Y1/2A Summer 2 Science Living Things and their Habitats – Food Chains

Session 1: Exploring Food Chains
Science curriculum area:
Living Things and their Habitats / Living things and their habitats (2LvH)
i. explore and compare the differences between things that are living, dead and things that have never been alive (2LvH)
ii. identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other (2LvH)
iii. identify and name a variety of plants and animals in their habitats, including micro-habitats
iv. describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food
Working Scientifically / i. asking simple questions and recognising that they can be answered in different ways
ii. observing closely, using simple equipment
iii. performing simple tests
iv. identifying and classifying
v. using their observations and ideas to suggest answers to questions
vi. gathering and recording data to help in answering questions
Teaching Objectives / ·  Understand what is meant by a food chain.
·  Understand that living things need other living things to survive.
·  Role play the interdependence of a food chain and consider what part each one plays in its survival.
·  Look for examples of food chains in the school grounds (living things eating leaves, for example).
·  Record what they discover with a magnifying glass and sketch book.
Key Vocabulary food chain, predator, habitats, dependence
Resources
‘Food chain Game’ resource, magnifying glasses, clipboards, sketch books and pencils, internet access and devices. / Weblinks
http://www.brainpop.co.uk/games/foodchaingame - animated food chain game;
http://www.bbc.co.uk/education/topics/zbhhvcw - BBC Bitesize - Food chains;
http://www.bbc.co.uk/guides/z3c2xnb - BBC Bitesize - What is a Food Chain?
Before the session: Cut out the black and white images in the resource sheet and have enough copies of each food chain for each child to have one image each.
Whole class: Invite the chn into the hall, or large space. Explain that they are going to play a game that links different creatures together by what eats what. Give each child an animal from the ‘Food chain Game’ resource and explain the rules (in the resource sheet). Play the food chain game. At the end, ask the chn to stand in their food chains, arms linked. Ask: What do you notice about the order of the animals? (Often the bigger animals are at one end, little creatures or plants at the other). Tell them that the largest animals at the end of the food chain are called 'predators' and that often food chains start with little plants that get their energy from the sun. Ask: Why do you think we call them 'food chains'? (Because, in a healthy habitat, all living things depend on each other and each part of the chain is food for another). Ask the chn to suggest other food chains they know about. Play the chn the BBC Bitesize ‘What is a Food Chain?’ clip. Take the chn outside and ask them to explore the school grounds, looking for examples of food chains (living things eating leaves, for example). With a magnifying glass and sketchbook, they should record what they discover. Remind them that sketching outside can be rough and not detailed, but should be just a way of remembering what they have seen.
Year 1
Encourage these chn to explore and enjoy being outside, looking carefully, with the magnifying glass, for parts of food chains (nibbled leaves etc). Ask them to draw little sketches of what they find and to take photographs. / Year 2 An adults needs to work with these children
At the end of the Food Chain game, ask these chn to consider these questions: What happens at the end of the food chain, to the predator? Why is it that really a food chain isn't a long line, but more like a circle? (When predators die, their bodies turn into food for the creatures at the beginning of the food chain) During the time outside, when they find part of a food chain, encourage these to consider how the food chain may end, so if they find a caterpillar eating a leaf, they could draw that, and then makes notes (or draw) the rest of the food chain.
Plenary / Give the chn internet access and devices and ask them to explore the animated food chain game (see Weblinks).
Outcomes / Children will
·  Understand what is meant by a food chain
·  Understand that living things need other living things to survive
·  Observe parts of food chains in the school grounds and discuss what would happen in the rest of the food chain

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