Environment and Feeding Relationships

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Environment and Feeding Relationships
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Index

• Lesson 1 Features of the habitat.
• Homework task 1
• Lesson 2 How do environments change over 24
  hours?
• Homework task 2
• Lesson 3 Do animals respond to their
  environment?
• Homework task 3
• Lesson 3b Experiment Could we investigate
  woodlice?
• Homework task 3b
• Lesson 4 How do environments vary?
• Homework task 4
• Lesson 5 Checking progress
• Lesson 6 What is a feeding relationship?
• Homework 6
• Lesson 7
• Lesson 8
• Lesson 9
• Lesson 10
• Lesson 11
• Lesson 12

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Lesson 1 Features of the habitat.
What are different habitats like?
4
Equipment for todays lesson

• Whiteboard, pen eraser (per pair)
• Video material Arctic animals.
• Matching cards (prepare in advance)

5
Getting started

• Here is a list of scientific words
• Work in pairs to decide what each word means.
• Write the word and meaning on your whiteboard.
• You will be asked to report to the rest of the
  class.

See list of words
Download list of words to print (Word file)
6
List of words

• Habitat
• Organisms
• Nutrients
• Sequence
• Distribution
• Features

7
Reporting back

• You may be chosen to report back to the class on
  the meaning of one of the words.
• Do you think the explanations are clear?

8
Learning objectives

• that different habitats have different features
• that different habitats support different
  organisms
• that the distribution of organisms in different
  habitats is affected by environmental factors, eg
  light, nutrients or water availability
• to organise, sequence and link what they say so
  listeners can follow it

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By the end of the lesson you should be able to

• Identify the features of different habitats.
• Describe what different habitats are like for
  animals and plants to live in.
• Describe adaptations to life in a variety of
  habitats.
• Pick out appropriate adaptations and explain
  their significance clearly.
• Make an oral group presentation of your findings.

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Activity 1 Video

• Polar bears and arctic hares.

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Activity 2 Matching

• Work in a group of 4.
• You have two sets of cards
• Set 1 are different habitats.
• Set 2 are features of habitats.
• Match the features to the habitats.

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Activity 3
Snowy Arctic Woodland Pond Hedge Seashore Saltmars
h High mountains Hot desert

• Work as a team.
• You know about the features of different
  habitats.
• Your teacher will assign a habitat to your group.
• Prepare a short talk to give to the class about
  the good features and the bad features.

Extension Using photostory.
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Check your learning
Work in pairs
Draw smiley for each

• We can clearly describe the features of different
  habitats.
• We can describe what different habitats are like
  for animals and plants to live in.
• We can confidently report to our class.

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Activity 4 (possibly homework)

• Choose a habitat from the list. Use the name as a
  title.
• Draw the habitat (or download a photograph).
• Describe (or explain) the features that make this
  a difficult habitat for the animals and plants
  that live there.

Remember Level 4 ?Describe, Level 5 ? Explain,
Level 6 ? Show some connections with other key
ideas.
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Lesson 2 How do environments change over 24
hours?
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Equipment

• Mini whiteboards, pens erasers.

• Changes sheet (one per group) (9 copies)
• Using Excel laminated sheets.
• Datalogger
• Graph paper
• Level 5 laminated sheets.

17
Starter Adaptations

• Paired work on whiteboards.
• Choose one of these 5 animals.
• What is its habitat?
• What environmental adaptations does the animal
  have?

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Reporting back

• You might be asked to report back on the
  adaptations.

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Vocabulary
Copy the following list into your book
Title How do environments change over 24 hours?

• Temperature
• Intensity
• Daily changes
• Measurement
• Environmental changes
• Datalogger

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Learning objectives

• That animals are adapted to their environment.
• That some animals are adapted to daily changes in
  their habitat
• How to measure and record changes in
  environmental factors
• How to interpret patterns in data

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By the end of the lesson

• Describe changes in physical environmental
  factors over 24-hours.
• Explain what the data means.
• Relate changes in variables, eg light and
  temperature, to each other.
• Relate plant and animal activity to environmental
  changes.

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Activity 1
STAGE 1
here
here

• Work as a group of 4 (ish).
• You will get a sheet like this ?
• Work out what the temperature will be outside the
  school at 1200 midday and fill in the
  appropriate box.
• Now work out what the light intensity will be at
  1200 midday and fill in the box.
• Pass on your sheet to the next group.

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Activity 1
STAGE 2

• You now have a sheet from the previous group.
• Work out what the temperature will be outside the
  school at 1500 and fill in the appropriate box.
• Now work out what the light intensity will be at
  1500 and fill in the box.
• Pass on your sheet to the next group.

here
here
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Activity 1
STAGE 3

• You now have a sheet from the previous group.
• Work out what the temperature will be outside the
  school at 1800 and fill in the appropriate box.
• Now work out what the light intensity will be at
  1800 and fill in the box.
• Pass on your sheet to the next group.

here
here
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Activity 1
STAGE 4

• Work out what the temperature will be outside the
  school at 2100 and fill in the appropriate box.
• Now work out what the light intensity will be at
  2100 and fill in the box.
• Pass on your sheet to the next group.

here
here
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Activity 1
STAGE 5

• Work out what the temperature will be outside the
  school at 0000 midnight and fill in the
  appropriate box.
• Now work out what the light intensity will be at
  0000 midnight and fill in the box.
• Pass on your sheet to the next group.

here
here
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Activity 1
STAGE 6

• Work out what the temperature will be outside the
  school at 0300 and fill in the appropriate box.
• Now work out what the light intensity will be at
  0300 and fill in the box.
• Pass on your sheet to the next group.

here
here
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Activity 1
STAGE 7

• Work out what the temperature will be outside the
  school at 0600 and fill in the appropriate box.
• Now work out what the light intensity will be at
  0600 and fill in the box.
• Pass on your sheet to the next group.

here
here
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Activity 1
STAGE 8

• Work out what the temperature will be outside the
  school at 0900 and fill in the appropriate box.
• Now work out what the light intensity will be at
  0900 and fill in the box.
• Pass on your sheet to the next group.

here
here
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Activity 2

• You now have a data set for 24 hours.
• Discuss the data with your group and correct any
  mistakes.
• Work on your own to draw a graph that shows the
  data clearly.

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Graphs
Example graph titles Graph to show how the
temperature changed. Graph to show the numbers of
different insects found in the pond. Graph to
show the growth of the seedlings. Graph to show
the temperature rise in each of the tests. Graph
to show the time taken for different vehicles to
travel 1 metre.
Graph title
The temperature in the insulated flask dropped
more quickly.
Y axis title
Do you need to add any writing, diagrams or
arrows to make something a bit clearer? Does
your graph need a key?
X axis title
Dont join the points! Draw lines of best fit.
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Setting up for next lesson

• We will be setting up a datalogger. The computer
  will monitor light and temperature over the next
  24 hours.

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Check your learning

• I can clearly describe how environmental factors
  change over 24 hours.
• I can draw line graphs that show how
  environmental factors change over 24 hours.

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Homework 2

• Complete your graph and fix it into your book.
• Add a caption to explain what the graph shows.
• Choose an animal that you know about.
• What environmental adaptations does the animal
  have and how do they help it survive in its
  habitat?

Download homework sheet
35
Lesson 3a Do animals respond to their
environment? The planning bit.
Hi, Im woody.
This may take two sessions.
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Getting started

• Prepare the equipment you will need for this
  lesson, get a whiteboard and put the title into
  your book. Do animals respond to their
  environment?
• Make sure your homework is ready.
• DVD input BBC Science in Action disc 5
• Show Biological variables Plant Growth
• Show Responding to the environment Senses

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Vocabulary Copy list of words

• Question
• Investigate
• Sample size
• Significant
• Variables
• Adequate

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Learning objectives

• how to frame a question to be investigated
• how to decide what factors are relevant to a
  question
• about the importance of sample size
• to consider results in relation to the sample
  used

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By the end of the lesson you should be able to

• Come up with a suitable question to investigate.
• Identify and control relevant the variables.
• Choose an appropriate way of obtaining an
  adequate sample.
• Explain why you are, (or are not), confident in
  your results,
• (eg 18 out of 20 times the snails went to the
  damp, I think this is sufficient
• We only used 6 woodlice and 4 of them chose the
  dark, I think we needed to use more than 6
  woodlice to be sure.)

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Could we investigate woodlice?
Picture derived from Northumberland Grid for
Learning http//ngfl.northumberland.gov.uk/clipart
/Mini20Beasts/pages/woodlouse_jpg.htm
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Warning

• Woodlice are animals.
• Animals must never be harmed in school
  experiments.
• Animals must be returned to their natural habitat
  after the experiment.

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Could we investigate woodlice?
Do woodlice respond to their environment? Discuss
this question with a partner. Make notes on a
mini whiteboard.
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Could we investigate woodlice?
Work with a partner to frame some questions you
could investigate. Be ready to report.
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Check your thinking

• You will need woodlice and some equipment.
• Discuss what equipment you will need and whether
  it is available in school.

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Bookwork

• Objective
• I want to find out if
• I want to prove that
•  
• Variables
• The independent variable is
•  
• The dependent variable is
•  
• The control variables are
•  
• Prediction
• I predict that...

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By the end of the lesson you should be able to

• Come up with a suitable question to investigate.
• Identify and control relevant the variables.
• Choose an appropriate way of obtaining an
  adequate sample.
• Explain why you are, (or are not), confident in
  your results,
• (eg 18 out of 20 times the snails went to the
  damp, I think this is sufficient
• We only used 6 woodlice and 4 of them chose the
  dark, I think we needed to use more than 6
  woodlice to be sure.)

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Homework 3

• Complete all todays bookwork.
• Check that your prediction explains how and why
  things might happen.
• Draw a diagram of a woodlouse (about ½ page) or
  download a suitable photograph.
• Revise pages 34 to 39 of your Key Stage 3
  revision guide (if you have one).

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Lesson 3b Could we investigate woodlice? The
Practical bit
Wheres Woody?
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Equipment

• Woodlice lots
• Other equipment as identified last lesson
• A4 box lids or similar to use as choice chambers

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So, whats happening today?

• If we have been able to find any woodlice, we
  will do the experiments today.

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Special note

• Woodlice are living things, treat them with care.
• Woodlice must be carefully returned to their
  habitat afterwards.

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Risk!

• Living things, soil and dirt can carry nasty
  diseases.
• Wash your hands afterwards.
• Do not allow your pens, etc. to be contaminated.
• Cuts must be covered with a waterproof plaster.

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Stage 1

• Discuss your experiment with your team.
• Is it a worthy experiment?
• Who will do what?
• How will you record results?

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Stage 2

• Prepare for your experiment. I will be looking
  for
• Good team organisation
• Careful observations
• Fair testing
• Sensible recording
• Equipment ready before the test

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Stage 3

• Check how much time you have.
• Do your test.

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Plenary

• Some groups will be asked to report on what they
  discovered.

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Homework 3b
Write (and draw) your observations and conclusion
into your book.

• POSSIBLE STARTERS
• Observations
• I noticed that
• During the test
• At first
• After ten minutes
•  
•  
• Conclusion
• This happens because
• This shows that
• This proves that...
• The test could have been improved by
• More useful results could be obtained by... 

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Lesson 4How do environments vary?
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Equipment

• Mini whiteboards, pens erasers
• Videos
• Habitat dependence S14
• Variety Survival S14
• Other suitable video

60
Starter

• Use mini-whiteboards in pairs.
• In some places, for part of the year, the
  environment changes and makes it difficult for
  animals to survive.
• Make a list of what these changes might be. (3
  minutes)
• When the environment is too harsh, how do the
  animals cope?
• Make a list of the different ways in which
  animals might cope. (3 minutes)

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Learning objectives

• How some animals are adapted to seasonal changes
  in their habitats.
• That adaptations may be to avoid climatic stress.

The winter is cold and theres not much food. How
does this polar bear survive?
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Activity 1

• Work as a team to explore these web links (if
  your classroom has computers for every group) (10
  minutes)
• Wildlife in Winter
• How plants and animals survive the winter in
  Canada
• How do animals spend the winter?

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Spider diagram
Activity 2
Work in pairs on a whiteboard 7 minutes
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Activity 3 Checking your understanding.

• Work in pairs. What is the meaning of each word
  or phrase in this list.
• Hibernate
• Migrate
• Pupate
• Grow a winter coat

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Reporting back

• Some groups may be asked to report back.
• Listen carefully to their explanations. Have they
  explained clearly?
• Level 4 Describing
• Level 5 Explaining

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By the end of the lesson, you should be able to

• identify ways in which habitats vary through the
  year
• describe some strategies which plants and animals
  adopt to avoid climatic stress

Words to discuss are in red
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Activity 4

• Video input

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Activity 5 if theres time

• Choose an animal that hibernates or migrates.
• Use the name of the animal as a title. Write a
  sentence to say if it migrates or hibernates.
• Draw the animal or download a photograph (about ½
  page).
• Describe the changes in the environment that
  cause this animal to hibernate or migrate.
  (Explain how changes in the environment cause
  this animal to hibernate or migrate).
• Write some information about how and where this
  animal migrates or hibernates.

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Lesson 5 Checking progress
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Learning objectives

• to summarise and make connections between key
  ideas about adaptation to a habitat

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Learning outcomes

• identify adaptations for particular habitats
• explain the advantages adaptations give an
  organism

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Lesson 6 What is a feeding relationship?
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Equipment

• Handouts

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Learning objectives

• that all the organisms in a habitat can be linked
  together in food webs
• that food webs are made up of a number of food
  chains which start with plants
• that arrows in a food chain represent energy
  transfer

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Starter

• Work in pairs using a whiteboard.
• Draw a food chain with
• Producer
• Consumer
• Predator
• Dont forget to get the arrows in the right
  direction.

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Lets look at a food web
Use research to design your own food web. Work in
pairs on big paper.
77
Learning check
78
Homework 6

• Design a food web on a double page in your
  exercise book.

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Lesson 8What do food webs tell us?
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Learning objectives

• to make careful observations of plants and
  animals and sources of evidence about animals'
  food
• to link organisms together in food webs
• that some plants have adaptations to deter
  animals from feeding on them
• to interpret evidence about food sources and draw
  conclusions from it

81
Learning outcomes

• identify plants and animals found in the
  immediate locality
• state that a wide variety of organisms is found
  in quite small habitats
• describe and explain what might provide evidence
  about animals' food
• identify features of plants which may deter
  animals from feeding on them
• interpret evidence about food sources, eg the
  bird droppings are purple, so they could have
  eaten blackberries

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Lesson 9What do food webs tell us?
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Learning objectives

• that all the organisms in a habitat can be linked
  together in food webs
• to find information using contents, index,
  glossary, key words or hotlinks

84
Learning outcomes

• use organisational features of text to identify
  relevant information about the diet of animals
• place food chains within a food web
• describe how all the organisms in a habitat can
  be linked together in food webs
• sequence a food chain
• recognise that arrows in a food web or food chain
  show the direction of energy flow

85
Lesson 10What do food chains tell us?
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Learning objectives

• that factors influencing the number of organisms
  in one part of a food web have an effect on other
  parts of the web

87
Learning outcomes

• predict the effects of altering the numbers of an
  organism in one part of a food web
• recognise that organisms living in a habitat
  compete with each other for food resources
• recognise the importance of plants as the food
  source at the start of all food chains

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Lesson 11Reviewing work
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Learning objectives

• that organisms in a habitat compete for resources
  from the environment

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Learning outcomes

• predict and explain the consequences of changes
  in the organisms making up a food web

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Lesson 12 Assessment
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