• Quick retrieval from earlier learning (Parts of a plant). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which part of a plant takes in water from the soil? (the roots / the flower / the stem / the leaves) → the rootsPrompt: Which part is under the ground?
2. Plant parts: which statement is true? (Only flowers are part of a plant. / Leaves take in water from the soil. / Roots grow up towards the sky. / Roots hold a plant in the ground.) → Roots hold a plant in the ground.Prompt: Picture a plant from its roots to its flower.
3. Which part of a plant makes seeds? (the flower / the stem / the roots / the leaves) → the flowerPrompt: Bees visit this colourful part.

• Bring in a plant that has been kept in the dark next to one in the light, and ask what happened.
• Share the objective: How plants protect themselves. 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 plant part protected: a stinging nettle?
• Step 1: The hairs inject a stinging liquid when touched.
• Step 2: So the answer is: tiny stinging hairs
• Answer: tiny stinging hairs
• 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 plant part protected: a cactus? (thick, tough bark / sticky sap (resin) / tiny stinging hairs / spines instead of flat leaves) → spines instead of flat leavesPrompt: What would hurt or annoy an animal trying to eat it?
2. Plants cannot run away. How do thorns help a plant survive? (They stop animals eating the plant. / They make the plant grow faster. / They help the plant drink. / They attract bees.) → They stop animals eating the plant.Prompt: How would you feel grabbing a thorny stem?

• 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? Nettles sting to stop animals eating them. (True / False) → TruePrompt: Plants cannot move. How else could they stay safe?
2. Holly leaves near the ground are very prickly, but leaves high up are often smoother. Why might this be? (Animals like deer can only reach the low leaves. / High leaves are older. / The wind blows the prickles off. / High leaves are not real leaves.) → Animals like deer can only reach the low leaves.Prompt: Which leaves are in danger of being eaten?

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