, such as ichthyosaurs
• Answer: finding important fossils, such as ichthyosaurs
• 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. What do fossils tell us about living things? (Dinosaurs lived at the same time as the first humans. / Fossils are only made of plastic. / Living things have never changed. / Living things have changed over very long periods of time.) → Living things have changed over very long periods of time.Prompt: Older rock layers contain different fossils from newer ones.
2. Evolution: which statement is true? (Individual animals evolve during their own lifetime. / Fossils are evidence for evolution. / Humans evolved from modern chimpanzees. / Dinosaurs and early humans lived at the same time.) → Fossils are evidence for evolution.Prompt: Evolution is about populations over many generations.

• 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. Evolution: which statement is NOT true? (Evolution happens over many generations. / Individual animals evolve during their own lifetime. / Species can become extinct. / Fossils are evidence for evolution.) → Individual animals evolve during their own lifetime.Prompt: Watch out for a common misunderstanding about apes.
2. Evolution: which statement is true? (Individual animals evolve during their own lifetime. / Humans evolved from modern chimpanzees. / Dinosaurs and early humans lived at the same time. / Species can become extinct.) → Species can become extinct.Prompt: Evolution is about populations over many generations.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-6.