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Day 24 · Explore a remaining food pathYear 7 Science · T1 W5–6 · Day 24 lesson

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Year 7 / Science / Term 1 / Weeks 05 06

Part of the full lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Daily routes · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner prompts

Invitation: “Find an option, then ask whether it is enough.” Prepare: F1–F5; alternate-paths aid. Selected opportunities: U02 / I01 / I04 / I06; conditional on actual component evidence, not blanket code completion.

Trace a chosen path · 5 minutes

Invite a learner to pick an insect route or direct plant-resource route to the glider. Trace two steps or one direct step now. Use broad named positions or spoken ordered pairs if no drawing is wanted.

Set an ordinary hypothetical change · 8 minutes

Teacher stipulates fewer caterpillars in this illustrative web. State that no local count or observed change is supplied. Read F4/F5 and ask which direct resources remain represented. A remaining arrow is a possibility; its quantity, season and access are unknown.

Make before/condition views · 12 minutes

Learners keep the original links and add a broad note “fewer caterpillars — model condition” on a separate view. They mark a remaining resource route and a question about it. Do not erase a source-supported link as though a species has disappeared everywhere. One before/changed comparison is enough; save it at the split.

Build a conditional prediction · 15 minutes

Invite: “If the remaining food is available and enough, what might happen? What if it is not?” A learner may predict less immediate change, delayed decline, decline or uncertainty with conditions. Connect food limitation to survival/reproduction and later population abundance, rather than one individual's hunger. Different supported answers can coexist.

Make a model question · 6 minutes

Learners propose an investigable comparison: in a model, how does the prediction differ when alternative resources are stipulated sufficient versus insufficient? Choose one changed input and an outcome to compare. A paper contrast tests reasoning under assumptions, not real food intake or an ecosystem population.

Keep the unknown · 4 minutes

Invite a short caption: “This path remains; we still need to know ____.” The caption can be dictated. Sample the learner's condition, not volume of writing; unfinished/pass can return later.

Practical check: Sample one actual source-connected choice/reason in the chosen mode. Use Day 24 routes, two worked contexts and home/extra invitation only as useful.