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

1. Woodland food web: grass is eaten by rabbits and mice. Seeds are eaten by mice. Rabbits are eaten by foxes. Mice are eaten by foxes and owls. Which animal is eaten by two different predators? (rabbits / mice / owls / foxes) → micePrompt: Look for an animal that both foxes and owls eat.
2. Rabbits and sheep both eat grass in the same field. This is an example of… (decomposition / predation / competition / photosynthesis) → competitionPrompt: They both want the same limited resource.
3. Food webs: which statement is NOT true? (Predator and prey populations often rise and fall in cycles. / Plants do not compete with each other. / Removing one species can affect many others in a food web. / Plants compete for light, water and minerals.) → Plants do not compete with each other.Prompt: Think about what happens when one population changes.

• Show a food web and ask what would happen if one animal disappeared.
• Share the objective: Biodiversity under pressure and how we protect it. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: A survey found 200 breeding pairs of a bird species in 2010 and 180 in 2024. What was the percentage decrease?
• Step 1: 200 − 180 = 20
• Step 2: 20 ÷ 200 × 100 = 10
• Step 3: So the answer is: 10 %
• Answer: 10 %
• 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. A survey found 250 hectares of rainforest in 2010 and 200 in 2024. What was the percentage decrease? → 20 %Prompt: Find the decrease first.
2. Which action helps increase biodiversity on farmland? (growing one crop everywhere / spraying more insecticide / removing all hedges / planting hedgerows and leaving wildflower field margins) → planting hedgerows and leaving wildflower field marginsPrompt: Wildlife needs food and shelter.

• 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. Biodiversity: which statement is NOT true? (Breeding programmes can help protect endangered species. / Deforestation reduces biodiversity and adds carbon dioxide to the air. / Fertiliser running into lakes can cause algae to grow and oxygen to fall. / Landfill sites increase the space for wildlife.) → Landfill sites increase the space for wildlife.Prompt: What does biodiversity actually measure?
2. A survey found 240 hectares of rainforest in 2010 and 192 in 2024. What was the percentage decrease? → 20 %Prompt: Find the decrease first.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-10.