Environment and feeding Unit guide 1/FILES/… · to their environment studied in KS2) • feeding relationships (developing food chains into food webs). This unit leads onto: unit

Unit guideEnvironment and feedingrelationships

© Harcourt Education Ltd 2003 Catalyst 1 This worksheet may have been altered from the original on the CD-ROM. Sheet 1 of 1

Where this unit fits in Prior learningThis unit builds on:unit 4B Habitats and unit 6A Interdependence and adaptation. This unit should be taught after unit7I Energy resources as it refers to the concept of ‘energy’.

The concepts in this unit are: • adaptation to habitat, daily and seasonal changes and mode of feeding (adaptation of animals

to their environment studied in KS2)• feeding relationships (developing food chains into food webs).

This unit leads onto:unit 8D Ecological relationships and unit 9A Inheritance and selection.

Framework yearly teaching objectives – Interdependence• Explain how food chains within a habitat can be combined into food webs.• Describe ways in which organisms are adapted to daily or seasonal changes in their environment and to their mode of feeding. • Use this idea to explain why some organisms can live more successfully than others in different habitats.

Expectations from the QCA Scheme of WorkAt the end of this unit …

… most pupils will … … some pupils will not have madeso much progress and will …

… some pupils will haveprogressed further and will …

in terms of scientific enquiry Sc1 2c, d, e, f, g, h, i, j, k, l, o

• make a series of measurements of environmental variablesappropriate to the task

• identify a question to investigate about the activity of aninvertebrate, suggesting a suitable approach and sample size

• use their results to relate animal and plant activity toenvironmental changes.

• make measurements of environmentalvariables appropriate to the task

• make suggestions about investigatingthe activity of an invertebrate.

• describe, in terms of approachand sample size, how stronglyany patterns or associationsidentified are supported by theevidence.

in terms of life processes and living things Sc2 5b, c, e

• identify differences between different habitats and relate theseto the organisms found in them

• describe ways in which organisms are adapted to daily or seasonalchanges in their environment and to their mode of feeding

• describe food chains within an environment and combine theseinto food webs.

• identify differences between differenthabitats and describe how familiarorganisms are suited to the habitat inwhich they are found

• describe some simple food chains.

• explain why a variety of habitatsis needed in a community

• describe how different organismscontribute to the community inwhich they are found and relatefood chains to energy transfer.

Suggested lesson allocation (see individual lesson planning guides)Direct route

C1Environments

C2A day in the life of …

C3Changing seasons

C4Adapted to feed

C5Food webs

C6Grouping livingthings: Think aboutgrouping

Extra lessons (not in pupil book)

C1 Investigate: What conditions dowoodlice like?

Review and assessprogress (distributedappropriately)

MisconceptionsMany pupils think of adaptation only in terms of individuals changing in major ways in response to their environment. They do not recogniseadaptation in the context of species. They often understand that food passes along a food chain but do not realise that some is assimilated intobodies at each stage.

Additional informationDuring KS2, pupils should have become familiar with the following words: habitat, organism, predator, prey, producer, consumer, key, food chain.Teachers need to be aware that many of these words have an everyday meaning that differs from its scientific meaning. Pupils should also study a localhabitat. Field trips to a deciduous wood, a pond and/or a rocky shore would be of great benefit.

Health and safety (see activity notes to inform risk assessment)Risk assessments are required for any hazardous activity. In this unit pupils plan and carry out their own investigation, collect and handle smallinvertebrates and work in an outside environment. Many employers have specific guidance on fieldwork. Teachers need to follow these as indicated inthe guidance notes for the activities, and consider what modifications are needed for individual classroom situations.

To make good progress, pupils starting this unitneed to understand:• that a ‘habitat’ is where an organism lives• that animals are suited to their habitats• that plants need light and water to grow well

and produce new material• simple food chains• how to use a key.➞ Transition quiz for unit C

C

C1Lesson planning

guideEnvironments


Learning outcomes

Most pupils will … Some pupils, making less progress will … Some pupils, making more progress will …

• explain how animals are suited to thehabitat in which they live

• consider how conditions vary toproduce different habitats.

• explain how animals are suited to the habitatin which they live using a secondary source ofinformation.

• also identify different habitats and predict theconditions in these different habitats.

Learning objectivesi Habitats and adaptation.ii Temperature, light levels, oxygen levels and rainfall vary between different habitats at the same location.iii Monitor a local habitat.

Scientific enquiryiv Select and use appropriate equipment to collect information about habitats. (Framework YTO Sc1 7d)

Suggested alternative starter activities (5–10 minutes)

Introduce the unit Share learning objectives Problem solving Capture interest (1) Capture interest (2)

Unit map forEnvironment and feedingrelationships.

• Be able to describe the waysliving things are adapted totheir habitat.

• Be able to measure variablesin a habitat.( Sc1)

Pupils match pictures ofanimals to the habitat inwhich they live.

Crossword using KS2environmentterminology.

Show video clips/photosof unfamiliar habitatsand conditions.Catalyst InteractivePresentations 1

Suggested alternative main activitiesActivity Learning

objectivesee above

Description Approx.timing

Target group

C H E S

Textbook C1 i and ii Teacher-led explanation and questioning OR pupils work individually, inpairs or in small groups through the in-text questions and then onto theend-of-spread questions if time allows.

20 min R/G G R S

Activity C1aDiscussion

i and ii Animals and their habitats Pupils work in ability pairs. Each pupil selectsan animal and explains how it is suited to its habitat.

40 min ✓ ✓

Activity C1bICT

iii and iv Monitoring an artificial habitat Ongoing datalogging experiment studyingan artificial or local habitat using (as appropriate) temperature sensor, lightsensor, oxygen sensor, pH meter, anemometer, rainfall gauge.

Checkreadings

✓ ✓

Activity C1fCatalystInteractivePresentations 1

i Activity for pupils who have not understood that animals are suited to theirhabitat. ‘Match-up game’ on computer, putting together habitat, animal andreason.

15 min ✓

Activity C1gCatalystInteractivePresentations 1

i Activity for pupils who have not mastered terminology from KS2. Word gameon computer covering the terms: habitat, organism, predator, prey,producer, consumer, key, food chain.

15 min ✓

Suggested alternative plenary activities (5–10 minutes)Review learning Sharing responses Group feedback Word game Looking aheadEach pupil writes downwhat they have learned inthe lesson to share withanother pupil.

Sharing of responsesto Activity C1a.

In groups, pupils predictwhat results they expect toget from the dataloggingActivity C1b.

Read out questions and askpupils to choose theanswers from a given list.

Pupils suggest the type andextent of readings they wouldneed to monitor an unknownhabitat on planet Zed.

Key wordsorganism, habitat, condition,environment, adaptations, adapt

Out-of-lesson learningHomework C1. Textbook C1 end-of-spread questions. Project: prepare your own datasheet similar to resources C1–7on tropical rainforest, coniferous forest, river, underground, wall or other location of own choice

C1Lesson planning

guideInvestigate: What conditions dowoodlice like?


Learning outcomes


• plan and carry out an investigation(given the question to investigate)

• realise that repeating measurementsincreases reliability

• collect and analyse data• draw conclusions from their data• describe possible improvements to their

method.

• with help, plan and carry out an investigation(given the question to investigate)

• collect and, with help, analyse data• draw conclusions from their data• with prompting, describe possible

improvements to their method.

• also decide if the evidence is strong enough tosupport their conclusion.

Learning objectivesi Carry out a full investigation.ii Learn more about an organism and its habitat.

Scientific enquiryiii Identify and control the key factors that are relevant to a particular situation. (Framework YTO Sc1 7c) iv Select and use appropriate equipment to collect information about habitats. (Framework YTO Sc1 7d)v Use repeat measurements to reduce error and check reliability. (Framework YTO Sc1 7e)vi Present and interpret experimental results. (Framework YTO Sc1 7f)vii Describe and explain what results show when drawing conclusions. (Framework YTO Sc1 7g)viii Evaluate the strength of evidence, e.g. indicate whether increasing the sample would have strengthened the conclusions. (Framework YTO Sc1 7h)


Setting the context Introduce the apparatus Safety Brainstorming (1) Brainstorming (2)

Discuss with pupils whatliving things need from ahabitat to survive.

Show pupils the apparatusavailable for theinvestigation.

Guidelines about workingwith living things.

Introduce the variablesand decide what tomeasure.

Consider if repeatmeasurements are needed.

InvestigationActivity Learning

objectivesee above


Target group

C H E S

Activity C1cPractical

ii, iii, and iv What conditions do woodlice like? Planning Pupils plan aninvestigation into whether the intensity of light affects the behaviourof woodlice.

20 min ✓ ✓

Activity C1d Practical

ii, v and vi What conditions do woodlice like? Obtaining evidence Pupils carry outtheir investigation into whether the intensity of light affects thebehaviour of woodlice.

30 min ✓ ✓

Activity C1ePractical

vi, vii andviii

What conditions do woodlice like? Considering and evaluating theevidence Pupils consider and evaluate the evidence they collected.

15 min ✓ ✓

Suggested alternative plenary activities (5–10 minutes)Review learning Group feedback Analysing EvaluatingTeacher-led review of key variablesand the relationship between lightintensity and woodlice activity.

In groups, pupils discuss if theyhad to change their plans as theydid the experiment and why.

Teacher-led discussion of whetherpupils’ results match theirpredictions.

Teacher-led evaluation of possibleimprovements to samplingmethods.

Key wordscondition, variable

Out-of-lesson learningPupils could write their conclusion or evaluation at home

C2Lesson planning

guideA day in the life of …


Learning outcomes


• know that conditions in habitats changeover a day and explain the adaptationsthat organisms have to cope with thesechanges

• use data to draw conclusions aboutchanges to habitats.

• know that conditions in habitats change overa day and realise that some adaptations are sothat organisms can cope with these changes

• use data to show changes in habitats.

• also predict the changes that will occur in ahabitat over a day.

Learning objectivesi Living things are adapted to daily changes in their habitat.ii Interpret data about habitats to draw conclusions about daily changes.iii Monitor a local habitat (ongoing).

Scientific enquiryiv Analyse and interpret data. (Framework YTO Sc1 7f, 7g)v Use sensors and datalogging to collect information about habitats. (Framework YTO Sc1 7d)


Recap last lesson Share learning objective Problem solving Brainstorming Word game

Pupils interpret datafrom aninvestigation intowoodlice habitatpreferences.

• Be able to describe how livingthings adapt to daily changesin their habitat.

• Use evidence to drawconclusions. (Sc1)

Pupils ‘guess thehabitat’ from eachothers’ descriptions ofthe conditions.

Living things that adapttheir behaviour to thechanges between dayand night.

Pupils solve anagrams about dailychanges in the environment.


objectivesee above


Target group

C H E S

Textbook C2 i and ii Teacher-led explanation and questioning OR pupils work individually, inpairs or in small groups through the in-text questions and then ontothe end-of-spread questions if time allows.

20 min R/G G R S


i, ii, and iv Daily changes in a rock pool Pupils work in pairs to discuss the dailychanges in a rock pool habitat and the adaptations of the organismsthat live there.

20 min ✓

Activity C1b ICT

iii and v Monitoring an artificial habitat Pupils check readings of ongoingdatalogging experiment on a habitat.

Checkreadings

✓

Suggested alternative plenary activities (5–10 minutes)Review learning Sharing responses Group feedback Word game Looking aheadPupils summarise what may changedaily in a given habitat and give anexample of a plant and animalresponse to that change.

Whole-classdiscussion ofresponses to ActivityC2a.

In groups, pupils discussdatalogging readingsobtained to date fromActivity C1b.

Pupils decide whatconnects the two words ina word pair but also howthey are different.

Pupils suggest whatchanges may occur in agiven habitat overdifferent time-spans.

Key wordsred only: nocturnal, intertidal area

Out-of-lesson learningHomework C2Textbook C2 end-of-spread questions

C3Lesson planning

guideChanging seasons


Learning outcomes


• know that conditions in habitats changeover a year and explain the adaptationsthat organisms have to cope with thesechanges

• use data to draw conclusions aboutchanges to habitats.

• know that conditions in habitats change overa year and realise that some adaptations are sothat organisms can cope with these changes

• understand that patterns in data reflectseasonal change.

• also predict the changes that will occur in ahabitat over a year.

Learning objectivesi Living things are adapted to seasonal changes in their habitat.ii Interpret data about habitats to draw conclusions about seasonal changes.iii Monitor a local habitat (ongoing).

Scientific enquiryiv Analyse and interpret data. (Framework YTO Sc1 7f, 7g)v Use sensors and datalogging to collect information about habitats. (Framework YTO Sc1 7d)


Recap last lesson Share learning objectives Brainstorming Word game Problem solving

Pupils describe thedifferent behaviour ofhumans in the day and atnight

• Find out how one animal and oneplant are adapted to seasonalchanges.

• Be able to analyse data on seasonalchanges. (Sc1)

Show pupils items andask them to identifythe time of year youwould find them.Catalyst InteractivePresentations 1

Pupils solveanagrams aboutseasonal changes inthe environment.

Pupils write weatherforecasts for habitats inthe summer and winter.Others guess the habitat.


objectivesee above


Target group

C H E S

Textbook C3 i and ii Adaptation to seasonal changes: Teacher-led explanation and questioning ORPupils work individually, in pairs or in small groups through the in-textquestions and then onto the end-of-spread questions if time allows.

20 min R/G G R S


i and ii Seasonal changes in deciduous woodland Pupils look at the adaptations ofthe organisms that live there. (Resource sheet C3a)

20 min ✓ ✓

Activity C3b Paper

ii and iv Living in the sand Data handling exercise using data collected in differentseasons.

20 min ✓

Activity C1b ICT

iii and v Monitoring an artificial habitat Pupils check readings of ongoingdatalogging experiment of a habitat.

Checkreadings

✓

Suggested alternative plenary activities (5–10 minutes)Review learning Sharing responses Group feedback Word game Looking aheadPupils identify seasonal changeslinked to deciduous woodlandbased on Activity C3a, and thentransfer ideas to other examples.

Whole-class discussion ofdatalogging results so far(Activity C1b) andpredictions.

Pupils identify five keyadaptations in a plant oranimal from deciduouswoodland.

Pupils pair words withtheir definitions.

Pupils suggest what kind ofadaptations predators needto catch prey and preyneed to escape predators.

Key wordshibernation, migration, dormant, camouflaged, predator, prey, red only:deciduous


C4Lesson planning

guideAdapted to feed


Learning outcomes


• understand that organisms are adaptedto their mode of feeding and be able toexplain how specific organisms are soadapted

• understand that prey organisms areadapted to avoid predation and be ableto explain how specific organisms areso adapted.

• understand that animals are adapted to theirmode of feeding

• understand that prey organisms are adaptedto avoid predation.

• also consider whether the number ofobservations is enough to support a conclusion.

Learning objectivesi Living things are adapted to obtain, catch or make their food efficiently.ii Prey organisms are adapted to avoid predators.iii Monitor a local habitat (ongoing).

Scientific enquiryiv Evaluate the strength of evidence, e.g. in bar charts and graphs, and indicate whether increasing the sample would have strengthened the

conclusions. (Framework YTO Sc1 7h)v Use sensors and datalogging to collect information about habitats. (red only) (Framework YTO Sc1 7d)


Recap last lesson Share learning objectives Problem solving Capture interest (1) Capture interest (2)

Pupils discuss photos ofdifferent environments atdifferent times of the year.Catalyst InteractivePresentations 1

• Find out how predators areadapted to catch prey.

• Find out how prey are adaptedto avoid being eaten.

Pupils decide if animals arepredators or prey.Catalyst InteractivePresentations 1

Show pupils a Venusflytrap plant.

Pupils decide whichanimal has which teeth.Catalyst InteractivePresentations 1


objectivesee above


Target group

C H E S

Textbook C4 i and ii Teacher-led explanation and questioning OR pupils work individually, inpairs or in small groups through the in-text questions and then ontothe end-of-spread questions if time allows.

20 min R/G G R S

Activity C4aPractical

i Bird beaks Pupils find out whether pointed or blunt bird beaks are bestfor picking up seeds.

20 min ✓

Activity C4bPractical

ii Shell colour in snails Pupils find out how variations in the colour ofsnail shells help some snails survive better than others.

30 min ✓

Activity C4cPaper

iv Snail survival Pupils evaluate evidence of how camouflage in snailsaffects their survival.

30 min ✓

Activity C1b ICT

iii and v Monitoring an artificial habitat Pupils check readings of ongoingdatalogging experiment on a habitat.

Checkreadings

✓

Suggested alternative plenary activities (5–10 minutes)Review learning Sharing responses Group feedback Word game Looking aheadPupils match descriptionsof adaptations toexplanations of feedingmethods.

Whole-class discussion andcomparison of the datafrom Activity C4a.

In groups, pupils discussthe results of Activity C4b.

Pupils write questions forgiven answers.

Pupils suggest why foodchains rarely contain morethan four steps.

Key wordsgreen only: predator, prey, red and green: producer, consumer, herbivore,carnivore, omnivore, red only: chlorophyll


C5Lesson planning

guideFood webs


Learning outcomes


• be able to link food chains to make afood web

• be able to use food webs to explaininterdependence of species that share ahabitat.

• be able to link 2 or 3 food chains to make afood web

• be able to use food chains to explaininterdependence of species.

• also be able to follow the effects of a change inconditions across an entire food web.

Learning objectivesi Food chains show feeding relationships.ii Living things in a food chain are interdependent.iii Food chains linked make food webs.iv Food webs explain how all living things in a habitat are interdependent.v Monitor a local habitat (ongoing).

Scientific enquiryvi Describe and explain what results show when drawing conclusions and begin to relate conclusions to scientific knowledge and understanding.

(Framework YTO Sc1 7g)


Recap last lesson Share learning objectives Problem solving Capture interest (1) Capture interest (2)

Pupils design ananimal adapted tocatch and kill mice inthe school kitchen.

• Be able to explain howliving things in a food webare interdependent.

Pupils arrange cardsinto simple, three- orfour-step food chains.

Read extract about afictitious habitat andorganisms, and considerinterdependence.

Look at examples of food chainsthat don’t rely on the Sun at thestart.Catalyst Interactive Presentations 1


objectivesee above


Target group

C H E S

Textbook C5 i, ii, iii andiv

Teacher-led explanation and questioning OR pupils work individually, in pairsor in small groups through the in-text questions and then onto the end-of-spread questions if time allows.

20 min R/G G R S


i, ii and iii Food chains and food webs Pupils use picture cards and information aboutorganisms of the North American desert to create food chains, then arrangethese to make a food web and use it to answer questions aboutinterdependence.

30 min ✓

Activity C5bCatalystInteractivePresentations 1

i Activity for pupils who have not understood how to construct a food chain.Pupils construct food chains on the computer with immediate right/wrongfeedback.

15 min ✓

Activity C1b ICT

v and vi Monitoring an artificial habitat Pupils check readings of ongoingdatalogging experiment on a habitat.

Checkreadings

✓

Suggested alternative plenary activities (5–10 minutes)Review learning Sharing responses Group feedback Word games Looking backPupils model foodchains and then afood web.

Pupils produce worddefinitions toreinforce key words.

Pupils analyse data obtained throughthe datalogging activity C1b andidentify any patterns or relationships.

Check progress by playingbingo to reinforce keywords from the unit.

To revise and consolidateknowledge from the unit, usethe Unit map, or the Pupilcheck list, or the Test yourself.

Key wordsfood chain, food webs, interdependence


C6Lesson planning

guideGrouping living things –Think about grouping


Learning outcomes


• learn that scientists often make senseof a large amount of data by groupingsimilar things together

• understand that the things in the groupmust share many features for the groupto be useful.

• learn that scientists often make sense of alarge amount of data by grouping similarthings together.

• also understand that there is not necessarilyone ‘best’ method of grouping.

Learning objectivesi Scientists put things into groups to make it easier to see patterns.ii The things in each group should share features in common if the grouping is to be useful.

Scientific enquiryiii Describe and explain what results show when drawing conclusions. (Framework YTO Sc1 7g)


Bridging to the unit Setting the context Concrete preparation

Discuss why groupings alreadyused in the unit are useful.

Relate to groupings in real life, such as the waythings are grouped on supermarket shelves.

Ask pupils to group the pictures of leaves.

Suggested main activitiesActivity Learning

objectivesee above


Target group

C H E S

Textbook C6 i, ii and iii Teacher-led explanation and questioning OR pupils work individually, inpairs or in small groups through the in-text questions and then ontothe end-of-spread questions if time allows.

30 min R/G G R S


i, ii and iii Grouping organisms Groups of various organisms with an odd one outto be identified by deciding what the grouping criteria are.

20 min ✓

Suggested alternative plenary activities (5–10 minutes)Group feedback Bridging to other topics

Pupils discuss, write down or display the method theyused to go about grouping.

Ask pupils to think of instances where grouping could be used in other contexts, e.g.chemicals such as acids, alkalis (7E), physical and chemical changes (7F).

Key wordsgrouping

Out-of-lesson learningTextbook C6 end-of-spread questions

C1

© Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM.

StartersEnvironments

Sheet 1 of 1

Introduce the unit Share learning Problem solving Capture interest (1) Capture interest (2)objectives

Unit map for ● Be able to describe the Pupils match pictures of Crossword using KS2 Show video clips/photos of Environment and ways living things are animals to the habitat in environment terminology. unfamiliar habitats and feeding relationships. adapted to their habitat. which they live. conditions.

● Be able to measure Catalyst Interactive variables in a habitat. Presentations 1(Sc1)


Introduce the unit● Either draw the outline of the unit map on the board

then ask pupils to give you words to add, saying whereto add them. Suggest some yourself when necessary tokeep pupils on the right track.

● Or give out the unit map and ask pupils to work ingroups deciding how to add the listed words to thediagram. Then go through it on the board as eachgroup gives suggestions.

Share learning objectives● Ask pupils to write a list of FAQs they would put on a

website telling people about environments andadaptation. Collect suggestions as a whole-classactivity, steering pupils towards those related to theobjectives. Conclude by highlighting the questions youwant them to be able to answer at the end of thelesson.

Problem solving● Pupils match up the pictures of the animals with

pictures of the habitat in which they live.

Capture interest (1)● Pupils complete the crossword to remind themselves of

KS2 terminology.

Capture interest (2)● Show video clips or photos of unfamiliar habitats and

highlight the main conditions that organisms have toadapt to.

➔ Pupil sheet

➔ Unit map

➔ Pupil sheetAnswers1 food chain; 2 organism; 3 predator; 4 producer; 5 habitat; 6 consumer; 7 prey

➔ Catalyst Interactive Presentations 1


Environment and feedingrelationships

Sheet 1 of 1

C Unit map

adaptationsanimalscamouflagecarnivorechlorophyll Rclimateconditionsconsumerdeciduous Rdiurnal Rdormantfood chainfood webhabitat

herbivorehibernationinterdependencemigrationnocturnal Romnivoreorganismsplantspredatorpreyproducerrainfallsunlighttemperature

Copy the unit map and use these words to help you complete it. You may add words of your own too.

�

Environment

Conditions indifferent habitats Daily changes

Seasonal changes

Feeding relationships

Producers

© Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM. Sheet 1 of 1

Problem solvingMatch the animals to the different environments in which they live.

C1 StartersEnvironments


Capture interest (1)Complete the crossword using the clues.


Across2 A living thing4 A plant that makes its own food

using energy from the Sun5 The place where an animal or

plant lives6 An animal that eats other animals

or plants 7 An animal which is hunted for

food

Down1 A diagram showing ‘who eats

who’ (2 words)3 An animal which hunts for its food

1

2

3

4

5

6

7



Across2 A living thing4 A plant that makes its own food

using energy from the Sun5 The place where an animal or plant

lives6 An animal that eats other animals

or plants 7 An animal which is hunted for food

Down1 A diagram showing ‘who eats

who’ (2 words)3 An animal which hunts for its food

1

2

3

4

5

6

7

�

Capture interest (1)Complete the crossword using the clues.

Setting the context Introduce the Safety Brainstorming (1) Brainstorming (2)apparatus

Discuss with pupils what Show pupils the apparatus Guidelines about working Introduce the variables Consider if repeat living things need from a available for the with living things. and decide what to measurements are needed.habitat to survive. investigation. measure.

C1


StartersInvestigate: What conditionsdo woodlice like?

Sheet 1 of 1


Setting the context● Discuss with pupils that most living things have a habitat

they thrive in best, and ask them what most animals needfrom their habitat to survive.

● Then talk about woodlice and what conditions pupils thinkthey might prefer.

Introduce the apparatus● Show pupils the apparatus available.

● Take suggestions from the class as to the possible role ofeach piece of equipment in the investigation.

Safety● Ask pupils how they would want to be treated if captured

by a giant.

● Make a list of guidelines for how to treat animals properly.

● Point out that it is essential to return living things to theenvironment after study.

● Discuss any hazards and what pupils should do tominimise the dangers (e.g. wash hands after handlingwoodlice).

Brainstorming (1)● Introduce the variables and decide what to measure.

● Ask pupils to watch the woodlice for 5 minutes and tomake a note of all their different behaviours, e.g. walking,turning, running, meeting other woodlice, time spent ondifferent sides of the container, time spent against the edgeof the container, and how long they spend doing them.

● As a class, help them to decide which variables would bethe most appropriate to investigate the effect of lightintensity on the woodlice.

Brainstorming (2)● Consider if repeat measurements are needed.

● Ask pupils to put a piece of damp filter paper on the base ofone side of their container, and dry filter paper on theother side.

● Introduce the woodlice.

● Count how many are on the damp side after 1 minute.

● As a class, compare each other’s results, and introduce theidea of reliability and repeats.

Recap last lesson Share learning Problem solving Brainstorming Word gameobjectives

Pupils interpret data ● Be able to describe how Pupils ‘guess the habitat’ Living things that adapt Pupils solve anagrams from an investigation living things adapt to from each other’s their behaviour to the about daily changes ininto woodlice habitat daily changes in their descriptions of the changes between day the environment.preferences. habitat. conditions. and night.

● Use evidence to drawconclusions.

C2


StartersA day in the life of …

Sheet 1 of 1


Recap last lesson● Pupils interpret data on the pupil sheet from an

investigation into woodlice habitat preferences.


website telling people about adaptations to dailychanges in a habitat. Collect suggestions as a whole-class activity, steering pupils towards those related tothe objectives. Conclude by highlighting the questionsyou want them to be able to answer at the end of thelesson.

Problem solving● Make a set of six cards for each pair of pupils.

Give three cards to each pupil in each pair. One pupildescribes the environmental conditions in the habitaton their card, and how they change during the day.The other has to ‘guess the habitat’.

Brainstorming● Ask pupils to list any living things they know of that

adapt their behaviour to daily changes in conditions.Ask them to say what the changes are.

Word game● Pupils rearrange the anagrams on the pupil sheet in

response to clues about daily changes in theenvironment.

➔ Pupil sheet

➔ Pupil sheet

➔ Pupil sheet


Recap last lessonMary carried out an investigation into habitat preferences in woodlice. She watched one woodlouse for 2 minutes (120 seconds), andmeasured how long it spent in different parts of a choice chamber.The results are shown in the table below.

Angela thought that Mary should have used more woodlice, so sherepeated the experiment with nine more woodlice. All of the resultsare shown in the table below.

Use the table to make a conclusion about whether woodlice preferdamp or dry habitats.

Decide whether the first or the second table of data provides the most reliable conclusion.

C2 StartersA day in the life of …

Woodlouse Time spent in the damp Time spent in thepart of the choice dry part of the choice

chamber (seconds) chamber (seconds)

1 60 60

Woodlouse Time spent in the damp Time spent in thepart of the choice dry part of the choice

chamber (seconds) chamber (seconds)

1 60 60

2 65 55

3 71 49

4 63 57

5 68 52

6 80 40

7 85 35

8 71 49

9 73 47

10 66 54


Problem solving


mountains

seashore

underwater

desert

woodland

arctic

�

�


Word gameRearrange the letters to find the answers to the questions below.

1 During the night, it is ................................ than during the day.

2 An owl hunts at night. It is ................................

3 The daily changes which living things have to adapt to on the

beach are the ................................

4 What is the name for a daily change?



lanruid onurtnalc redrak dites


1 During the night, it is ................................ than during the day.

2 An owl hunts at night. It is ................................

3 The daily changes which living things have to adapt to on the

beach are the ................................

4 What is the name for a daily change?

C2 A day in the life of …

lanruid onurtnalc redrak dites

Starters

�

Recap last lesson Share learning Brainstorming Word game Problem solvingobjectives

Pupils describe the ● Know how one animal Show pupils items and Pupils solve anagrams Pupils write weather different behaviour of and one plant are ask them to identify the about seasonal changes forecasts for habitats inhumans in the day and adapted to seasonal time of year you would in the environment. the summer and winter.at night. changes. find them. Others guess the

● Be able to analyse Catalyst Interactive habitat.data on seasonal Presentations 1changes.

C3


StartersChanging seasons

Sheet 1 of 1


Recap last lesson● Ask pupils to spend 5 minutes writing a diary of what

they did between 8 am and 8 pm yesterday, andbetween 8 pm last night and 8 am this morning. Usetheir diaries to point out that human behaviour isdifferent during the day and night.


website telling people about adaptations to seasonalchanges. Collect suggestions as a whole-class activity,steering pupils towards those related to the objectives.Conclude by highlighting the questions you want themto be able to answer at the end of the lesson.

Brainstorming● Either collect some real examples of seasonal things

(e.g. brown leaf, picture of hedgehog hibernating,insect pupa, clump of animal fur) or show photos fromCatalyst Interactive Presentations 1.

● Ask pupils to identify the time of year you would findeach item.

Word game● Pupils rearrange the anagrams on the pupil sheet in

response to clues about seasonal changes in theenvironment.

Problem solving● Make a set of three cards from the pupil sheet for each

group of three pupils.

● Give a card to each pupil. Ask them to write weatherforecasts for the summer and winter for the habitat ontheir card. The others in the group must try to guessthe habitat based on their forecast.

➔ Pupil sheet

➔ Pupil sheet



C3 StartersChanging seasons


1 What do tortoises do in the winter?

2 What do caterpillars spend the winter inside?

3 During the winter, animals and plants may become ................................

4 In the winter, it is ................................ than in the summer.

5 In the summer, it is ................................ than in the winter.


rinneus reclodaupp bihetreantondram

C3 Changing seasons Starters

�


1 What do tortoises do in the winter?

2 What do caterpillars spend the winter inside?

3 During the winter, animals and plants may become ................................

4 In the winter, it is ................................ than in the summer.

5 In the summer, it is ................................ than in the winter.

rinneus reclodaupp bihetreantondram


Problem solving

C3 StartersChanging seasons

woodlands

�

arctic

�

desert

�

Recap last lesson Share learning Problem solving Capture interest (1) Capture interest (2)objectives

Pupils discuss photos of ● Find out how predators Pupils decide if animals Show pupils a Venus Pupils decide which different environments at are adapted to catch prey. are predators or prey. flytrap plant. animal has which teeth.different times of the year. ● Find out how prey are Catalyst Interactive Catalyst InteractiveCatalyst Interactive adapted to avoid being Presentations 1 Presentations 1Presentations 1 eaten.

C4


StartersAdapted to feed

Sheet 1 of 1


Recap last lesson● Show pupils pairs of pictures of different habitats in

contrasting seasons (either photos or the pupil sheet).

● Ask them to suggest what time of year it is in eachpicture, and why.


website telling people about adaptations for feeding.Collect suggestions as a whole-class activity, steeringpupils towards those related to the objectives. Concludeby highlighting the questions you want them to be ableto answer at the end of the lesson.

Problem solving● Explain the terms predator and prey to the class.

● Show them photos of predators and prey. Ask pupils towrite down whether each animal is a predator, prey orwhether it can be both a predator and prey.

Capture interest (1)● Show pupils a Venus flytrap plant and ask each of them

to write down one thing that makes it look like apredator.

● Collate ideas on the board, and develop them toproduce a general description of a predator.

Capture interest (2)● Show the video clips of animals feeding, to illustrate

predators and prey, and how they use their teeth.

● Pupils then look at the drawings of teeth on the pupilsheet and decide which animal each set of teethbelongs to. They should decide if the animal is prey orpredator or both.

● With the time available, pupils can draw each animal’shead around the teeth on the pupil sheet.

➔ Catalyst Interactive Presentations 1➔ Pupil sheet


EquipmentVenus flytrap plant

➔ Catalyst Interactive Presentations 1➔ Pupil sheet


Recap last lesson

C4 StartersAdapted to feed

A B

C D

E F


Capture interest (2)Which animal do you think each set of teeth belongs to?

Is the animal prey or predator, or both?

C4 StartersAdapted to feed

Draw in the head of each animal around the teeth.

A

B

C

D

Recap last lesson Share learning Problem solving Capture interest (1) Capture interest (2)objectives

Pupils design an animal ● Be able to explain how Pupils arrange cards into Read extract about a Look at examples of food adapted to catch and kill living things in a simple, three- or four- fictitious habitat and chains that don’t rely onmice in the school food web are step food chains. organisms, and consider the Sun at the start.kitchen. interdependent. interdependence. Catalyst Interactive

Presentations 1

C5


StartersFood webs

Sheet 1 of 1


Recap last lesson● Ask pupils to design an animal which is perfectly

adapted to catching and killing mice in the school’skitchen. They should combine features from as manydifferent predators as they can.

● Pupils draw a picture, and label each adaptation,explaining how it is useful.


website telling people about food chains and foodwebs. Collect suggestions as a whole-class activity,steering pupils towards those related to the objectives.Conclude by highlighting the questions you want themto be able to answer at the end of the lesson.

Problem solving● Pupils work in ability pairs to arrange cards into simple,

three- or four-step food chains.

Capture interest (1)● Read out the extract about the fictitious habitat. Write

the names of the organisms on the board as you readthem out. (You could give out copies of the sheet tomore able pupils.)

● Ask pupils to make notes about what eats what.

● Then ask the questions on the sheet, to help work outthe food chains.

● Use the answers as a basis for discussion and for writingon the board all of the food chains and even a foodweb described in the passage.

Capture interest (2)● Show pupils photos/video clips or describe some

habitats where there is no sunlight, so food chainscan’t start with Sun/producer.

● Discuss with them where these food chains obtain theirsource of energy.

➔ Pupil sheet

➔ Teacher sheet



Problem solving

C5 StartersFood webs

tadpole

fox

zebra

lion

grass

leaf litter

minnow

blackbird

cat

grass

pond weed

rabbit

water beetle

earthworm

mole

�

��

C5


StartersFood webs

Sheet 1 of 1

Capture interest (1)Luhans are a little like humans. They live on a moon calledOnkar, in a distant galaxy. They eat gimbuls. Gimbuls are smallmammals, which feed on grass and the seeds of the red zettaplant in the early hours of the morning before dawn breaks. Mostof the ground on Onkar is covered with thorny hintel bushes.During the summer, the hintel bushes shield the grass from thesunlight. This stops the grass growing tall.

The gimbuls have adaptations that help them to avoid beingeaten by their daytime predators, the wooks. They have largeyellow eyes at the sides of their heads for good all-round vision.Their fur has green and red patches that camouflage them againstthe vegetation. They have large, jagged ears. This means they cansee and hear the giant wook birds approaching.

The wooks are also adapted for catching their prey. The aggressivewooks have eyes that point forward for targeting their prey asthey get ready to pierce them with their pointed beaks and tearthem apart with their sharp claws.

A pair of gimbuls nested in a disused building. There was plentyof dry vegetation among the ruins. The gimbuls ate well andreproduced. They were well hidden from the wooks. The numberof gimbuls in the shelter grew to a population of 102 after 35weeks! Because the gimbuls were so well hidden, the wooks didnot catch very many of them at all. This meant that many wooksdied of starvation. However, one day, one of the wooks spottedthe gimbuls going in and out of the shelter. Because the wooksstarted to get more food, they could feed their children, and thenumbers of wooks grew.

Questions

1 Why are the wooks good at being predators?2 What can affect the amount of food the gimbuls get?3 What can affect the amount of food the wooks get?4 What do you think will happen to the number of gimbuls at the

end of the story?

Bridging to the unit Setting the context Concrete preparation

Discuss why groupings already used in the Relate to groupings in real life, such as the Ask pupils to group the pictures of leaves.unit are useful. way things are grouped on supermarket

shelves.

C6


StartersGrouping living things – Thinkabout

Sheet 1 of 1


Bridging to the unit● In the unit pupils have already looked at various

groupings, such as producers, consumers, prey andpredators. Get pupils to suggest the groupings theyhave already looked at and name some members of thegroupings.

● Then ask pupils why it is useful to group animals andplants.

Setting the context● Relate to groupings in real life, such as the way things

are grouped on supermarket shelves. Ask pupils tosuggest what groupings are used there and how usefulthey are to shoppers.

Concrete preparation● Ask pupils to group the leaves in as many different

ways as possible. For each way of grouping, they shouldwrite down the distinguishing feature upon which theyhave based the grouping.

➔ Pupil sheet


Concrete preparationGroup these leaves in as many different ways as you can.

C6 StartersGrouping living things

A B

C D

E F

Sheet 1 of 1© Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM.

Running the activityPupils look in pairs at the Resource sheet and discuss the adaptations of some of theanimals living in the African grasslands. They then identify different habitats withinthe grassland location.

Core: Pupils think of words to describe the local conditions and then suggest howsome of the animals are adapted for these conditions. They make a table to recordtheir findings. Pupils may need some direction when identifying separate habitatswithin the location. They then use all the information they have gained to producea second table identifying three separate habitats together with examples of theorganisms inhabiting them.

Help: Structured questions lead pupils to describe the conditions in the location, andhow an animal is suited to its habitat. They go on to compare the lion with thezebra, and complete a passage about their separate habitats in the African grasslands.

Other relevant materialC1a Resource

Selection of books about life on African grasslands

Expected outcomesCore: Pupils produce one table that demonstrates their knowledge about adaptationsto a habitat, and a second table to show that an area is not uniform and can besubdivided into many smaller habitats, each with their own requirements.

Help: Pupils fill in the table provided to compare the adaptations of two animals totheir habitat, and complete a paragraph about the smaller habitats of these twoanimals.

PitfallsHelp may be needed to explain some of the different habitats visible on the Resourcesheet. For example, a discussion could point out some of the following habitats andadaptations:

● open grassland – zebra have stripes for camouflage; eyes on the sides of their headto watch for predators whilst eating; long necks to feed standing up, ready to runaway; long legs so they can run fast if danger threatens; live together in a herd toprovide extra protection during feeding

● underground – meerkats have sandy colouring for camouflage; have large claws forscraping out burrows; live in groups so some act as lookouts whilst the others eat

● under trees, in the shade – lions are nocturnal feeders so rest in the shade to keepcool during the day; have sandy coloration for camouflage; have large tongues topant and lose heat; their large claws and teeth make them good predators.

AnswersHelp: Missing words are as follows:

2 hot, dry and sunny (other words crossed out)

3 sandy, yellow or similar description; teeth, claws; cool or possibly hidden

4 stripes, legs, neck

5 open, shade

C1aTeacher

activity notesAnimals and their habitats

Discussion Pupils look at a Resource sheet showing the African grassland and discuss the Core, Helpadaptations of some of the animals living there. They then consider local variations Resourcewhich lead to different habitats within the grassland.

Type Purpose Differentiation

Sheet 1 of 1

C1a


ActivityCore

You are going to look at the African grasslands and choose an animal that lives there. You will explain how that animal is suitedto its habitat, and then think about different habitats in the African grasslands.

1 Look at the Resource sheet and read about the African grasslands.2 Discuss the location with your partner. Find three words to describe

the conditions there (such as hot/cold/warm, dry/wet/moist, sunny/shaded/dark).

3 Choose a different animal each. Discuss together how it is adapted to its habitat. If you need ideas, ask your teacher for some hints.

4 Copy this table to record your ideas about your chosen animal.

5 There are many habitats in the African grasslands. Look at the Resource sheet again and together pick out three different habitats. Discuss how the conditions would vary in each one (such as temperature, light level, amount of oxygen, amount of water).

6 Describe an animal or plant that is adapted to living in that habitat.7 Copy this table to record your ideas about your three habitats.

Animals and their habitats

African grasslands location

Conditions: .................... , .................... and .................... Sketch of animal

Animal: ......................................

This animal is adapted to its habitat because:

•

•

•

Location:

Habitat 1: Habitat 2: Habitat 3:

Conditions: Conditions: Conditions:

Animal: Animal: Animal:

Sheet 1 of 1

C1a


ActivityHelp

You are going to look at the African grasslands and choose an animal that lives there. You will explain how that animal is suited to its habitat, and then think about different habitats in the African grasslands.

1 Look at the Resource sheet and read about the African grasslands.2 Discuss the location with your partner. Complete this sentence by crossing

out the wrong words. You should have a set of three correct words.

The African grasslands are cold, wet and shaded /hot, dry and sunny / cold, moist and dark.

3 Look closely at the lion. Discuss with your partner how it is suited to living in the African grassland. Use your ideas to complete the table below.

4 Now do the same for the zebra.

5 Complete these sentences by choosing from the words opposite.

The lion and zebra both live on the African grasslands but they have slightly different habitats. The zebra need to feed nearly all the time, so they live in the ................................ where there is plenty of grass to eat and space to run away from danger. The lions eat zebra, so they stay in the ................................ until they have to come out to hunt.

Animals and their habitats

Animal: the lion.

This animal is suited to its habitatbecause:

● it is ................................ coloured so that itblends in with the sandy soil

● it has large ................................ and................................ to catch and kill its food

● it hunts at night, so during the day itcan lie in the shade to keep.................................

Draw a lion to show these adaptations:

Animal: the zebra.

This animal is suited to its habitatbecause:● it has ................................ on its body so

that it blends in with the grasses andbushes

● it has hooves and long ................................so that it can run away from predatorsquickly

● it has a long ................................ so that itcan feed standing up, ready to runaway from danger.

Draw a zebra to show these adaptations:

open

shade

water

cold

mud

Sheet 1 of 1

C1a


ActivityResourceAnimals and their habitats

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Running the activitySet up the artificial habitat in the laboratory and use a selection of sensors such asfor temperature, light and pH. Alternatively, if you have an aquarium in thelaboratory you could set up the sensors in this and use it as a ready-made artificialhabitat. If you have access to a local habitat, you may wish to study this. Youcould add a rainfall gauge and wind gauge to the sensor equipment.

The exact procedure will depend on the availability of hardware and software inyour school. If you have enough equipment it would be preferable to divide theclass into groups, with each group setting up its own sensors. Give instructionsabout how to set up the dataloggers.

The monitoring could be for just 24 hours, or for the duration of lessons C1–C5,taking and analysing readings each lesson as suggested in the plenary activities forthese lessons.

Core: Pupils select a condition and make a prediction about it. At the end, theyconsider the evidence from all the conditions being measured.

Help: Pupils fill in a table to say whether various conditions will change over a 24-hour period. The structured questions direct them to make a prediction aboutthe light level, and later to consider whether their prediction was correct.

Other relevant materialSkill sheet 6: Interpreting graphs

Expected outcomesCore: Pupils realise that there are a number of possible conditions to monitor.They should also appreciate that an environment changes on a daily basis.

Help: Pupils appreciate that the light level in the environment changes on a dailybasis.

PitfallsIf using battery-powered dataloggers, ensure batteries are not running low beforeleaving them running overnight.

Safety notesPupils should be told to take care when using electrical equipment, especiallyclose to water. They must also wash their hands afterwards with soap and hotwater if they are placing the probes in the habitat themselves.

C1bTeacher

activity notesMonitoring an artificialhabitat

ICT Pupils use dataloggers to monitor an artificial habitat over a period of time. Core, Help



AnswersCore:

Answers will depend on the prediction made.

Answers will depend on the weather and time of year.

It probably rose.

It probably fell.

The pH would be expected to fall (be more acidic) at night. This is becausephotosynthesis stops (no light), therefore carbon dioxide is not absorbed.Respiration continues so carbon dioxide is produced, which dissolves in thewater to form carbonic acid. During the day carbon dioxide comes out ofsolution to be used for photosynthesis so the pH level rises.The oxygen level would be expected to rise during the day, as oxygen is aproduct of photosynthesis. It would fall at night because oxygen is used inrespiration.

Help:2 The answers in the table will probably be ‘yes’, with the possible exception of

sound.3 Missing word: light

Pupils’ answers will depend on the weather and time of year, but they shouldconclude that their prediction is supported.

C1bTeacher

activity notesMonitoring an artificial habitat (continued)

1

2

43

56

7

1


Other relevant materialSkill sheet 6: Interpreting graphs

EquipmentFor each group, ideally:● computer with datalogging hardware and software, including temperature,

light, pH and oxygen-level sensors● access to a printer● artificial habitat made using a litre beaker or ice-cream box filled with pond

water and a few pieces of pondweed, or use an aquarium if available, and set upone set of sensors as a class demonstration

● rain gauge and wind gauge for local habitat if appropriate.

For your informationRunning the activitySet up the artificial habitat in the laboratory and use a selection of sensors such asfor temperature, light and pH. Alternatively, if you have an aquarium in thelaboratory you could set up the sensors in this and use it as a ready-made artificialhabitat. If you have access to a local habitat, you may wish to study this. Youcould add a rainfall gauge and wind gauge to the sensor equipment.

The exact procedure will depend on the availability of hardware and software inyour school. If you have enough equipment it would be preferable to divide theclass into groups, with each group setting up its own sensors. Give instructionsabout how to set up the dataloggers.

The monitoring could be for just 24 hours, or for the duration of lessons C1–C5,taking and analysing readings each lesson as suggested in the plenary activities forthese lessons.

Core: Pupils select a condition and make a prediction about it. At the end, theyconsider the evidence from all the conditions being measured.

Help: Pupils fill in a table to say whether various conditions will change over a 24-hour period. The structured questions direct them to make a prediction about thelight level, and later to consider whether their prediction was correct.

Expected outcomesCore: Pupils realise that there are a number of possible conditions to monitor.They should also appreciate that an environment changes on a daily basis.

Help: Pupils appreciate that the light level in the environment changes on a dailybasis.

PitfallsIf using battery-powered dataloggers, ensure batteries are not running low beforeleaving them running overnight.

Safety notesPupils should be told to take care when using electrical equipment, especiallyclose to water. They must also wash their hands afterwards if they are placing theprobes in the habitat themselves.

C1bTechnician

activity notesMonitoring an artificial habitat

ICT Pupils use dataloggers to monitor an artificial habitat over a period of time. Core, Help


Sheet 1 of 1

C1b


ActivityCore

Your habitat is where you live and it is constantly changing. In this activity you are going to investigate how severalconditions change over time in a habitat.

Planning and predicting1 Look at the picture of the habitat.

List the conditions that you think will change in this habitat.

2 Note down which of these conditions you could measure.

3 Choose one of these conditions. What would you expect to happen to it over the next 24 hours? Write a sentence to explain your prediction.

Obtaining evidence4 Follow your teacher’s instructions for setting up the equipment.5 Leave the sensors recording data for 24 hours.

Presenting the results6 After 24 hours print off the results. Make sure that the computer

plots all graphs with time along the x-axis and the condition upthe y-axis. Make sure the time scale is the same for all the graphs.

Considering the evidenceLook at the graph for the condition in your prediction. Does itsupport your prediction?

Look at all the graphs and answer the following questions.At what time did it start to get dark?At what time did it start to get light?What happened to the temperature as the amount of lightincreased?What happened to the temperature as the amount of lightdecreased?Did the pH of the water change during the 24 hours?Did the oxygen concentration change during the 24 hours?

Monitoring an artificial habitat

1

2

3

4

5

6

7

snail

pondweed sand/mudstone

pondwater

Wash yourhands afterhandlingplants andanimals.

!

Sheet 1 of 1

C1b


ActivityHelp

Your habitat is where you live and it is constantly changing. In this activity you are going to investigate how several conditions change over time in a habitat.

Planning and predicting1 Look at the picture of the habitat. In the table are some of the

conditions that might change in the habitat.2 Write ‘yes’ or ‘no’ in the table to show whether you think each

condition will change during 24 hours.

3 Choose one of the conditions in the table to complete the prediction below.

I think that the ......................... will change during 24 hours because when night comes it will get dark, and at dawn it will become lighter.

Obtaining evidence4 Follow your teacher’s instructions for setting up the equipment.5 Leave the sensors recording data for 24 hours.

Presenting the results6 After 24 hours print off the results. Make sure that the computer

plots all graphs with time along the x-axis and the condition up the y-axis. Make sure the time scale is the same for all the graphs.

Considering the evidenceLook at the graph for light levels. Complete these sentences to help you decide whether the graph supports your prediction.

It started to get dark at ......................................... . It started to get light at ......................................... .

The light level was ......................................... during the day and ......................................... during the night.

The light ......................................... during the 24 hours. My prediction was ......................................... .

Monitoring an artificial habitat

1

Condition Do you think itwill change?

temperature

light

pH (acidic or alkaline)

sound

oxygen concentration

snail

pondweed sand/mudstone

pondwater

Wash yourhands afterhandlingplants andanimals.

!


Running the activityThe investigation is in three parts with three separate sheets at Core and Helplevel: planning the investigation (C1c), obtaining evidence (C1d), andconsidering and evaluating evidence (C1e).

Pupils work in small groups of two or three. Before starting, talk to the class aboutthe importance of treating the woodlice with respect, and emphasise the naturalhabitat of the woodlouse.

Core: Pupils design their own experiment to see whether light intensity affects theactivity of woodlice.

Help: Pupils follow the guided instructions to develop their plan.

Other relevant materialSkill sheet 5: Drawing charts and graphs

Skill sheet 6: Interpreting graphs

Skill sheet 8: Variables

Skill sheet 20: Planning an investigation

Skill sheet 21: Reporting an investigation

Expected outcomesCore: Pupils design and implement a complete investigation.

Help: Pupils complete a prediction. They are guided to devise a method for theirinvestigation and to consider the evidence they have produced.

PitfallsForward planning is necessary to ensure sufficient woodlice are obtained. Theywill survive quite happily in the laboratory in an old aquarium if kept damp andprovided with rotting wood. Maggots could be used instead, but might not be soacceptable to pupils.

This experiment works best if you can black out the laboratory.

Safety notesPupils must wash their hands with soap and hot water after handling the animals.Cover benches with newspaper and dispose of it after use.

Warn students that bench lamps can get very hot if they are left on for more thana few minutes. They should also be warned to take great care when usingelectrical equipment.

Be aware that there are extra hazards in a darkened laboratory, especially inmoving around.

AnswersPupils’ answers will depend on their individual experiments.

Teacheractivity notesInvestigate: What conditions

do woodlice like?

Practical, Paper Pupils plan and carry out an investigation to see whether light intensity affects the Core, Help activity of woodlice.


C1cde


Other relevant materialSkill sheet 5: Drawing charts and graphsSkill sheet 6: Interpreting graphsSkill sheet 8: VariablesSkill sheet 20: Planning an investigationSkill sheet 21: Reporting an investigation

EquipmentFor each group:● large dish or choice chamber ● scissors ● bench lamp● black paper ● 12–15 woodlice ● metre rule● gloves, spoon or similar to handle the woodlice ● newspaper

For your informationRunning the activityThe investigation is in three parts with three separate sheets at Core and Helplevel: planning the investigation (C1c), obtaining evidence (C1d), andconsidering and evaluating evidence (C1e).

Pupils work in small groups of two or three. Before starting, talk to the class aboutthe importance of treating the woodlice with respect, and emphasise the naturalhabitat of the woodlouse.

Core: Pupils design their own experiment to see whether light intensity affects theactivity of woodlice.

Help: Pupils follow the guided instructions to develop their plan.

Expected outcomesCore: Pupils design and implement a complete investigation.

Help: Pupils complete a prediction. They are guided to devise a method for theirinvestigation and to consider the evidence they have produced.

PitfallsForward planning is necessary to ensure sufficient woodlice are obtained. Theywill survive quite happily in the laboratory in an old aquarium if kept damp andprovided with rotting wood. Maggots could be used instead, but might not be soacceptable to pupils.

This experiment works best if you can black out the laboratory.

Safety notesPupils must wash their hands with soap and hot water after handling the animals.Cover benches with newspaper and dispose of it after use.

Warn students that bench lamps can get very hot if they are left on for more thana few minutes. They should also be warned to take great care when usingelectrical equipment.

Be aware that there are extra hazards in a darkened laboratory, especially inmoving around.

Technicianactivity notesInvestigate: What conditions

do woodlice like?

Practical, Paper Pupils plan and carry out an investigation to see whether light intensity affects the Core, Helpactivity of woodlice.


C1cde

Sheet 1 of 1

C1c


ActivityCore

Woodlice are small animals often found under large stones or pieces of rotting wood. You are going to plan an investigation to see if the amount of light affects what woodlice do.

Equipment● large container ● woodlice ● bench lamp● black paper ● gloves or spoon ● metre rule● scissors to handle woodlice ● newspaper

Planning1 What is the aim of your investigation? Write down the question

you are trying to answer.2 Discuss in your group how you are going to change the amount of light.3 Decide what aspect of woodlouse behaviour you are going to

measure. For example, you might measure how fast they move, or you might count the number of woodlice on the light side of the dish.

4 Work out whether anything other than light may affect your results. If so, these are variables and you must include in your plan some way to keep them the same. (Hint: lamps give out heat as well as light.)

5 Decide what equipment you will need to use and make a list. The equipment list above will give you some ideas.

6 Decide how you will set up your equipment. Draw a diagram.7 Think about how to make your results reliable. How many readings

will you take, and how many woodlice will you use? Write down your decisions.

8 Finish your plan. Make sure it says:● what you are going to change (the input or independent variable)● what you are going to measure or observe (the outcome or

dependent variable)● what you will keep the same to make it a fair test● the number of measurements you will take● whether you will repeat the measurements, and why.

9 Check your plan with your teacher. Before you begin to collect evidence, draw a table for your results with headings for each column. If you are doing repeat readings, leave room to calculate averages.

Predicting10 Think about or do some research to find out where woodlice live. Write a

sentence to say what you think will happen in your investigation and why. (Try to include a scientific reason.)

Investigate: What conditionsdo woodlice like?

head

Wash your handsbefore and afterhandling woodlice.

Take care with hotlamps.

!

Sheet 1 of 1

C1d


ActivityCore

You are going to carry out the investigation you have planned tosee whether the amount of light affects what woodlice do.

Equipment (your own list may be different)

● large container● black paper● scissors● woodlice● gloves or spoon to handle woodlice● bench lamp● metre rule● newspaper

Obtaining evidence1 Collect some woodlice from the main tank and put them into

your container.2 Carry out your plan. Note the different things the woodlice do.

Perhaps you can think of an interesting way of recording this.3 When you have finished, return all your woodlice to the main

tank, and wash your hands with soap and hot water.

Presenting the results4 Draw a line graph of your results. The variable that you changed

always goes along the x-axis. The variable that you measuredalways goes up the y-axis. Use this sketch to help you draw agraph on graph paper:


Title

What you changed(input/independent variable)

Wha

t yo

u m

easu

red

(out

put

/dep

ende

nt v

aria

ble)



!

Sheet 1 of 1

C1e


ActivityCore

You are going to consider and evaluate the evidence youcollected about whether the amount of light affects whatwoodlice do.

Considering the evidenceUse your graph to help you answer these questions.

What did you change?What happened to the woodlice after you made this change?Why do you think woodlice respond to light in this way? (Explainthe pattern scientifically if you can.)Do your results agree with your prediction?

EvaluatingDid you get any results that did not fit the pattern you saw?Did you carry out your plan exactly as it was written? If not, whatdid you have to change and why?Could any other variable have affected your results?Did you have enough results to make a reliable conclusion, orwould the results be more reliable if you had a larger sample size?In what ways could you have improved what you did?


2

3

4

5

6

7

8

9

1

Sheet 1 of 1

C1c


ActivityHelp

Woodlice are small animals often found under large stones orpieces of rotting wood. You are going to plan an investigationto see if the amount of light affects what woodlice do.

Equipment● large container ● woodlice ● bench lamp● black paper ● gloves or spoon ● metre rule● scissors to handle woodlice ● newspaper

Planning and predicting1 Discuss each point below in your group. Fill in the gaps as you go.


head

A Aim: The question we want to answer is ........................................................................................

.........................................................................................................................................................................................

B Input variable: we will change the amount of light.

We will change it by .......................................................................................................................................

C Outcome variable: we will measure woodlouse behaviour, such as how fast theymove, or counting woodlice on the light side of the dish.

We will measure/observe (one thing only).....................................................................................

D Fair test: we will keep these variables the same (make a list):

.........................................................................................................................................................................................

E Equipment we will need: F Diagram of setup:(The list above will give you some ideas.)

.........................................................................................

.........................................................................................

.........................................................................................

.........................................................................................

G Reliable results: The number of woodlice we will use is .......................................................

The number of measurements we will take is ............................................................................

H Predicting: When we change ....................................................................................................................

we think what will happen to .................................................................................................................

is ....................................................................................................................................................................................

We think this because ...................................................................................................................................

2 Check your plan with your teacher.



!

1st � 2nd � 3rd3

Sheet 1 of 1

C1d


ActivityHelp

You are going to carry out the investigation you have planned to see whether the amount of light affects what woodlice do.

Equipment (your own list may be different)

● large container ● woodlice ● bench lamp● black paper ● gloves or spoon ● metre rule● scissors to handle woodlice ● newspaper

Obtaining evidence1 Write here what you decided to change (the input variable):

............................................................................................................................................................................................................

2 Write here what you decided to measure (the outcome variable):

............................................................................................................................................................................................................

3 Collect some woodlice from the main tank. Put them in your container.4 Carry out your plan. Observe the different things the woodlice do.5 Record your results in this table.

6 Put all your woodlice back in the main tank, and wash your hands with soap and hot water.

Presenting the results7 Draw a line graph of your results. The variable

that you changed always goes along the x-axis. The variable that you measured always goes up the y-axis. Use this sketch to help you draw a graph on graph paper.


Title

Wha

t yo

u m

easu

red

What you changed

What you1st reading 2nd reading 3rd reading

Average:

changed



!

Sheet 1 of 1

C1e


ActivityHelp

You are going to consider and evaluate the evidence you collected about whether the amount of light affects what woodlice do.

Considering the evidenceUse your graph to help you complete these sentences.

When we changed...............................................................................................................................................................

what happened to................................................................................................................................................................

was...................................................................................................................................................................................................

Why did this happen?

............................................................................................................................................................................................................

Do your results agree with your prediction? ..................................................................................................

Did you get any results that did not fit the pattern? Explain.

............................................................................................................................................................................................................

............................................................................................................................................................................................................

EvaluatingDid you carry out your plan exactly as you wrote it? If not, what did you change and why?

............................................................................................................................................................................................................

Did you have enough results for a reliable conclusion, or would it be more reliable with a larger sample size?

............................................................................................................................................................................................................

In what ways could you have improved what you did?

............................................................................................................................................................................................................

............................................................................................................................................................................................................


2

3

4

5

6

7

1


Running the activityPupils work in groups of three or four to discuss the conditions found in a rockpool when the tide is out on a sunny day, and then on a cool and rainy day. They then consider what will happen when the tide comes in. They use all theinformation they have gained to produce a poster entitled ‘Adaptations to life in arock pool’.

Other relevant materialC2a Resource 1 and 2

Selection of books and/or keys about life on the sea shore

A3 plain paper for posters

Expected outcomesPupils produce a poster that demonstrates their knowledge about a rock pool as ahabitat.

PitfallsHelp may be needed to identify some of the organisms if pupils are not veryfamiliar with seashore ecology.

C2aTeacher

activity notesDaily changes in a rock pool

Discussion Pupils discuss daily changes in a rock pool and determine how the inhabitants survive. CoreResource 1 and 2


Sheet 1 of 1

C2a


ActivityCore

In this activity you are going to discuss how a rock pool changesover a day, and how this affects the organisms living there.

1 Look at Resource sheet 1 showing a beach. The tide is out. Youcan see a rock pool in the drawing.

2 In your group, make a list of all the organisms you might see in arock pool. Look at both Resource sheets 1 and 2 to help you.

3 Imagine a hot, sunny day. The tide is out. How will the rock poolchange during the day, before the tide comes back in? Discuss:● the temperature of the water● the water level● the saltiness of the water.Write down your ideas.

4 Imagine a rainy, cool day. The tide is out. How will the rock poolchange during the day, before the tide comes back in? Discuss:● the temperature of the water● the water level● the saltiness of the water.Write down your ideas.

5 Suggest two ways the rock pool may change when the tidecomes back in. Write down your ideas.

6 Now choose one organism living in the rock pool. Discuss how itis adapted to survive the conditions in the rock pool habitat.

7 Prepare an A3 poster with the title ‘Adaptations to life in a rockpool’. Draw your chosen organism in the middle of the page.

8 Use what you learned from your discussion and the Resourcesheets to write notes on your drawing. Label the special featuresyour organism has, and by each label write a sentence to explainhow this feature helps it to survive in a rock pool. For example, ifyou draw a barnacle you would label its plates which close totrap water when the tide goes out, preventing the barnacledrying out.

Daily changes in a rock pool

Sheet 1 of 1

C2a


ActivityResource 1Daily changes in a rock pool

Loca

tio

n:

Sea

sho

re in

so

uth

-eas

t En

gla

nd

Mea

n te

mp

erat

ure

Janu

ary:

5–10

o CM

ean

tem

per

atur

e Ju

ly:

15–2

0o C

Tem

per

atur

e va

riatio

n ov

er 2

4h:

dep

ends

on

tides

Ann

ual r

ainf

all:

1000

–150

0m

mLa

titud

e:50

°NTh

e gr

eate

r th

e la

titud

e no

rth

(N)

or s

outh

(S)

, the

big

ger

the

diffe

renc

e in

day

leng

th b

etw

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win

ter

and

sum

mer

.

Org

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ms

1ki

ttiw

ake

2gu

illem

ot3

liche

n4

puf

fin5

sand

eel

6lim

pet

7m

usse

l

8fla

t w

rack

9ba

rnac

le10

sea

anem

one

11sh

rimp

12he

rmit

crab

13p

eriw

inkl

e14

chan

nelle

d w

rack

15ba

ck-h

eade

d gu

ll16

mar

ram

gra

ss17

oyst

erca

tche

r18

cock

le19

star

fish

20w

helk

21sh

ore

crab

You

wou

ld n

ot s

ee a

ll th

ese

orga

nism

s at

the

sam

e tim

e.

12

4

5

Sea

shor

e

10

11

1214

1820

2119

15

16

17

13

6

9

3

78

Sheet 1 of 1

C2a


ActivityResource 2

Organism Adaptation

gut weed A type of green algae (seaweed). Found in rockpools high up the beach. Green seaweeds absorblight that can only pass through shallow water.When the tide goes out the water in the rock poolis just the right depth for the seaweed to absorblight.

sea anemone A sea anemone grasps a rock with the suction padat the bottom of its ‘foot’. It uses its tentacles tosting and paralyse animals, then pulls them in andeats them. If it is exposed to air it tucks its tentaclesin to trap water and prevent it drying out.

barnacle A barnacle is stuck to the rock by its head and hassix bony plates arranged in a cone. Whensubmerged, it puts out its feathery limbs to catchfood. When the level of the water falls, the barnacleis exposed to the air. It closes its bony plates,trapping water inside so it does not dry out.

limpet The limpet has a cone-shaped shell. Whensubmerged, the limpet moves about on the rocks,feeding on algae. When the water level starts to fallthe limpet goes back to its ‘home’ spot, where ithas worn a perfectly shaped depression in the rock.It seals the edge of its shell to the rock, trappingwater inside so that it can breathe and does not dryout.

Daily changes in a rock pool


Running the activityPupils look in pairs at the Resource sheet and discuss the effect of seasonalvariations on the plants and animals present.

Core: Pupils make tables comparing the environmental conditions in a deciduouswoodland in the summer and winter. They then consider the impact theseseasonal fluctuations have on the wildlife living in the woods.

Help: Pupils have partially completed tables to fill in to help them identify theenvironmental conditions and the plants and animals present in winter and insummer.

Other relevant materialC3a Resource

Selection of books and keys showing life in a woodland

A few examples of fallen leaves or their skeletons could be provided to promptdiscussion about differences between the woodland in summer and winter

Expected outcomesCore and Help: Pupils come to appreciate that there is a large degree of seasonalvariation in a deciduous woodland habitat, and that the organisms living therehave developed strategies to cope with the variation.

PitfallsSome pupils may need help identifying the living organisms in the woodland,and may need access to more information about their lifestyles.

Safety notesIf any live specimens are available, make sure pupils wash their hands thoroughlywith soap and hot water after handling them.

AnswersCore:

In summer it is: warmer, drier, less windy, trees have their leaves, more food isavailable, there are more birds and animals, more flowers and plants. (Oraccept the reverse argument for winter.)

For example: butterfly, squirrel, bluebells, fungi

The butterfly dies; the squirrel hibernates; bluebells overwinter underground;fungi die.

Help:

For example: butterfly, squirrel, bluebells, fungi

Missing words are as follows: bluebells, underground, butterflies, die, squirrels,hibernate

C3aTeacher

activity notesSeasonal changes in deciduouswoodland

Discussion Pupils look at a Resource sheet showing a deciduous woodland and consider how Core, Helporganisms cope with large seasonal variations. Resource


3

1

2

1

2

Sheet 1 of 1

C3a


ActivityCore

Deciduous trees lose their leaves in winter. This causes a bigchange to the habitat of woodland animals and plants. You aregoing to look at how seasonal changes in a deciduous woodaffect the living things there.

1 Look at the Resource sheet and read the data.2 Make a table with the following headings:

3 Discuss the habitat with your partner and describe the conditionsin the woodland. List the plants and animals there in summer.

4 Now imagine it is winter and the temperature has dropped.Discuss the new conditions with your partner and describe thesewinter conditions.

5 Look at your list of animals and plants in the summer woodland.Go down the list and try to decide which of them would still bepresent in the winter woodland. Write their names in the table.

What are three main differences between the woodland insummer and the same woodland in winter?Name three living things that you have included in your summerlist, but not in your winter list.What do you think happens to each one during winter?

Seasonal changes in deciduouswoodland

Summer Plants and Winter Plants andconditions animals present conditions animals present

2

3

1

Sheet 1 of 1

C3a


ActivityHelp

Deciduous trees lose their leaves in winter. This causes a big change to the habitat of woodland animals and plants. You are going to look at how seasonal changes in a deciduous wood affect the living things there.

1 Look at the Resource sheet and read the data.2 Complete Table 1 by listing the plants and animals in the woodland.

3 Discuss the habitat with your partner. Complete the description of winter conditions in the woodland in Table 2.

Compare the list of plants and animals in summer with the list in winter. Which are no longer there in winter?Complete these sentences using the words below.

During winter there are no ............................................ in the woodland because

they die back after flowering. They survive the winter frosts ............................................

as bulbs. There are no ............................................ because it is too cold for them.

Once they lay their eggs they ............................................ . Even the ............................................

are only seen during very warm winter days because they curl up and

............................................ to avoid the cold and lack of food during winter.

Seasonal changes in deciduouswoodland

Table 2

butterflies

underground

squirrels bluebells

hibernate die

Winter conditions Plants andanimals present

oak

holly

lichen

badger

green woodpecker

Summer Plants andconditions animals present

10–20 °C, warm

40 mm rain, dry

low winds

long hours of daylight

2

1

Table 1

0–5 °C, ..........................

740 mm rain, ..........................

.......................... winds

.......................... hours of daylight

Sheet 1 of 1

C3a


ActivityResourceSeasonal changes in deciduous

woodland

Loca

tio

n:

Dec

iduo

us w

oo

dla

nd

in

no

rth

ern

En

gla

nd

Mea

n te

mp

erat

ure

Janu

ary:

0–5

°CM

ean

tem

per

atur

e Ju

ly:

10–2

0°C

Tem

per

atur

e va

riatio

n ov

er 2

4h:

abou

t 5

°C in

sum

mer

Ann

ual r

ainf

all:

750–

1000

mm

Latit

ude:

55o N

The

grea

ter

the

latit

ude

nort

h (N

) or

sou

th (

S), t

he b

igge

r th

e di

ffere

nce

in d

ayle

ngth

bet

wee

n w

inte

r an

d su

mm

er.

Org

anis

ms

1gr

ey s

qui

rrel

2sp

arro

wha

wk

3gr

een

woo

dpec

ker

4tr

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badg

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ge-t

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utte

rfly

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ngho

rn b

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9bl

uebe

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emon

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prim

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acke

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ngus

15oa

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1

23

4

Deci

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oodl

and

5

6

10

9

16

12

11 13

15

17 147

You

wou

ld n

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ese

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the

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8


Running the activityPupils work individually to interpret results showing seasonal variation in oxygenlevels and temperature in sand, and relate these to adaptation in burrowinganimals.

Expected outcomesPupils demonstrate improved data-handling skills.

PitfallsThe activity is suitable only for able students who are confident readers.

Answersa yellow b black

a July and August of both yearsb April, May, February, March, Januaryc The yellow sand is close to the surface in the summer and deeper in the

winter.d The lines show the range of several results, whereas a dot shows a single

reading.

a June, July, August and September of year 1 and July and August of year 2b April of year 1; November, December and January for both years; February

and March (measured for only one year)c Either: yes because when the temperature is high the yellow sand is near

the surface and vice versaOr: no, although the two variables follow the same pattern there is noevidence that a change in temperature causes the change in depth ofyellow sand.

Possible suggestions: some of the animals’ bodies are in the top part of thesand; the animals get their oxygen from the water; the animals pump freshwater through their burrows; the animals are adapted to live in low levels ofoxygen.

C3bTeacher

activity notesLiving in the sand

Paper Pupils develop their skills of data interpretation. Extension


3

1

2

4

Sheet 1 of 1

C3b


ActivityExtension

You are going to use other scientists’ results to see how the temperature and oxygen level vary in sand on a sea shore.

Many animals live in the sand at the sea shore. The drawing shows four of these animals.

These animals need oxygen to live. Only the top yellow part of the sand contains oxygen. Sand without oxygen is black.

Scientists dug down and measured the depth of the yellow sand. They did this for 22 months. Their results are shown in Chart 1.

Considering the evidenceWhat colour is sand: a that contains oxygen? b without oxygen?a In which months is the yellow sand less than 2 cm deep?b In which months is the yellow sand 4 cm or more deep?c Write a sentence that sums up the scientists’ results.d Suggest why the scientists used lines rather than dots on their chart.

The scientists wondered why there was more oxygen in the sand during some months. They decided to see if there was a relationship between temperature and the depth of yellow sand. Chart 2 shows their results.

a In which months did the temperature go above 20 °C?b In which months is the temperature 10 °C or lower?c Do you think that there is a relationship between the depth of

yellow sand and temperature? Give your reasons.Look at the picture of animals at the top of the page. They burrow down into the black sand. Suggest how they get their oxygen.

Living in the sandD

epth

(cm

)

A M J J A S O N D J F MMonth

Chart showing how the depth of yellowsand varies from month to month

A M J J A S O N D J

4

3

2

1

0Te

mpe

ratu

re (°

C)

A M J J A S O N D J F MMonth

Chart showing how temperature variesfrom month to month

A M J J A S O N D J

10

20

30

peacockworm

lugworm

tellin

ragworm

Chart 1 Chart 2

2

3

4

1


Running the activityPupils work in small groups of two or three. They first look at how three types offinch found on the Galapagos Islands have beaks adapted to help them feed.Then they carry out a simple experiment to find out which shape is best forpicking up seeds.

ICT opportunitiesFind information from the internet about birds’ beaks and the food they eat, forexample:

● TrackStar websiteenter track ID 10789 to find out about birds, beaks and adaptations.

Expected outcomesPupils understand that birds have differently shaped beaks and that the shape isan adaptation to enable them to eat a specific type of food.

PitfallsIt is important that pupils pick up the seeds individually.

Safety notesDo not use nuts or peanuts as alternatives to seeds as some pupils may be allergicto them.

Some seeds (e.g. caster oil and laburnum) are poisonous and should not be used.Seeds sold commercially are often dressed with poisonous pesticides and shouldbe avoided. Health food shops should be a safe source, as should mixed seeds soldas ‘wild bird food’.

AnswersRefer to pupils’ results; answers will vary.

Predictions: pupils may predict the large ground finch because it is adapted tocrush seeds and therefore will need to pick them up first; or the woodpecker finchbecause it is able to pick up twigs and therefore must be good at picking thingsup; or the warbler finch because it has a slender beak and can catch insects.

Pupils should find the blunt forceps easier (because they have a larger surfacearea to make contact with the seeds).

They should now think that the large ground finch beak is best for eatingseeds.

The more times you repeat the experiment, the more reliable are the results.

C4aTeacher

activity notesBird beaks

Practical Pupils use blunt and fine forceps to represent birds’ beaks to pick up seeds Coreand find out which shape is best for picking up most seeds.


4

1

2 3

http://www.heinemann.co.uk/hotlinks/url.asp?urlid=5035


EquipmentFor each group:● Petri dish full of seeds (see safety notes below)● empty Petri dish● stopclock● pair of blunt forceps● pair of fine forceps.

TipsPupils could compare two types of seed of different sizes.

For your informationRunning the activityPupils work in small groups of two or three. They first look at how three types offinch found on the Galapagos Islands have beaks adapted to help them feed.Then they carry out a simple experiment to find out which shape is best forpicking up seeds.

Expected outcomesPupils understand that birds have differently shaped beaks and that the shape isan adaptation to enable them to eat a specific type of food.

PitfallsIt is important that pupils pick up the seeds individually.

Safety notesDo not use nuts or peanuts as alternatives to seeds as some pupils may be allergicto them.

Some seeds (e.g. caster oil and laburnum) are poisonous and should not be used.Seeds sold commercially are often dressed with poisonous pesticides and shouldbe avoided. Health food shops should be a safe source, as should mixed seeds soldas ‘wild bird food’.

C4aTechnician

activity notesBird beaks

Practical Pupils use blunt and fine forceps to represent birds’ beaks to pick up seeds and find Coreout which shape is best for picking up most seeds.


Sheet 1 of 1

C4a


ActivityCore

On each of the Galapagos Islands, the finches have differentshaped beaks. The shape is an adaptation to let them eatdifferent types of food. In this activity you are going to find outwhether pointed or blunt beaks are best for picking up seeds.

Predicting1 Look at the drawings of bird beaks. Write down which shaped beak

you think would be best for picking up seeds, and explain why.

Obtaining evidence2 Collect a Petri dish of seeds, an empty Petri dish, a stopclock,

a pair of blunt forceps and a pair of fine forceps.3 Draw a table with these headings:

4 See how many seeds you can pick up with the blunt forceps in 1 minute.Repeat two or three more times.

5 Do this again with the fine forceps. Repeat two or three more times.6 Work out the average number of seeds collected with each forceps.

Considering the evidenceWhich forceps were best for picking up the seeds? Explain why this was.What shape of beak do you now think would be best for a seed-eating bird?Does the evidence you have collected support your prediction?Explain why it is a good idea to repeat the experiment and find an average.

Bird beaks

Warbler finchslender beak for catchingsmall insects on the wing

Woodpecker finchstrong beak to pick up astick which it pokes into

trees to find insects

Large ground finchblunt beak for crushing

seeds

Experiment Number of seeds Number of seedswith blunt forceps with fine forceps

1

2

3

4

1

Do not take oreat any of theseeds.

!


Running the activityBefore the start of the lesson, scatter equal numbers of strands of yellow and pinkwool over an area of school field or other grassy area. The length of wool shouldbe about 5 cm. The number of strands used will depend on the area you haveavailable and must be sufficiently large to avoid pupils finding all of the strandsin the first 5 minutes.

Pupils should work in groups of three: one to collect the strands, one to countthem and another to record the results. Choose one member of the class to act asclass scorer, who will give the groups 5 minutes to collect as many strands aspossible. At the end of this time, the scorer will total the class numbers of yellowand pink strands. Pupils use this information to produce a bar chart and analysethe results.

Activity C4c can be used for more able pupils in place of this activity.

Expected outcomesPupils realise that in most populations of animals there is more than one variety.These varieties are adapted to survive in different habitats.

PitfallsColours need to be selected carefully. The wool representing the yellow snailsneeds to be a greenish yellow colour that blends in well with the grass. If too fewstrands are used for the area available, then pupils will find most of the strandsand the results will not be significant, but will still raise issues for discussion.

Safety notesFollow LEA and/or school policy on taking pupils out of school. Ensure adequatesupervision. Visit the area before the lesson to assess risks. If the field iscontaminated with dog or other animal faeces, issue ‘collectors’ with disposablegloves. All pupils should wash their hands after the activity.

AnswersYellow, because it is more similar to the colour of the grass.

a yellow b pink

Answers should relate to flaws in the model and the sample size. Pupils mightsuggest counting actual snails in their natural habitats, or make relevantcomments about the colours of the wool used, the area studied or theirresults.

C4bTeacher

activity notesShell colour in snails

Practical Pupils use coloured wool to represent pink and yellow snails to find out which colour Coregives the better camouflage.


3

12


EquipmentFor the class:● equal numbers of yellow and pink strands of wool, 5 cm long (see ‘Running the

activity’ below)● stopclock or stopwatch for the scorer.

TipsThe number of strands used will depend on the area you have available and mustbe sufficiently large to avoid pupils finding all the strands in the first 5 minutes.

For your informationRunning the activityBefore the start of the lesson, scatter equal numbers of strands of yellow and pinkwool over an area of school field or other grassy area.

Pupils should work in groups of three: one to collect the strands, one to countthem and another to record the results. Choose one member of the class to act asclass scorer, who will give the groups 5 minutes to collect as many strands aspossible. At the end of this time, the scorer will total the class numbers of yellowand pink strands. Pupils use this information to produce a bar chart and analysethe results.

Activity C4c can be used for more able pupils in place of this activity.

Expected outcomesPupils realise that in most populations of animals there is more than one variety.These varieties are adapted to survive in different habitats.

PitfallsColours need to be selected carefully. The wool representing the yellow snailsneeds to be a greenish yellow colour that blends in well with the grass. If too fewstrands are used for the area available, then pupils will find most of the strandsand the results will not be significant, but will still raise issues for discussion.

Safety notesFollow LEA and/or school policy on taking pupils out of school. Ensure adequatesupervision. Visit the area before the lesson to assess risks. If the field iscontaminated with dog or other animal faeces, issue ‘collectors’ with disposablegloves. All pupils should wash their hands after the activity.

C4bTechnician

activity notesShell colour in snails

Practical Pupils use coloured wool to represent pink and yellow snails to find out which colour Coregives the better camouflage.


Sheet 1 of 1

C4b


ActivityCore

There are lots of varieties of land snail. Some are shownopposite. Their shells are various colours and have differentpatterns of bands. Some are yellow, others are pink or brown.The different colours help them to blend in with theirsurroundings and hide from their predators.

You are going to find out how variations in shell colour helpsome snails survive better than others.

You are going to investigate how well yellow and pink snails arecamouflaged in grass. Strands of yellow and pink wool have beenscattered over the field by your teacher. These represent pink andyellow snails. One member of the class will be chosen to act as class scorer.

Obtaining evidence1 Work in groups of three. Choose one person to pick up the

strands, one to count them and one to note the results and give them to the scorer.

2 The class scorer will give each group 5 minutes to pick up asmany strands of wool as possible.

3 At the end of this time, give your group’s results to the classscorer, who will compile a set of class results.

Presenting the results4 Use the class results to draw a bar chart. Put the colours

(yellow and pink) along the x-axis and the number of strands collected up the y-axis.

Considering the evidenceWhich colour provided better camouflage against a grassybackground? Explain why this is.Which colour snail do you think would survive better in:a a meadow? b leaf litter?

EvaluatingHow reliable do you think your results are? Suggest ways inwhich the experiment could be improved.

Shell colour in snails

yellow

pink

brown

yellow

yellow

pink

2

3

1

Wash your handsafter picking upthe wool.

!


Running the activityPupils work individually or in pairs to interpret a correlation graph showing thepercentage of yellow snails and pink and brown snails surviving in differenthabitats.

Other relevant materialThe graph is modified from Natural Selection and Heredity by P. M. Shepherd,Hutchinson University Library.

Expected outcomesPupils conclude from the correlation diagram which snails survive best in certainhabitats.

AnswersThey can be pink, brown or yellow and have different numbers of bands onthe shell.

The colours of organisms and features such as stripes or bands help them toblend in with their surroundings and hide from their predators.

Different habitats have different proportions of colours.

a Hedgerows, long grass, short turf – yellow snails blend in better with greengrass/leaves.

b For example: the wood with 80% yellow snails was an exceptional onewhere the ground was carpeted with grass and not brown leaves.

The background is less green in early spring, so the yellow snails are less wellcamouflaged and more likely to be eaten.

C4cTeacher

activity notesSnail survival

Paper Pupils examine a correlation graph to determine how shell colour of snails relates to Extensionhabitat.


3

1

2

4

5

Sheet 1 of 1

C4c


ActivityExtension

There are lots of varieties of land snail. They can be yellow, pink or brown and have different patterns of bands on the shell. The different colours and patterns help them to blend in with their surroundings and hide from their predators.

In this activity you are going to look at evidence of how camouflage in snails affects their survival.

The song thrush is a predatorof snails. It breaks open theirshells on a suitable stone andleaves the remains behind. By counting these remains, it is possible to study whichvarieties of snail are eaten andwhich varieties can hide fromthe thrushes in differenthabitats, e.g. woodland witha floor of brown leaves, greenhedgerows, long grass andturf.

The graph shows the resultsof an investigation tocompare the numbers ofdifferent types of land snailssurviving in different habitats.

Considering the evidenceDescribe some of the different varieties of land snail.Explain the meaning of the word camouflage.Look at the graph. How do we know that some varieties of land snail survive better than others in different habitats?a In which habitats were more yellow snails found? Suggest

a reason for this.b The mixed deciduous woodland with 80% yellow snails was an

exception to the trend. Suggest a possible reason for this.More yellow snails are eaten in early spring than in late spring. Why do you think this is?

Snail survival

0 10 20 30 40 50 60

% yellow, pink and brown snails without bands

Graph showing the number of differentcoloured snails surviving in different habitats

70 80 90 1000

10

20

30

40

50

60

70

80

90

100

% y

ello

w s

nails

with

and

with

out

band

s

beech woodsoak woodsmixed deciduous woodshedgerowslong grassshort turf

2

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1


Running the activityIdeally, it would be desirable to undertake some fieldwork as described in Unit 7G ofthe QCA Scheme of Work. However, if this is not possible, pupils can make foodchains and food webs using the secondary sources provided for this activity, and seehow the organisms are interdependent.

Pupils work in pairs to study the North American desert on Resource sheet 1. Theyproduce cards from Resource sheet 2 which they then arrange in food chains.

Some pupils may need help to sort out their cards into producers, herbivores andcarnivores. Pupils may also need support in combining food chains into a food web.With low ability groups you may wish to show them the full food web below so thatthey can see where their food chains fit in. Alternatively, if pupils work in mixedability groups, the more able can help the less able.

Pupils answer questions about what happens when there are changes to the food web.

Other relevant materialFor each pair:● C5a Resource 1 and 2● scissors● thread● glue● A3 sheet of plain paper to display final food web

Expected outcomesPupils will produce a food web based on the organisms of the North Americandesert.

Safety notesTake care with scissors.

AnswersThe food web below shows all the feeding relationships for the organisms on C5a Resource 2.

Answers will vary depending on animals chosen by pupils.

For example, for kangaroo rat:a bobcat, elf owl or kit foxb For example, for bobcat:

carnivorous bat, jack-rabbitc kit fox, elf owl

a Two from: carnivorous bat, jack-rabbit, kangaroo rat, desert scorpion, etc.

b The answers will vary according to the animals selected but should show understanding that if predators are removed, their prey will increase in number until such time as they start to starve.

C5aTeacher

activity notesFood chains and food webs

Discussion Pupils arrange cards into food chains before combining them in a food web. CoreResource 1, 2


kit fox

bobcat

desert scorpion carnivorous insects carnivorous bat

jack rabbit herbivorous insects kangaroo rat

barrelcactus

grasses pricklypear

mesquite

elf owl1

2

Sheet 1 of 1

C5a


ActivityCore

You are going to make food chains for living things in the NorthAmerican desert. Then you will see how these food chains can befitted together to make a food web.

1 Look at Resource sheet 1 and read about the North Americandesert.

2 Use the cards from Resource sheet 2.3 Find the producers from amongst the cards.4 Find the herbivores from amongst the cards.5 Use the information on the cards to make four food chains,

starting each with a producer, then a herbivore and finally acarnivore.

6 Lay thread over the cards to join them and show the chains.7 You may notice that the same animal appears more than once in

your four food chains. Now reorganise the cards and thread sothat there is only one card for each animal, shared by the foodchains where necessary. You have made a food web.

8 Record your food web on a large piece of paper. Use arrows toshow the threads. Make sure the arrows show the transfer ofenergy from the producers through the food chains.

Use your food web to answer the following questions.Choose a herbivore in your food chain. Imagine a disease killedall these herbivores.a Name a predator that eats this herbivore.b What would this predator eat instead?c What other predators would have less food?Imagine that all the bobcats, kit foxes and elf owls were almostwiped out by disease or by people hunting them.a The numbers of some animals would go up. Name two of

these animals.b If there were more of these two animals, what would happen

to other species (types of organism) in the desert? Pick outthree examples and describe the effect. Explain your reasons.

Food chains and food webs

2

1

Sheet 1 of 1

C5a


ActivityResource 1Food chains and food webs

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Sheet 1 of 1

C5a


ActivityResource 2

Organisms of the North American desert

Food chains and food webs

Barrel cactus

Producer

Eaten by: herbivorousinsects, jack-rabbit

Bobcat

Eats: kangaroo rat, jack-rabbit,

all bats

Eaten by: nothing

Bobcat

Eats: kangaroo rat,jack-rabbit,

all bats

Eaten by: nothing

Carnivorous bat

Eats: carnivorous andherbivorous insects,

desert scorpion

Eaten by: bobcat

Herbivorous insects(e.g. grasshopper)

Eats: grasses, mesquite,barrel cactus, prickly pear

Eaten by: desert scorpion,elf owl, carnivorous bat,

carnivorous insects

Herbivorous insects(e.g. grasshopper)

Eats: grasses, mesquite,barrel cactus, prickly pear

Eaten by: desert scorpion,elf owl, carnivorous bat,

carnivorous insects

Jack-rabbit

Eats: grasses,mesquite,

barrel cactus

Eaten by: bobcat, kit fox

Carnivorous insects(e.g. praying mantis)

Eats: herbivorousinsects

Eaten by: desertscorpion, elf owl,carnivorous bat

Desert scorpion

Eats: all insects

Eaten by: elf owl,carnivorous bat

Elf owl

Eats: all insects, desert scorpion,

kangaroo rat

Eaten by: nothing

Elf owl

Eats: all insects, desert scorpion,

kangaroo rat

Eaten by: nothing

GrassesProducer

Eaten by: jack-rabbit,kangaroo rat,

herbivorous insects

Kangaroo rat

Eats: mesquite (seeds),grasses (seeds)

Eaten by: kit fox,bobcat, elf owl

Kangaroo rat

Eats: mesquite (seeds),grasses (seeds)

Eaten by: kit fox,bobcat, elf owl

Kit fox

Eats: kangaroo rats,jack-rabbits

Eaten by: nothing

Jack-rabbit

Eats: grasses, mesquite,

barrel cactus

Eaten by: bobcat, kit fox

Mesquite

Producer

Eaten by: kangaroo rat,herbivorous insects,

jack-rabbit

Prickly pear

Producer

Eaten by: herbivorousinsects

Kit fox

Eats: kangaroo rats,jack-rabbits

Eaten by: nothing

�

�


Running the activityThis activity is probably best carried out in pairs. Several groups of four livingorganisms are shown on the pupil sheet. Pupils discuss features the organismshave in common, in order to select the organism that is the odd one out. Youmay want to direct less able pupils towards groups A to D to start with.

PitfallsTo avoid the sheets becoming creased and tatty, they could be laminated andrecycled. Also, be prepared for some grouping criteria which you have notthought of.

AnswersAnswers will vary, but some examples are given here.A The bat is the odd one out because it has no feathers and the other three do.B The tiger is the odd one out because it belongs to the cat family and the other

three belong to the dog family.C The jellyfish is the odd one out as it has no tail or fins and the other three do.D The desert fox is the odd one out as it is not white/does not live in cold places

and the other three are/do.E The grass is the odd one out as it has long straight leaves/has no flowers and

the other three have different shaped leaves/have flowers.F The lion is the odd one out as it has no hooves/is a carnivore and the other

three have hooves/are herbivores.G The snake is the odd one out as it has a backbone and the other three do not.

C6aTeacher

activity notesGrouping organisms

Discussion Pupils think about grouping organisms in an informative way. Core


Sheet 1 of 1

C6a


ActivityCore

Scientists put things into groups to make it easier to see patterns.

In this activity you are going to think about different ways of grouping living things by looking at groups and picking out the common feature. This will help you find the odd one out.

1 Look at the first group of four living things with your partner. Discuss ways in which they are similar to one another.

2 Decide which organism is the odd one out. Copy and complete this sentence.

...................................... is the odd one out because it … and the other three …

3 Now move on to the next group and repeat steps 1 and 2.

Grouping organisms

Group Asparrow bat heron elf owl

Group Egrass daisy dandelion buttercup

Group Bfox tiger wolf dog

Group Flion horse zebra donkey

Group Ccod whale jellyfish shark

Group Gsnake worm leech tapeworm

Group Ddesert fox arctic fox polar bear arctic hare

For example: mouse, rat, shrew, guinea pig

The guinea pig is the odd one out because it doesn’t have

a tail and the other three all have tails.

C1


PlenariesEnvironments

Sheet 1 of 1

Review learning Sharing responses Group feedback Word game Looking ahead

Pupils write down three Sharing of responses to In groups, pupils predict Read out questions and ask Pupils suggest the type andfacts they have learned Activity C1a. what results they expect to pupils to choose the extent of readings they wouldin the lesson to share get from the datalogging answers from a given list. need to monitor an unknownwith another pupil. Activity C1b. habitat on planet Zed.

Suggested alternative plenary activities (5–10 minutes)

Review learning● Each pupil writes down three facts they have learned in

the lesson. The pupil then shares these with anotherpupil and adds any new facts to their list.

● Pupils could use whiteboards to jot down their ideas.Ask the class to show their boards after a count ofthree. Scan everyone’s responses and draw outsimilarities and differences to obtain a class summary.

Sharing responses● Pupil pairs working on Activity C1a use an

OHT/PowerPoint to display the features of their chosenanimal which allows it to survive in its habitat.

● Ask other pairs if they agree, disagree, or if theyidentified any additional features.

Group feedback● In groups, pupils predict what results they might expect

to get in Activity C1b from the datalogging equipmentfor temperature. Pupils sketch the graph they expect tosee. Help pupils compare similarities and differences intheir suggestions. You could keep the sketched graphsto refer back to in a later lesson.

● Pupils state what prior knowledge/evidence they areusing to make their prediction.

● Pupils record their predictions and say if they changedtheir minds based on other pupils’ suggestions.

Word game● Read out the questions on the Teacher sheet.

● Pupils use the list on the Pupil sheet to record theiranswers. There is an appropriate response to eachquestion. Pupils write the number of the question nextto their chosen answer.

● The Pupil sheet could be produced on card andlaminated for re-use (pupils use marker pens to indicatetheir responses). Alternatively, the list of answers couldbe used as an OHT and pupils use whiteboards to writetheir choice of response then hold it up.

Looking ahead● Ask pupils (in pairs) to consider an unknown habitat

on the planet Zed, and then list their ideas for whatconditions they would monitor, and why.

● Pupils could produce a PowerPoint presentation.

➔ Teacher sheet

➔ Pupil sheet


Word game

When your teacher reads out a question, choose an answer from this list.

Write the number of the question against the correct answer.

C1 PlenariesEnvironments

habitat prey adaptation

organism rainfall producer

predator consumer environment


Word game

When your teacher reads out a question, choose an answer from this list.

Write the number of the question against the correct answer.

habitat prey adaptation

organism rainfall producer

predator consumer environment


�


Word game

Read out these questions:

1 What are sunlight, rainfall, soil, rocks and air all partof? [Environment]

2 What is the general name for where living things live?[Habitat]

3 A cat catches its own food of mice and birds. What isthe name for this kind of feeder? [Predator]

4 Caterpillars are eaten by birds. What is the name forthings that are eaten? [Prey]

5 What is the general name for a plant that makes itsown food? [Producer]

6 What is the general name for a living thing that can’tmake its own food? [Consumer]

7 What is the general name for a feature which helps aliving thing survive in its habitat? [Adaptation]

8 Where does all water in habitats come from? [Rainfall]

9 What is another name for a living thing? [Organism]


Review learning Group feedback Analysing Evaluating

Teacher-led review of key In groups, pupils discuss if they Teacher-led discussion of whether Teacher-led evaluation of variables and the relationship had to change their plans as they pupils’ results match their possible improvements to between light intensity and did the experiment, and why. predictions. sampling methods.woodlice activity.

C1


PlenariesInvestigate: What conditionsdo woodlice like?

Sheet 1 of 1


Review learning● Ask pupils to identify the things they kept the same,

the independent and the dependent variables.

● Ask pupils what values they used for the independentvariable.

● Highlight the limitations of pupils’ own senses and theadvantages of using instruments such as the dataloggerto monitor light intensity.

● Ask pupils about their results and the relationshipbetween light intensity and woodlice activity.

Group feedback● In groups, pupils discuss if they carried out their

investigation exactly as planned or if they needed tochange it in some way as they did the experiment.

● They should discuss what the reasons were for needingto change the method.

Analysing● Ask pupils to say if their results match their predictions.

● Ask them to use their ideas about the lifestyle andadaptations of woodlice to explain the findings of theirinvestigation.

Evaluating● Pupils look at how much and what data they have

collected and say how reliable their data is, and if thepattern identified in the data is reliable.

● If they cannot identify a pattern, ask them if this isbecause the data might be unreliable.

● Discuss what they would expect if they observed thebehaviour of just one woodlouse, or carried out theirinvestigation with two or with five woodlice. Howreliable would their data be? Would they be prepared tomake factual statements about their organism based ontheir data?


Pupils summarise what Whole-class discussion of In groups, pupils discuss Pupils decide what Pupils suggest what may change daily in a responses to Activity C2a. datalogging readings connects the two words in changes may occur in a given habitat and give an obtained to date from a word pair but also given habitat over example of a plant and Activity C1b. how they are different. different time-spans.animal response to thatchange.

C2


PlenariesA day in the life of …

Sheet 1 of 1


Review learning● Pupils organise and present the information they now

know about daily changes in a rock pool. They list theadaptations of a plant and an animal to those changes.

● They could organise the information into their own table,identifying how many columns and rows are needed.

Sharing responses ● Ask each pair to think about the strategies they used for

Activity C2a to find evidence from the material given, tosuggest what happens during 24 hours in the pool, andhow the organisms respond to those changes.

● Pairs can then talk through their approach to the class. ● Ask other pairs to indicate if they used a similar strategy

or if they had a different approach.

Group feedback ● Pupils review the data collected to date in the ongoing

datalogging activity (C1b) and suggest answers to thequestions. They may notice patterns like: The light increases then decreases. The temperature increases/decreases. The maximum temperature is … The minimum temperature is ...

Word game● Organise the class into groups of three. ● Give each pupil in the group one of the word pairs (see

right). Ask them to think about what links/connects thetwo words and in what ways are they different.

● Pupils then discuss their ideas with others who have thesame word pair. Scan the class during this phase.

● Pupils return to their original groups. Each group memberthen shares his or her information. Groups summariseinformation on OHT/PowerPoint/as individual notes.

Looking ahead● Ask pupils to consider what they might observe within

the rock pool habitat if they monitored it over 1 week, 1 month and 1 year. Can they identify one thing theywould expect to remain the same and one thing that may change, and justify their suggestions?

● Summarise their ideas on the board.

Questions

Can you suggest any patterns which areemerging using the phrases increases/decreases, maximum/minimum?

Can you suggest ‘cause and effect’ pairsfrom the data?

How does the data emerging comparewith what you predicted when you firstset up the monitoring?

Word pairsenvironment / habitatnocturnal / diurnalorganism / plant

➔ Pupil sheet


Review learning

Use this table to help you organise your informationabout changes in a rock pool.

C2 PlenariesA day in the life of …

Daily changes in ... Example of animal response Example of plant response


C2 PlenariesA day in the life of …

�

Review learning

Use this table to help you organise your information about changes in a rock pool.

Daily changes in ... Example of animal response Example of plant response


Pupils identify seasonal Whole-class discussion of Pupils identify five key Pupils pair words with Pupils suggest what kindchanges linked to datalogging results so far adaptations in a plant or their definitions. of adaptations predatorsdeciduous woodland based (Activity C1b) and animal from deciduous need to catch prey and on Activity C3a, and then predictions. woodland. prey need to escape transfer ideas to other predators.examples.

C3


PlenariesChanging seasons

Sheet 1 of 1


Review learning● Pupils consolidate what they have learned in Activity

C3a about seasonal changes linked to deciduouswoodland.

● Ask pupils to think how the seasonal changes would bedifferent in the tundra or coniferous forest.

Sharing responses● Pupils identify trends in data from Activity C1b so far,

and suggest causes for these trends.

● Ask pupils to predict what the data will look like whenit is collected for 1 week, 1 month, and 1 year, and tojustify their suggestions.

Group feedback● Pupils work in pairs to identify five key features a plant

or animal would require in order to live and reproducein deciduous woodland. Ensure there are at least twopairs working on the same habitat.

● Pupils then present their suggestions to the rest of theclass and give reasons to support their choices.

Word game● Pupils match words to their definitions. They will have

met the words either at KS2 or in earlier lessons withinthis unit (includes some key words from the red bookonly).

Looking ahead● Set the questions for individuals to consider and

suggest answers to. Then ask them to share theirresponses with other pupils. Make it clear they may notknow the answer and need to suggest their ideas andpredictions.

● Pupils can summarise the suggestions and record themin their books, to reconsider after further lessons.

QuestionsWhat kind of adaptations do predators needto find prey?

What kind of adaptations do prey need toescape predators?

➔ Pupil sheet


Word game

Match each word to its definition.

C3 PlenariesChanging seasons

migration

diurnal

tidal

hibernationFeatures that help a living thingblend in with its surroundings.

dormant

camouflage

nocturnal

adaptation

Having features that help a living thing to survive in a particular place.

Sleeping through winter to avoid harsh conditions and lack of food.

Describes a plant or animal which is notactive, e.g. seeds before they germinate.

Describes animals that are active at night, e.g. badgers.

Moving long distances to another country.

Cycle of movement controlled by thegravitational pull of the Moon on water.

Describes animals that are activeduring the day, e.g. birds.


Pupils match descriptions Whole-class discussion and Pupils discuss the results Pupils write questions for Pupils suggest why food of adaptations to comparison of data from of Activity C4b. given answers. chains rarely contain more explanations of feeding Activity C4a. than four steps.methods.

C4


PlenariesAdapted to feed

Sheet 1 of 1


Review learning● Pupils work in pairs to match the description of an

adaptation to an explanation of a feeding method.

Sharing responses● Pupils review Activity C4a: modelling the behaviour of

a bird with a pointed beak and a bird with a blunt beak.

● Ask for volunteers to summarise what their data shows.Do they have sufficient evidence to decide if eitherbeak is an advantage or a disadvantage?

● Discuss how this way of modelling helps provideevidence to support ideas of animal adaptations.

● Ask how pupils would collect evidence from real birds.

Group feedback● Pupils review Activity C4b: shell colour in snails.

● Discuss which snails had the best camouflage, and why.

● Ask pupils to suggest how reliable the results were.

● Discuss how good the model is.

Word game● Give pupils the list of answers. Ask them to work in

pairs to devise a question which would result in each ofthese answers.

Looking ahead● Give pupils the question to consider on their own, and

suggest answers to.

● They then share their responses with other pupils.Make it clear that they may not know the answer andso need to suggest their ideas and make hypotheses.

● Summarise the hypotheses from the class, for pupils torecord in their books and reconsider after furtherlessons.

➔ Pupil sheet

Answers1 Predator2 Consumer3 The Sun4 Adaptations5 The number of snails would increase

QuestionWhy do food chains rarely contain morethan four steps?


Review learning

Match each of these descriptions to an explanation.

Description Explanation

C4 PlenariesAdapted to feed

Sheep have a loose, narrow

jaw that moves mainly

from side to side.

Tigers have a tight, wide jaw that moves mainly up and down.

Rabbits have very big

ears, which they can turn

forwards and backwards.

A cheetah can run at speeds of over 100 km/h.

Although impala can reach

speeds of only 60 km/h, they

can outwit their predators

such as the cheetah.

They are carnivores and need to tear and crush thefood on their teeth.

They can listen in all

directions and detect a

predator approaching.

They can spring from their back legs and jump over 3 m in the air.

They are herbivores and

need to grind up the grass

on their teeth.

It can outrun many of its prey.

Review learning Sharing responses Group feedback Word game Looking back

Pupils model food chains Pupils produce word Pupils analyse data Check progress by playing To revise and consolidateand then a food web. definitions to reinforce obtained through the bingo to reinforce key knowledge from the unit,

key words. datalogging activity C1b words from the unit. use the Unit map, or theand identify any patterns Pupil check list, or the Testor relatiionships. yourself.

C5


PlenariesFood webs

Sheet 1 of 1


Review learning● Set the scene – tell pupils they will be modelling

woodland food chains. Allocate the name of anorganism to each pupil using the cards (see Pupilsheet). (You may choose to add ‘Sun’ at the start offood chains.)

● Now ask pupils to find other pupils to form a foodchain. When they have a complete chain, they puttheir hands up.

● When most pupils are in a chain, compare the foodchains and identify the variations. (See suggestions.)

● Ask individual pupils to describe themselves asproducer, consumer, carnivore, herbivore or carnivore,depending on what organism they represent.

● Pupils could link the food chains to form a food web.

Sharing responses● Pupils work in pairs to define the key words. ● Pupils compare sentences and agree what is the key

science vocabulary the sentence needs to include.

Group feedback● Divide pupils into groups of four or five, depending on

how many variables the datalogger has been tracking inthe ongoing Activity C1b.

● Allocate each pupil (or pair) in the group one variableto prepare feedback on. Pupils identify any pattern inthe data collected for the factor and describe theconnection/relationship they think the data supports.

● One pupil from each group now meets up together topool all the information gathered and produce a set ofsummary statements to describe what has happened tothe habitat over the period of monitoring.

Word game● Pupils select nine words from the list to write into their

bingo grid (see Pupil sheet).● Read out definitions from the Teacher sheet in any

order. Pupils match these to their chosen words. Thegame is over when a pupil can strike out a line.

● The ‘winning’ pupil has to recall the definitions of thewinning words as they read them out to the class.

Looking back● Pupils revise and consolidate knowledge from the unit.

They can use the Unit map, Pupil check list, or the Testyourself questions.

➔ Pupil sheet

Key wordsinterdependence food chainfood web

➔ Pupil sheet

➔ Unit map➔ Pupil check list➔ Test yourself

➔ Teacher sheet

Suggested food chainsblackberries → mouse → owldandelion → slug → hedgehog → foxdandelion → slug → shrew → owlhawthorn leaves → woodlouse → spider →

bluetit → (fox) hawthorn leaves → woodlouse → shrew →

owldandelion → mouse → owl


Review learning

C5 PlenariesFood webs

fox fox

owl owl

owl owl

shrew shrew

slug slug

hedgehog spider

�

�


Review learning

C5 PlenariesFood webs (continued)

bluetit blackberries

mouse mouse

woodlouse woodlouse

dandelion dandelion

hawthornleaves

hawthornleaves

�

�


Word gameBingo!

Choose nine words from the list below and write them in the empty grid.

food chain food web Sun habitat predator carnivoreenvironment producer prey consumer herbivore

Cross out each word when you hear the teacher read out its definition. Shout BINGO! when you have crossed out a line of three words on the card.The line can be across, down or diagonally.




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Word gameBingo!

Choose nine words from the list below and write them in the empty grid.

food chain food web Sun habitat predator carnivoreenvironment producer prey consumer herbivore

Cross out each word when you hear the teacher read out its definition. Shout BINGO! when you have crossed out a line of three words on the card.The line can be across, down or diagonally.


Word gameRead out the definitions below in any order.

1 The place where a plant or animal lives. [Habitat]

2 An animal that hunts other animals. [Predator]

3 An animal that feeds on other animals. [Carnivore]

4 Everything that surrounds an organism. [Environment]

5 A plant that produces its own food by photosynthesis.[Producer]

6 Animals that are hunted and eaten by predators. [Prey]

7 An animal that eats plants or other animals.[Consumer]

8 An animal that feeds on plants. [Herbivore]

9 A diagram that shows what animals feed on.[Food chain]

10 Lots of food chains linked together, that shows the feeding relationships in a habitat. [Food web]

11 This provides the energy for every food chain. [Sun]


Group feedback Bridging to other topics

Pupils discuss, write down or display Pupils think of instances where groupingthe method they used to go about could be used in other contexts.grouping.

C6


PlenariesGrouping living things – Thinkabout

Sheet 1 of 1


Group feedback● In pairs or trios, pupils have 5–10 minutes to discuss,

write down or display their method for groupingthings.

● Take feedback from five pairs/trios.

Bridging to other topics● Pupils work in groups to come up with examples of

when grouping can be useful in other contexts (seeexamples). Also libraries use criteria to group books,supermarkets use criteria to group food and householdgoods, etc.

● Tell pupils they will need the skill of grouping in futureunits: 7D when classifying things using taxonomicgroups, 8G on classifying rock types.

Exampleschemicals such as acids, alkalis (7E)physical and chemical changes (7F)chemicals that behave in similar ways,

e.g. metalsgrouping cells into tissues and then tissuesinto organs (7A)

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C1


Specials

1 Use these words to fill in the gaps.

a The world around us is called the .................................................. .

b The place where an animal lives is called its .................................................. .

c Grassland, ................................................. , ................................................. , and .................................................

are some different habitats.

d The .................................................. such as rainfall, temperature andsunlight in a habitat change and can be measured.

e An animal has .................................................. to help it survive in its habitat.

2 Look at the picture of the cheetah and the zebra.

What are the adaptations of these animals?

a The zebra has striped fur to help it:

hide from predators

be seen clearly by predators

to look nice and tidy.

b The cheetah has very long legs to help it:

run slowly

run very quickly

walk easily.

Environments

habitat

environment arctic

conditions

desert rain forest

adaptations

C1


SpecialsEnvironments (continued)

3 Use these facts about the elephant and the frog toanswer the questions.

Sheet 2 of 3

FACTSThe elephant has:● a long, strong, bendy trunk● large ears● sturdy legs● thick skin.

c Frogs swim well because they have

.........................................................................................................................................................................................................

d The frog’s ........................................................................... helps it catch food.

e Its ............................................................................................................................. helps the frog hidefrom animals that want to eat it.

a The elephant uses its ......................... to get its food.

b It flaps its ......................... to help it to stay cool.

FACTSThe frog has:● damp green-brown skin● strong back legs● a long tongue● webbed feet● big eyes.

C1


SpecialsEnvironments (continued)

4 Each of these animals is adapted to where it lives andhow it lives. Use the words and phrases to help youwrite about each animal’s adaptations.

Sheet 3 of 3

...............................................................................................

...............................................................................................

...............................................................................................

...............................................................................................

...............................................................................................

...............................................................................................

...............................................................................................

...............................................................................................

...............................................................................................

...............................................................................................

...............................................................................................

...............................................................................................

blend

shaped

keep warmhide

help it swim

thick layer of fat

stick insect tiger

hare killer whale

C2


SpecialsA day in the life of …

1 Look at this picture of an owl. Some of its features arelabelled.

Which features help the owl to hunt at night? Colour them in.

2 Owls live in woods. Show how a wood isdifferent during the day and night. Fill in this table using ticks ✓ .

Sheet 1 of 2

large eyesears

head able toturn rightround

clawed talons

soft feathersfor quiet flight

Condition Day Night

warmer

darker

drier

cooler

wetter

lighter

When thetide isin … … living things are

pushed and pulledaround by theflowing water.

A holdfaststicks it firmlyto the rock.

It is coveredin slime.

When thetide isout …

… living thingsare underwater.

When thetide ischanging … … living things

are in the airand can dryout.

Bladders helpit float.

C2


SpecialsA day in the life of … (continued)

3 On a beach, the conditions change twice a day as thetide comes in and goes out. Living things on the beachneed to cope with these changes. They have featuresthat help them cope.

a Match the state of the tide with what happens toliving things.

b Then match the feature of seaweed that helps itcope.

Sheet 1 of 2

C3


SpecialsChanging seasons

1 Match the words to their descriptions.

Sheet 1 of 2

The days are long and hot.

2 Look at the pictures of an arctic fox.Use some of these words to fill in the gaps.

a The arctic fox has a __ __ __ __ __ __ __

coat in winter than in summer. This helps to

keep it __ __ __ __ .

b The arctic fox has a __ __ __ __ __ coat in winter.

This helps it to __ __ __ __ .

whitethicker

thinner

black

coldhide snow

winter

dormant

seasons

winter

summer

hibernate

The days are short and cold.

Some animals do this in thewinter. Their bodies slowright down to save energy.

There are four – spring,

summer, autumn and winter.

Shutting down tosurvive the winter.For example, poppiessurvive as seeds.

warm

summer

C3


SpecialsChanging seasons (continued)


a In winter oak trees lose their ...................................... .

Daffodils survive as ...................................... .

These plants are ...................................... .

b Swallows fly south for the ...................................... .

They go to ...................................... countries.

This is called ................................................... .

c A squirrel’s body ............................................................... for the winter.

The squirrel goes into a kind of deep ...................................... .

This is called ................................................... .

Sheet 2 of 2

migrationwinter

bulbs

warmer

slows down

hibernation

leaves

sleep

dormant

C4


SpecialsAdapted to feed


a An animal that eats only plants is called a ...................................... .

b An animal that eats only other animals is called a ...................................... .

c An animal that hunts and eats other animals is called a ...................................... .

d An ...................................... is an animal that eats both plants and animals.

e An animal that is hunted for food by other animals is called

...................................... .

2 A squirrel is a herbivore. It is also a prey animal. Look carefully at this picture.

a Which features help the squirrel to eat its food?

..............................................................................................

..............................................................................................

..............................................................................................

b Some animals catch squirrels and eat them. Which features help the squirrel to escape?

..............................................................................................

..............................................................................................

..............................................................................................

Sheet 1 of 2

large eyesto seepredatorscoming

strong backlegs forclimbingtrees quickly

flat backteeth forgrinding

sharpfrontteeth toslice food

large ears to hearpredators coming

predatorcarnivore

omnivoreherbivore

prey

3 A fox is a predator. Look carefully at this picture.

a Which feature helps the fox eat its food?

........................................................................................................................................................................................................

b Which features help the fox catch its food?

........................................................................................................................................................................................................

........................................................................................................................................................................................................

........................................................................................................................................................................................................

big ears tohear preymoving

big eyes to seeprey moving

sharp teeth fortearing flesh

excellent sense of smellfor smelling prey

strong legs to runfast and catch prey

C4


SpecialsAdapted to feed (continued)

Sheet 2 of 2

C5


SpecialsFood webs

1 Chickens eat seeds. Humans eat chickens. Write the names in this food chain.

2 Snails eat rotting leaves. Hedgehogs eat snails. Foxes eat hedgehogs. Write the names in this food chain.

3 Look at this food chain.

a What does the greenfly eat? ......................................

b What eats ladybirds? ......................................

c Name the producer in the food chain. ......................................

d Name three consumers in the food chain.

......................................................................................................................................................

Sheet 1 of 3

lettuce greenfly ladybird thrush cat

C5


SpecialsFood webs (continued)

4 Look at these food chains.

a Use the food chains tohelp you fill in the arrowson this food web. Onehas been added for you.

Use the food web to help you answer these questions.

b Name the producer in this food web. ......................................

c Name a consumer in this food web. ......................................

d What eats rabbits? ...................................... ......................................

e What does a fox eat? ...................................... ......................................


a Food ...................................... show how energy is transferred from

...................................... to consumers, and from ...................................... to consumer.

b The energy in a food chain comes from the ....................................... The producer uses sunlight to make its food.

c Food ...................................... show all the food chains in the same .......................................

All living things in a habitat are ...............................................................

Sheet 2 of 3

fox cat

thrush

slugrabbit

grass

chainsinterdependent

producer

consumer

habitat

grass → slug → thrush → cat

grass → slug → fox

grass → rabbit → fox

grass → rabbit → cat

Sun webs

C5


SpecialsFood webs (continued)

6 Look at this food web. Then answer the questions.

a Name two producers in the food web.

........................................................................................................................................................................................................

b Name three consumers in the food web.

........................................................................................................................................................................................................

c What does the heron eat?

........................................................................................................................................................................................................

d Name the animals that the small fish eats.

........................................................................................................................................................................................................

e Name the animals that eat the small fish.

........................................................................................................................................................................................................

Sheet 3 of 3

perchheron

fox

frog

slug

land plants

newt

tiny waterplants

water fleas

small fish

divingbeetle

insect

C6


SpecialsGrouping living things

1 Look carefully at the pictures of living things. Then fill in the table with ticks ✓ and crosses ✗ .The first one has been done for you.

Sheet 1 of 2

Pictureson Sheet

2!

a Which living things are green?

........................................................................................................................................................................................................

b Write true or false for each sentence.

All green living things are producers. ..........................

All green living things that do not move are producers. ..........................

Living Green? Moves by Producer? Herbivore? Carnivore? Omnivore?thing itself?

human ✗ ✓ ✗ ✗ ✗ ✓

oak tree

frog

cat

seaweed

crocodile

mouse

rose

shark

sheep

grass

C6


SpecialsGrouping living things (continued)

Living things

Sheet 2 of 2

human oak tree frog

cat seaweed crocodile

mouse rose

grass

shark

sheep

C1 Environments1 a environment

b habitatc arctic, desert, rain forest – in any orderd conditionse adaptations

2 a hide from predatorsb run very quickly

3 a trunkb earsc strong back legs and webbed feetd long tongue (and big eyes) e green-brown skin

4 Correct sentences about the adaptations of theanimals.

C2 A day in the life of ...1 large eyes, soft feathers for quiet flight, ears2 Day – warmer and lighter should be ticked.

Night – darker and cooler should be ticked.3 a When the tide is in ... living things are

underwater.When the tide is out ... living things are inthe air and can dry out.When the tide is changing ... living thingsare pushed and pulled around by theflowing water.

b When the tide is in ... bladders help it float.When the tide is out ... it is covered in slime.When the tide is changing ... a holdfaststicks it firmly to the rock.

C3 Changing seasons1 dormant – Shutting down to survive the winter.

For example, poppies survive as seeds.summer – The days are long and hot.hibernate – Some animals do this in the winter.Their bodies slow right down to save energy.seasons – There are four – spring, summer,autumn and winter.winter – The days are short and cold.

2 a thicker, warm b white, hide

3 a leaves, bulbs, dormantb winter, warmer, migrationc slows down, sleep, hibernation

C4 Adapted to feed1 a herbivore b carnivore

c predator d omnivore e prey2 a flat back teeth, sharp front teeth

b large eyes, large ears, strong back legs3 a sharp teeth

b sense of smell, big ears, big eyes, strong legs

C5 Food webs1 seeds → chickens → humans2 leaves → snails → hedgehog → fox3 a lettuce b thrush c lettuce

d Any three from greenfly, ladybird, thrush,cat.

4 a

b grassc Any one of slug, rabbit, thrush, fox or cat. d foxes and catse rabbits and slugs

5 a chains, producer, consumerb Sunc webs, habitat, interdependent

6 a land plants and tiny water plantsb Any three from insect, diving beetle, water

fleas, newt, small fish, frog, slug, fox, heron,perch.

c frog and perchd diving beetles and water flease perch and heron

C6 Grouping living things1

a oak tree, frog, seaweed, crocodile, rose, grassb false, true

C Specials answersEnvironment and feedingrelationships


Living Green? Moves Producer? Herbivore? Carnivore? Omnivore? thing by itself?human � � � � � �

oak tree � � � � � �

frog � � � � � �

cat � � � � � �

seaweed � � � � � �

crocodile � � � � � �

mouse � � � � � �

rose � � � � � �

shark � � � � � �

sheep � � � � � �

grass � � � � � �

fox cat

thrush

slugrabbit

grass

Sheet 1 of 3

C1


Homework

HELP1 a Copy and complete this table, about where animals live.

Choose two animals for each place from the list below.

b Look at your table again. What one word could you use toreplace the heading ‘Place to live’?

2 The picture shows a mole. It lives underground, in tunnels that it digs with its front feet. It feeds on worms and grubs. A mole can find food by picking up the vibrations with its sensitive nose.

Copy and complete these sentences.

a Moles are adapted to live underground because they have ...

b Moles do not need to see their food because ...

CORE3 A reptile has a body that changes its temperature to match the

surroundings. Why would a snake probably die if you released it inthe Antarctic?

Environments

Place to live Two animals that might live there

arctic

desert

forest

underwater

underground

polar bear

arctic fox

tree sparrow

molecamel

lizard

worm

fish dolphinsquirrel

C1


HomeworkEnvironments (continued)

4 A camel has a hump (sometimes two humps) on its back. The humpstores energy-giving fats so it does not need to eat for many days.When it drinks, it drinks a lot of water and can then travel for severaldays before it drinks again. A camel has very wide feet that spread outover the sand.

Copy and complete this table about the problems of living in thedesert.

5 Read the following information carefully.

a Describe the main features of the habitat on the banks of the RiverLoire.

b Describe the main features of the habitat on the banks of the RiverThames that would be different from those on the Loire.

c Explain why there are many lizards near the Loire but they are hardto find near the Thames.

Sheet 2 of 3

Problem How the camel is adapted toovercome the problem

not much water

sand is not a solid surface

very little food

On 12 August 2002, all the grass on the banks of theRiver Loire, in France, was dry and brown. There was verylittle green grass to be seen, except in the gardens of thenearby chateau. On the rocks, at the edge of the river,there were several lizards. Some were just sitting on therocks while others were busy catching beetles and otherinsects.

On the same day, on the banks of the River Thames inLondon, the grass was beautifully green and fresh. Therewas very little brown grass anywhere to be seen. Therewere no lizards basking on the stones of the riverbank.

The River Loire is about 300 miles to the south of theRiver Thames. Grapes are one of the main crops grown inthe Loire region. There are very few vineyards in theThames area as it is more difficult to grow grapessuccessfully in the UK.

C1


HomeworkEnvironments (continued)

EXTENSION6 The graph below shows how the light changes, over a 24-hour

period, in the southern Sahara desert.

a Sketch another graph, using a similar scale, to show how thetemperature would probably change during the same 24-hourperiod.

b Using all the information at the beginning of the question,write a description of the most likely habitat you would find inthe southern Sahara desert.

The rain forest of the northern Congo lies 1000 miles to the southof the Sahara desert. Both areas are close to the equator, so theyget a similar number of daylight hours each day. In the rain forest,at least 25 metres of rain fall every year. Compare this withLondon, where the annual rainfall is only about 60 centimetres.Just think about how cloudy it will be!

c How would the daytime light intensity in the northern Congobe affected by the weather conditions, given that it is a tropicalrain forest?

d Sketch a graph like the one above, showing how the lightintensity would change in the Congo over a 24-hour period, atthe same time of year as the graph above.

e There are plenty of amphibians in the Congo but virtually nonein the Sahara. Explain this in terms of habitat.

Sheet 3 of 3

1 2 3 4 5 6 7 8 9 10 11 12Hour of the day

Graph of light intensity in the Sahara desert

13 14 15 16 17 18 19 20 21 22 23 240

10

20

30

40

50

60

70

80

90

100

Ligh

t in

tens

ity in

%

C2


HomeworkA day in the life of …

HELP1 Bats are flying mammals. They feed on insects, especially moths that

fly at night. They do not have good eyesight. Instead, they use asort of radar to sense where they are and where their food is flying.

a Write down:i two adaptations that help bats to catch insectsii Only one of these adaptations means that they do not need

good eyesight. Write down the adaptation.

2 Copy and complete these sentences.

a The difference between the light level at midnight and atmidday is …

b Compared with night time, the temperature of a summer’s dayis higher because …

c On a seashore, just below the high tide level, plants have to beable to cope with drying out because …

CORE3 The graphs below show the average daytime temperature of a

school field and the daily rainfall during the month of May.

a What is the link between the level of rainfall and the averagedaily temperature?

b Suggest a reason for this link.

Sheet 1 of 3

1 5 10 15Day of the month

Daily maximum temperaturesfor May

20 25 300

5

10

15

20

25

Tem

per

atur

e in

°C

1 5 10 15Day of the month

Daily rainfallfor May

20 25 300

1

2

3

4

5

6

Am

ount

of r

ain

in m

m

C2


HomeworkA day in the life of … (continued)

4 Mussels are shellfish that can live on the seashore, between thehigh and low tide levels. They feed by opening their shells,sticking out a feeding tube and drawing seawater into theirbodies. They can do this because their shells are in two halves,with a hinge at the back. They attach themselves to rocks withstrong threads.

a Explain why mussels must keep their shells tightly closed when the tide is out.

b How do mussels prevent themselves from being swept out tosea when the tide goes out?

c Why are mussels not found on sandy seashores?

EXTENSION5 A sunflower has a large flower head, in which several dozen seeds

grow and ripen in the Sun. The flower head is on the end of a tallstem. The sunflower changes during the day.

These diagrams show the same sunflower, in the same field, attwo different times of the day.

a Describe how the sunflower head has changed during the day.

b Suggest why this behaviour is helpful to the plant.

c At what stage in the development of the seeds might thesunflower stop this behaviour? Explain your answer.

d Suggest why it is useful, to a sunflower, to have such a tallstem.

Sheet 2 of 3

Sun inthe east

Sun inthe west

morning afternoon

C2


HomeworkA day in the life of … (continued)

6 Read the information in the table below very carefully.

Use only the information in the table to explain the following typesof behaviour.

a Foxes hunt in the evening and at night.

b Snails are mostly seen after wet weather and at night.

c Hedgehogs do not hunt during the day.

d Hawks are a daytime and early evening predator.

e A thrush cannot hunt successfully after dark.

Sheet 3 of 3

Animal Habitat Food When seen Other information

Snail damp gardens plants after rain and dries out ifat night left in the sun

Thrush gardens and snails, during the day can fly fromwoods worms place to place

Hedgehog gardens and snails, at night hibernates over woods worms the winter

Hawk open country birds, during the day has extremelyand fields rabbits and early evening good eyesight

Fox fields and rabbits, late evening very good eyesighthedgerows mice and night and a good sense

of smell

Rabbit fields and plants evening and night can run very fasthedgerows

C3


HomeworkChanging seasons

HELP1 In the mountains of Scotland the environment is very different in

winter compared with summer.

Write down the missing words for the sentences below. Choosewords from this list.

a Compared with winter, the temperature in a Scottish summer is

...................................... .

b In a Scottish winter, much of the ground in the mountains is

covered with ...................................... .

c There is ...................................... light during the day in a Scottish

winter than in the summer.

In Scotland, hares grow a white coat during the winter months. Inthe south of England they do not.

Write sentences to explain:

d why you think Scottish hares grow a white coat in winter

e why hares in the south of England don’t do the same.

In Scotland, most plants come into flower well after they flower inthe south of England.

f Write a sentence to explain why most plants flower later inScotland than they do in the south of England.

Sheet 1 of 3

grass

snow

more

less

warmer

colder

C3


HomeworkChanging seasons (continued)

CORE2 Many birds migrate. Migration is when birds spend the winter in

one country and the summer in another. For example:

a Suggest two reasons why barnacle geese are winter visitors tothe UK.

b Suggest two reasons why swallows are summer visitors to theUK.

Over the last twenty years, global warming has made our wintersless severe and our springs warmer. The dry season in Africa is alsostarting earlier. Greenland is having shorter winters than it used toexperience.

c How and why is global warming likely to affect the arrival dateof migrating swallows to the UK?

d The barnacle goose has begun to arrive later and leave earlierthat it did thirty years ago. Explain why this might behappening.

Sheet 2 of 3

● The barnacle goose can be seen on the coasts ofScotland from October until the end of March. Itspends the summer months in Greenland, where it laysits eggs and brings up its goslings. It is described as awinter visitor to the UK. It feeds on grass and smallmolluscs, both of which need cool but not frozenconditions to grow well.

● The swallow arrives in the UK in early April, from theplains of Central and Southern Africa. It stays until lateOctober or early November, usually raising two broodsof chicks. Swallows are summer visitors to the UK. They feed on insects and also scoop up drinking wateras they fly over the surface of ponds.

C3


HomeworkChanging seasons (continued)

EXTENSION3 The information in the table below is about the behaviour of a

variety of animals and plants throughout the year.

Use the information to help you explain, for each animal or plant,the advantage to the organism of changing its behaviour fromseason to season. You will need to write two or three sentencesabout each organism.

Sheet 3 of 3

OrganismBehaviour in ...

spring summer autumn winter

Plum tree ● leaves grow ● flowers ● fruit ripens ● tree has bare● flowers begin pollinated in early branches and

to form ● fruit begins autumn does not● tree begins to form ● then leaves grow

grow ● tree grows fall off

Squirrel ● active every ● feeds ● feeds ● sleeps a lotday ● has young ● stores nuts but active on

warmer days

Field ● mushroom lives ● underground ● mushroom ● plant ismushroom underground part of appears dormant in

● feeds on dead mushroom above the the soil andplants continues to ground does not

grow ● releases change muchspores thatspread out

● spores growdown intothe soil

Swift ● arrives from ● feeds and ● returns to ● feedsAfrica breeds Africa

Butterfly ● emerges from ● caterpillar ● caterpillar ● spends allpupa hatches and becomes a winter in its

● mates and lays grows pupa pupaeggs

C4


HomeworkAdapted to feed

HELP1 Look at these pictures.

a Which are predators?

b Which are prey?

c Which are neither predators nor prey?

2 Look at the table, which shows some information about someanimals. Copy and complete the table, using the information in itto give you clues.

Sheet 1 of 3

A

B

C

ED

G

FH

I

Animal Information Predator or prey?

eagle curved talons and sharphooked beak

antelope long legs for running

frog long, sticky tongue

tiger predator

bee prey

C4


HomeworkAdapted to feed (continued)

CORE3 Bird beaks are adapted to suit the type of food they eat.

a Write the name of each bird shown below with the type of foodit eats (A, B or C).

b For each bird, explain why the shape of its beak is a successfuladaptation for its method of feeding.

4 Most owls hunt their prey at dusk and during the night. The barnowl feeds mainly on small mammals such as mice, voles and rats.It has an extremely quiet method of flying. Like all owls it has verygood eyesight.

a For each of the underlined features, explain how the adaptationbenefits the barn owl’s mode of feeding.

b Suggest how a barn owl’s feet are adapted, so that it has agood chance of catching its prey. Give two clear features.

5 The chameleon is a reptile that lives on large insects. It stalks themand catches them on a long, sticky tongue. It is unusual because itcan change its colour to match the background it is sitting on.

a What is the name given to the ability to look like yoursurroundings?

b Why is this ability helpful to a chameleon?

Sheet 2 of 3

A InsectsB Worms and grubs from the soil

C Seeds, berries and small nuts

curlew bullfinch house martin

C4


HomeworkAdapted to feed (continued)

EXTENSION6 A class decided to monitor the snail population in the hedgerow

outside their school. They measured a number of environmentalfactors, every week, for a month and counted the number ofsnails. They also recorded any other observations they thoughtmight be helpful.

The table shows their observations.

a How does the number of snails relate to:i the midday temperature?ii the weather conditions?

b Why might there be more snails in the hedge when it is dry andsunny than when it is cool and wet?

c Why might the sightings of the thrushes be a significant factor?

d Do you think there is enough information to say for certain thatthe fall in the number of snails is due to the weather rather thanthe thrushes? Explain your answer.

e i If you had made the observations, what would you havedone differently to obtain more conclusive results?

ii Explain why your changes would have improved the qualityof your evidence.

Sheet 3 of 3

Day of Number Temperature Weather Othermonth of snails at midday (°C)

1 35 14 sunny

8 38 15 sunny

15 29 12 some cloud thrush seen

22 14 9 cloud and rain

29 7 8 cloud and rain two thrushes seen

C5


HomeworkFood webs

HELP1 In a food chain, there are producers (plants), primary

consumers (that eat the plants) and secondary consumers(that eat the primary consumers).

Match each of these words to the descriptions below.

A Plants need this from the Sun to make food.

B Plants are eaten by this type of consumer.

C Herbivores are eaten by this type of consumer.

D These animals only eat other animals.

E These animals only eat plants.

F These animals eat both animals and plants.

G Another name for plants.

2 Look at this food chain.

a Copy the food chain and connect the boxes with arrows.

b Which organism is the producer?

c Which organism is the primary consumer?

d What would happen to the number of eagles if a disease halvedthe number of small birds they could eat?

Sheet 1 of 3

primary

secondary producers energy omnivores

herbivores carnivores

pondweed insectssmallbird

eagle

C5


HomeworkFood webs (continued)

CORE3 Here are three food chains:

a What do the arrows in each food chain represent?

b You are going to construct a food web from the three foodchains above.

● Start by writing the names of the three producers along thebottom of your page.

● Draw an arrow up from each producer, and write the namesof the primary consumers above these arrows.

● Continue upwards, linking the three food chains togetherinto a single food web.

Eagles are predators in some food chains but their eggs areprey in other food chains, because they are eaten by foxes.

Foxes also eat rabbits. Mice also eat grass.

● Add this information to your food web.

Sheet 2 of 3

grain mice eagles

grass rabbits eagles

underwaterplants

ducks foxes

C5


HomeworkFood webs (continued)

EXTENSION4 Look at the food web you constructed in question 3.

a Explain why foxes are sometimes shot in areas where eagleslive.

b The UK had an enormous over-population of rabbits in the1960s. A disease called myxomatosis was developed to kill lotsof rabbits and control their population. What effect mightintroducing myxomatosis have had on the number of eagles?Explain how you arrived at your answer.

c How might clearing all the local streams and ponds of most ofthe waterweed change the numbers of foxes in the area?Explain your answer.

5 a Explain what the term ‘interdependence’ means to you.

b Illustrate how interdependence works by describing thepossible effects of adding owls to the food web you constructedin question 3. Say why these effects would happen.

Sheet 3 of 3

C1


Homeworkmark schemeEnvironments

Sheet 1 of 6

Question Answer Mark

1 a Arctic – polar bear, arctic fox 1Desert – camel, lizard 1Forest – tree sparrow, squirrel 1Underwater – dolphin, fish 1Underground – worm, mole 1

b Habitat 1

2 a … strong legs / claws / talons / spade-like front feet. 1

b … it is dark underground / they can sense their prey with their noses. 1

Total for Help 8

HELP


3 It would be too cold / freeze. 1Accept equivalent answers.

4 Underscores show answers; other text in table copied by pupils.Not much water – it does not have to drink often. 1Sand is not a solid surface – it has very wide feet to stop it sinking. 1Very little food – it stores energy-giving fats in its hump(s). 1

5 a Any two from:dry / warm / sunny 2

b Any two from:wet / cooler / not as sunny 2

c Lizards need sunshine to keep warm 1and it is not warm / sunny enough in the UK. 1

Total for Core 10

CORE


6 a The temperature graph has the same basic shape as the light intensity graph; 1but the temperature rises more slowly than light and falls later. 1

b Award one mark for any three from:very bright, hot daytimevery cold nightvery drytemperature changes quicklylight changes very quickly / not much dusk 3

c It would be lower / go up and down during the day. 1

d Award one mark for a graph that has a much less steep curve than that for the desert; 1and one mark for fluctuations during the day, to coincide with cloudy / rainy spells. 1

e Amphibians need a moist environment / water to breed in. 1There is plenty of water in a rain forest but not in a desert. 1

Total for Extension 10

EXTENSION

C2


Homeworkmark schemeA day in the life of …

Sheet 2 of 6


1 a i They have wings 1and use a sort of radar. 1

ii Radar 1

2 a … it is high at midday and very low at midnight. 1Accept equivalent answers.

b … the sun is higher in the sky / there is more sun / the sun is out. 1

c … the tide is out for half the day. 1Accept equivalent answers.

Total for Help 6

HELP


3 a The higher the rainfall, the lower the average daily temperature. 1Accept equivalent answers.

b The sky is cloudy when it is raining 1so there is less sunshine to warm the air / get through. 1Accept equivalent answers.

4 a They are closed so they do not dry out. 1

b They are held to the rocks by strong threads. 1

c They would have nothing to hold onto. 1Accept equivalent answers.

Total for Core 6

CORE


5 a Its head has moved to face the other way. 1Accept equivalent answers.

b It gives the seeds more light. 1

c After the seeds have ripened; 1because they no longer need the light. 1Accept equivalent answers.

d Tall stems stop the flower heads being shaded by the leaves. 1Accept equivalent answers.

6 a Their food is around only at dusk and after dark. 1

b They would dry out during the day. / It is cooler at night. 1Accept equivalent answers.

c They feed on snails, which mostly come out at night. 1

d They rely on their eyesight to catch their prey. 1

e It cannot see in the dark. 1


EXTENSION

C3


Homeworkmark schemeChanging seasons

Sheet 3 of 6


1 a Warmer 1

b Snow 1

c Less 1

d As camouflage against the snow. 1Accept equivalent answers.

e There is little snow, so there would be no advantage. 1Accept equivalent answers.

f The weather is colder / there is less light 1so the plants grow more slowly. 1

Total for Help 7

HELP


2 a It is warmer in the UK than in Greenland during the winter 1so grass and molluscs are still available. 1Accept equivalent answers.

b There are plenty of insects to eat / feed their chicks. 1It is not too dry / there is water available to drink. 1

c Swallows will arrive earlier 1because insects will hatch earlier as it gets warmer or the dry season in Africa will be earlier. 1

d Food is available for longer in Greenland. 1

Total for Core 7

CORE


3 Award up to two marks for sensible comments about each organism. For example:Plum tree – There is not much sunshine in winter so the leaves cannot photosynthesise very much. They flower in summer when there are plenty of insects to pollinate them. 2Squirrel – There are no nuts in winter, but they can still feed from the nuts they stored in autumn. They sleep when it is cold to save energy. 2Field mushroom – They appear above ground during damp weather, sothey don’t dry out. Growth happens when the soil is warmest. 2Swift – They go to where the insects are most plentiful for that time of year, so they can feed themselves and their young. 2Butterfly – There is no nectar in winter, but the pupa doesn’t need to feed.The caterpillar grows in spring and summer when there are plenty of plantsto feed on. 2


EXTENSION

C4


Homeworkmark schemeAdapted to feed

Sheet 4 of 6


1 a D, E, I 1

b G, F, H 1Accept C as an alternative

c A, B 1Accept C if not already used.

2 Underscores show answers; other text in table copied by pupils.Eagle – predator 1Antelope – prey 1Frog – predator 1Tiger – big teeth / sharp claws / strongs jaws, etc. 1Bee – can sting when threatened 1

Total for Help 8

HELP


3 a Curlew – worms and grubs from soilBullfinch – seeds, berries and small nutsHouse martin – insectsTwo or three correct, two marks; one correct, one mark. 2

b Curlew – long, curved bill can push into soil 1Bullfinch – large, strong beak to crack hard shells 1House martin – small, pointed beak to catch insects in the air 1

4 a Owls hunt at dusk because that’s when prey is active. 1They fly quietly so the prey won’t hear them coming. 1They have good eyesight so they can see their prey in poor light. 1

b Sharp/pointed/curved talons 1Strong claws 1

5 a Camouflage 1

b Its prey cannot see it. 1

Total for Core 12

CORE


6 a i The higher the temperature, the more snails there are in the hedge. 1ii The drier the weather, the more snails there are in the hedge. 1

b It is cooler in the hedge, so they won’t dry out. 1It stays wetter under the hedge. 1

c Thrushes eat snails. 1

d No 1Both factors are present at the same time. 1Accept other appropriate arguments.

e i Made more observations or measure the humidity of the hedge. 1Accept other appropriate suggestions.

ii Award marks for sensible explanations that would be a consequence of their suggested modification. 2


EXTENSION

C5


Homeworkmark schemeFood webs

Sheet 5 of 6


1 A – energy 1B – primary 1C – secondary 1D – carnivores 1E – herbivores 1F – omnivores 1G – producers 1

2 a Pondweed → insects → small bird → eagle 1

b Pondweed 1

c Insects 1

d The number of eagles would fall. 1

Total for Help 11

HELP


3 a Energy / the flow of energy 1

b

Award four marks for a correct food web. Deduct one mark for each incorrect link. 4

Total for Core 5

CORE

eagles foxes

mice ducksrabbits

grain underwaterplants

grass

C5


Homeworkmark schemeFood webs (continued)

Sheet 6 of 6


4 a Fewer foxes would eat fewer eagle eggs 1so more eagles are likely to survive. 1

b The number of eagles would have fallen 1either because there were fewer rabbits for them to eator foxes would eat more eagle eggs instead of rabbits. 1

c It would reduce the number of foxes 1because there would be fewer ducks for them to eat. 1

5 a The numbers of each organism in a web is dependent on the numbers of other organisms in the web, 1because a change to one part of the web has a knock-on effect on all other parts. 1Accept equivalent answers.

b Any sensible effect, for example:the number of mice would fall. 1Any sensible reason why, for example:because the owls would eat the mice 1Any sensible knock-on effect, for example:so the number of eagles would fall, because fewer miceor the number of rabbits would fall because the eagles would eat more of them instead of mice. 1


EXTENSION


Transition quizEnvironment and feedingrelationships

C Transition quiz

Answer the clues below to complete the grid. The letters in thedark boxes going down spell out another word. When you have answered all the clues you will be able to discover this word.

Across:1 What does this picture show? A food ......................................

2 The bird is the prey. The cat is the ......................................

3 What feeds on the slug? The ......................................

4 Plants need water and ...................................... to survive and to make food.

5 What does a food chain start with? A p ......................................

6 What is the last consumer in the food chain above? The ......................................

7 What is the producer in the food chain above? The ......................................

Word going down:The place where a plant/animal lives is called its ......................................

lettuce slug bird cat

1

2

3

4

5

6

7


CTransitionworksheet

1 A food chain, like one below, shows what eats what.

The picture shows that a bluetit feeds on greenfly, which feed on the rose bush.

Look at the living things below. Think about what each animal might eat. Cut out thepictures, stick them in your book or on paper and add some arrows to make food chains.

2 Look at the descriptions below. Match each one with the correct word..

Eats prey

A plant that makes its own food

Eaten by a predator

The place where an animal lives

3 Habitats provide food and shelter for an animal.

Match up the animal to its habitat.


rose bush greenfly bluetit

habitat

producer

prey

predator

frog squirrel rabbitcamel

seaweed hawk sea snail squirrel cod oak (acorns)

desert pond woodfield and hedges

C


Test yourselfEnvironment and feedingrelationships

1 Which of these best describes a habitat? Circle the correct letter.

A the place where an animal or plant lives

B the place where an animal or plant sleeps

C the place where an animal or plant dies

D the place where an animal or plant eats

E the place where an animal or plant grows

2 Every habitat has different environmental conditions. Choose the correct descriptions of the habitats below by crossing out the wrong words.

a Ostriches live in the desert where it is dry/wet, dark/light andhot/cold.

b Fish live in the depths of the ocean where it is dry/wet,dark/light and hot/cold.

c Moles live underground where it is dry/wet, dark/light andhot/cold.

3 Complete these sentences about the saguaro cactus by crossing outthe wrong words.

a The saguaro cactus grows in a desert/woodland habitat, whereconditions are hot/wet.

b It does not have leaves/roots, so it does not loose waterthrough evaporation/condensation.

c It stores lots of food/water in its stem.

d Its leaves/roots grow close to the surface to catch what littlerain/sun there is.

4 Draw lines to match each word with its meaning.

herbivore ● ● a plant

carnivore ● ● what is transferred through a food chain

omnivore ● ● an animal which only eats meat

producer ● ● an animal which only eats plants

energy ● ● an animal which eats plants and animals

Sheet 1 of 3

C


Test yourselfEnvironment and feeding relationships(continued)

5 Complete the sentences by choosing from the words below.

a Butterflies sometimes shelter under leaves to stop their wingsgetting ................................

b Plants grow tall in dim conditions to get more ................................ .

c Nocturnal animals are active only during the ................................ .

6 The table below describes how some animals and plants behave inresponse to changes in environmental conditions during winter.

Complete the table using the words below.

7 Predators hunt and kill other animals (prey) for food. They havespecial features that help them to hunt.

Draw lines to match up the special feature with its function (job).

Feature Function

excellent eyesight ● ● sniff out their prey

excellent sense of smell ● ● kill and eat their prey

sharp claws and teeth ● ● hide from their prey

stealth ● ● creep up on their prey

camouflage ● ● see their prey

Sheet 2 of 3

Response to change in conditions This is called ...

A hedgehog goes into a deep sleep.

Swallows fly south.

An arctic hare grows a white coat.

An oak tree loses all its leaves.

light dark wet day night cold

dormancy camouflage hibernation migration

C


Test yourselfEnvironment and feeding relationships(continued)

8 A rabbit has special features that help it avoid being caught and killed by predators.

Match the reasons below to the labels.Write a letter in each box.

A These help it run fast, and dig burrows to hide in.

B When it runs, this signals danger to the other rabbits.

C These give it a wide field of view to see predators coming.

D This helps it blend in with its surroundings.

E These help it listen out for predators in all directions.

9 A trout eats frogs. A frog eats ladybirds. Ladybirds eat aphids.Aphids eat leaves. Leaves grow on plants.

Which food chain represents this information most accurately? Circle the correct letter.

A trout → frog → ladybird → aphid → leaf

B leaf → ladybird → aphid → frog → trout

C leaf → aphid → ladybird → frog → trout

D trout → frog → aphid → leaf → ladybird

10 Foxes eat rabbits and mice.

Field mice eat grass and blackberries.

Aphids also eat blackberries.

Owls eat rabbits, mice and blue tits.

Use the information above to complete the arrows on this food web.

Sheet 3 of 3

large ears thatcan turn

eyes onthe side ofthe head

strong backlegs

whitetail

brown coat

fox

rabbit

grass blackberry oak leaf

caterpillar

blue tit

aphid

fieldmouse

owl

C


Test yourselfAnswersEnvironment and feeding

relationships

1 Which of these best describes a habitat? Circle the correct letter.

A the place where an animal or plant lives

B the place where an animal or plant sleeps

C the place where an animal or plant dies

D the place where an animal or plant eats

E the place where an animal or plant grows

2 Every habitat has different environmental conditions. Choose the correct descriptions of the habitats below by crossing out the wrong words.

a Ostriches live in the desert where it is dry/wet, dark/light andhot/cold.

b Fish live in the depths of the ocean where it is dry/wet,dark/light and hot/cold.

c Moles live underground where it is dry/wet, dark/light andhot/cold.

3 Complete these sentences about the saguaro cactus by crossing outthe wrong words.

a The saguaro cactus grows in a desert/woodland habitat, whereconditions are hot/wet.

b It does not have leaves/roots, so it does not loose waterthrough evaporation/condensation.

c It stores lots of food/water in its stem.

d Its leaves/roots grow close to the surface to catch what littlerain/sun there is.

4 Draw lines to match each word with its meaning.

herbivore ● ● a plant

carnivore ● ● what is transferred through a food chain

omnivore ● ● an animal which only eats meat

producer ● ● an animal which only eats plants

energy ● ● an animal which eats plants and animals

Sheet 1 of 3

C


Test yourselfAnswersEnvironment and feeding relationships

(continued)

5 Complete the sentences by choosing from the words below.

a Butterflies sometimes shelter under leaves to stop their wingsgetting ................................

b Plants grow tall in dim conditions to get more ................................ .

c Nocturnal animals are active only during the ................................ .

6 The table below describes how some animals and plants behave inresponse to changes in environmental conditions during winter.

Complete the table using the words below.

7 Predators hunt and kill other animals (prey) for food. They havespecial features that help them to hunt.

Draw lines to match up the special feature with its function (job).

Feature Function

excellent eyesight ● ● sniff out their prey

excellent sense of smell ● ● kill and eat their prey

sharp claws and teeth ● ● hide from their prey

stealth ● ● creep up on their prey

camouflage ● ● see their prey

Sheet 2 of 3

Response to change in conditions This is called ...

A hedgehog goes into a deep sleep.

Swallows fly south.

An arctic hare grows a white coat.

An oak tree loses all its leaves.

light dark wet day night cold

dormancy camouflage hibernation migration

wet

light

night

hibernation

migration

camouflage

dormancy

C


Test yourselfAnswersEnvironment and feeding relationships

(continued)

8 A rabbit has special features that help it avoid being caught and killed by predators.

Match the reasons below to the labels. Write a letter in each box.

A These help it run fast, and dig burrows to hide in.

B When it runs, this signals danger to the other rabbits.

C These give it a wide field of view to see predators coming.

D This helps it blend in with its surroundings.

E These help it listen out for predators in all directions.

9 A trout eats frogs. A frog eats ladybirds. Ladybirds eat aphids.Aphids eat leaves. Leaves grow on plants.

Which food chain represents this information most accurately? Circle the correct letter.

A trout → frog → ladybird → aphid → leaf

B leaf → ladybird → aphid → frog → trout

C leaf → aphid → ladybird → frog → trout

D trout → frog → aphid → leaf → ladybird

10 Foxes eat rabbits and mice.

Field mice eat grass and blackberries.

Aphids also eat blackberries.

Owls eat rabbits, mice and blue tits.

Use the information above to complete the arrows on this food web.

Sheet 3 of 3

large ears thatcan turn

eyes onthe side ofthe head

strong backlegs

whitetail

brown coat

E

D

B

C

A

fox

rabbit

grass blackberry oak leaf

caterpillar

blue tit

aphid

fieldmouse

owl

C


End of unit testGreenEnvironment and feeding

relationships

1 Janice works in a museum. She has the job of sorting their dead animal collection into groups. She has found two animals but does not know from which type of habitat they came.

Look at the list of habitats.

a Which habitat does the kangaroo rat come from? 1 mark

b Which habitat does the owl come from? 1 mark

2 All habitats are slightly different to each other. They have different environmental conditions.

Copy and complete the table, using the words high and low. 2 marks

3 Look at the diagram of bladderwrack. This seaweed grows on rocks on tidal beaches. Which feature is an adaptation for:

a high tide? b low tide? 2 marks

4 Inside a wood, very little light actually reaches the ground.

a What stops light reaching the ground? 1 mark

b Why do ivy plants often growup the sides of trees? 1 mark

Sheet 1 of 3

woodland pond desert

polar ocean

Habitat Temperature Water level Light intensity

ocean

desert

air-filledbladders

coveredin slime

C


End of unit testGreenEnvironment and feeding relationships

(continued)

5 Last spring-time, Pedro went walking in a meadow near his house. He saw a fox catch a rabbit, and start to eat it. Moments before, the rabbit had been tucking into a delicious meal of grass.

a Copy and complete the food chain for what Pedro saw. 1 mark

b Which member of the food chain is a herbivore? 1 mark

c Which member of the food chain is the producer? 1 mark

All the other rabbits ran away as soon as the fox caught one. Pedro noticed that their tails flashed white as they ran.

d Why do rabbits have white tails? 1 mark

Rabbits are coloured so that they are camouflaged.

e Why are rabbits camouflaged? 1 mark

6 Look at the picture of the polar bear and snowshoe hare below.

a Write down one adaptation you can see that makes the polar bear good at being a predator. 1 mark

b Write down one adaptation you can see that makes the hare good at avoiding being caught and eaten. 1 mark

Look at the picture of the saguaro cactus. It is adapted to live in a desert environment.

c Write down one feature that helps it live in hot, dry conditions. 1 mark

Sheet 2 of 3

C


End of unit testGreenEnvironment and feeding relationships

(continued)

7 Look at the food web.

a Write out two separate food chains from this food web. 2 marks

b Which animal competes with hares for food? 1 mark

c What would happen to the hyena population if all the vultures died out? 1 mark

8 Chloe and Josh were investigating the school pond as a habitat. Chloe said that they should measure the temperature of the water. Josh wanted to measure the light that the pond received.

a Which of these pieces of equipment would give the most accurate results? 1 mark

b What would be the best length of time to measure the light?

Choose from this list. 1 mark

c Chloe says that the water temperature in the pond will be lower at night.

Choose the word that best describes Chloe’s statement. 1 mark

Josh recorded the strength of thelight (its intensity) at the surface ofthe pond for 8 hours. This is the graph he made of his data.

d i Write the time of the reading that does not fit the pattern. 1 mark

ii Suggest a reason why there might have been less light then. 1 mark

Sheet 3 of 3

leopard hyena vulture

zebra hare

plants

thermometer datalogger

temperaturesensor

0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6 6.5 7 7.5 8

Time in hours

0

10

20

30

40

50

60

Lig

ht

inte

nsi

ty

12 hours

1 hour 10 minutes

24 hours

observation prediction

measurement conclusion

C


End of unit testRedEnvironment and feeding

relationships

1 All habitats are slightly different to each other. They have different environmental conditions.

Copy and complete the table, using the words high and low. 2 marks

2 Last spring-time, Pedro went walking in a meadow near his house. He saw a fox catch a rabbit, and start to eat it. Moments before, the rabbit had been tucking into a delicious meal of grass.

a Copy and complete the food chain for what Pedro saw. 1 mark

b Which member of the food chain is a herbivore? 1 mark

c Which member of the food chain is the producer? 1 mark

d All the other rabbits ran away as soon as the fox caught one. Pedro noticed that their tails flashed white as they ran. Why do rabbits have white tails? 1 mark

e Rabbits are coloured so that they are camouflaged. Why? 1 mark

3 Look at the pictures of the polar bear and snowshoe hare.

a Write down one adaptation you can see that makes the polar bear good at being a predator. 1 mark

b Write down one adaptation you can see that makes the hare good at avoiding being caught and eaten. 1 mark

Sheet 1 of 3

Habitat Temperature Water level Light intensity

ocean

desert

C


End of unit testRedEnvironment and feeding relationships

(continued)

… continuedLook at the picture of the saguaro cactus. It is adapted to live in a desert environment.

c Write down one feature that helps it live in hot, dry conditions. 1 mark

4 Look at the food web.

a Write out two separate food chains from this food web. 2 marks

b Which animal competes with hares for food? 1 mark

c What would happen to the hyena population if all the vultures died out? 1 mark

Every year, wildebeest migrate hundreds of miles to reach areas that have had more rainfall, and therefore have more grass to eat. When they cross rivers, they may become a crocodile’s prey.

d What would happen to the number of crocodiles if it rained all over Africa, and the wildebeest did not need to migrate any more? 1 mark

Sheet 2 of 3

leopard hyena vulture

zebra hare

plants

C


End of unit testRedEnvironment and feeding relationships

(continued)

5 Michael was on a trip to the Namib desert. He noticed that there was very little grass there.

a Why does very little grass grow in the desert? 1 mark

b He remembered his walk in the woods. There had also been very little grass there. Suggest one reason for this. 1 mark

c We can draw food chains for all habitats. Through which type of living thing does energy enter a food chain? 1 mark

d What do the arrows in a food chain show? 1 mark

e Some of the energy taken in by living things is used in bodily processes such as keeping warm, reproduction and movement. What happens to the rest of the energy? 1 mark

6 Chloe and Josh were investigating the school pond as a habitat.

a Chloe says that the water temperature in the pond will be lower at night.

Choose the word that best describes Chloe’s statement. 1 mark

Josh recorded light intensity at the surface of the pond for 8 hours. This is the graph he made of his data.

b Write the time of the reading that does not fit the pattern. 1 mark

c Suggest a reason why there might have been less light then. 1 mark

Josh said that they should continue to record the data from the pond for a whole year.

d Why would this be a good idea? 1 mark

e Why would using a datalogger be better than a thermometer for doing this? 1 mark

Sheet 3 of 3

0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6 6.5 7 7.5 8

Time in hours

0

10

20

30

40

50

60

Lig

ht

inte

nsi

ty

observation prediction measurement conclusion

C


End of unit testmark schemeEnvironment and feeding

relationships

Sheet 1 of 1

Green (NC Tier 2–5)

Question Answer Mark Level

1 a Desert 1 2

b Woodland 1 2

2 Ocean: low, high, low 1 3Desert: high, low, high 1 3

3 a Bladders 1 3

b Slime 1 3

4 a The leaves on the trees 1 3

b To reach the light 1 3

5 a Grass → rabbit → fox 1 4

b Rabbit 1 4

c Grass 1 4

d As a warning signal to other rabbits 1 4

e So they don’t stand out against the green-brown background/harder to be seen 1 4

6 a One from: sharp teeth; strong limbs; eyes on front of head 1 4

b One from: eyes on side of head; big ears; strong back legs 1 4

c One from: needles/spines; thick stem 1 4

7 a Two from: 2 4Plants → hare → leopardPlants → hare → hyenaPlants → hare → vulturePlants → zebra → leopardPlants → zebra → hyenaPlants → zebra → vulture

b Zebra 1 5

c It would increase 1 5

8 a Datalogger and temperature sensor 1 3

b 24 hours 1 3

c Prediction 1 4

d i 6.5 hours 1 4ii Sun went in/Sun behind a cloud 1 4

Scores in the range of: NC Level

4–7 2

8–13 3

14–17 4

18–25 5

C


End of unit testmark schemeEnvironment and feeding

relationships

Sheet 1 of 1

Red (NC Tier 3–6)

Question Answer Mark Level

1 Ocean: low, high, low 2 3Desert: high, low, high

2 a Grass → rabbit → fox 1 4

b Rabbit 1 4

c Grass 1 4

d As a warning signal to other rabbits 1 4

e So they don’t stand out against the green-brown background/harder to be seen 1 4

3 a One from: sharp teeth; strong limbs; eyes on front of head 1 4

b One from: eyes on side of head; big ears; strong back legs 1 4

c One from: needles/spines; thick stem 1 4

4 a Two from: 2 4Plants → hare → leopardPlants → hare → hyenaPlants → hare → vulturePlants → zebra → leopardPlants → zebra → hyenaPlants → zebra → vulture

b Zebra 1 5

c It would increase 1 5

d It would decrease 1 5

5 a Not enough water 1 6

b Not enough light 1 6

c Plants/producers 1 5

d Movement of energy 1 5

e Stored in the animal and may be passed on if the animal is eaten by another 1 6

6 a Prediction 1 4

b 6.5 hours 1 4

c Sun went in/Sun went behind a cloud 1 4

d Get a better picture of environmental change 1 5

e It can be left to record data on its own. 1 5

Scores in the range of: NC Level

4–9 3

10–14 4

15–18 5

19–25 6

Sheet 1 of 1

C


Pupil check listEnvironment and feedingrelationships

Learning outcomes I can do I can do I need tothis very this quite do more well well work on this

I can describe what is meant by environment and habitat.

I can give five examples of different environments and habitats.

I can describe the environmental conditionsin a given habitat.

I can identify features of a plant or animal that are adapted to help it survive in its habitat.

I can name the variables I am working with in an investigation and decide how to keep some the same.

I can give one reason why sample size may lead to unreliable data.

I can identify features of a plant or animal that help it respond to daily and seasonal changes in its environment.

I can identify features of predators and prey that are adapted to the way they feed.

I can draw a simple food chain using arrows.

I can identify the producer and consumers in a food chain.

I can explain what the arrows mean in a food chain.

I can identify food chains in a food web.

I can recognise interdependence between plants and animals in a food web.

I can group things which have features in common.

Sheet 1 of 2

C


Glossary

Word

adaptations

adapted

camouflage

carnivore

chlorophyll R

condition

consumer

deciduous R

diurnal R

dormant

environment

food chain

food web

habitat

herbivore

hibernation

interdependence

intertidal area R

migration

nocturnal R

omnivore

organism

predator

prey

producer

Definition

A living thing, that carries out the processes of life.

The place where a living thing lives.

Something in a habitat that varies and can bemeasured, such as temperature or rainfall.

The surroundings in a habitat.

Having features that help a living thing to survive in aparticular place.

A well-adapted organism has features that help it tosurvive in a particular place.

An animal that rests during the day and is active atnight. R

An animal that is active during the day and rests atnight is diurnal. R

The area of beach that is under water at high tide butexposed at low tide. R

An inactive state that allows an organism to surviveharsh conditions, such as the winter.

An animal goes into a deep sleep to survive difficultconditions in the winter.

Moving to another habitat to avoid difficult conditions,for example, swallows fly south to avoid the coldwinter in the UK.

Features that help a living thing to blend in with itssurroundings.

Plants that are deciduous lose their leaves in the winterto become dormant and survive the winter. R

An animal that hunts and feed on other animals. R

Animals that are hunted and eaten by predators.

A plant, that produces its own food by photosynthesis.

An animal, that eats (consumes) plants or otheranimals.


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Glossary

Definition

An animal that feeds on plants.

An animal that feeds on other animals.

An animal that feeds on both plants and animals.

A green substance that is needed for plants to traplight energy and make their own food. R

A diagram that shows how the organisms in a habitatfeed on each other.

Organisms in the same food chain all depend on eachother.

Two or more food chains link together to form a foodweb, that shows the feeding relationships between theorganisms.

Environment and feeding relationships(continued)

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Key wordsEnvironment and feedingrelationships

adaptations

adapted

camouflage

carnivore

chlorophyll R

condition

consumer

deciduous R

diurnal R

dormant

environment

food chain

food web

habitat

herbivore

hibernation

interdependence

intertidal area R

migration

nocturnal R

omnivore

organism

predator

prey

producer

C Key wordsEnvironment and feedingrelationships

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adaptations

adapted

camouflage

carnivore

chlorophyll R

condition

consumer

deciduous R

diurnal R

dormant

environment

food chain

food web

habitat

herbivore

hibernation

interdependence

intertidal area R

migration

nocturnal R

omnivore

organism

predator

prey

producer

C1 EnvironmentsGreena Photo A is a polar environment, B is rain forest,

C is desert.b It does not have leaves, its roots grow very far

outwards, its roots stay close to the surface, itcan store a lot of water in its stem.

c It puts bits of cactus over the opening of itsburrow to keep moist air in, it loses very littlewater in its sweat and urine, it never comes outduring the heat of the day.

d It digs its burrow deep where it is cooler andmore moist, it never comes out during the heatof the day.

e Its feet are hairy for a good grip on the sand; itstoes are wide-spaced to stop it sinking into thesand.

1 Our environment is the world around us.Polar environments are very cold. Desertenvironments are very dry. Rain forestenvironments are very wet. Living things areadapted to their environments.

2 a Photo E shows the arctic fox.b The white fox lives in an environment of

snow, so it cannot be easily seen by itsenemies. The brown fox can hide from itsenemies because its colour matches thedesert in which it lives.

c The white fox has a thicker coat to keep itwarm in the arctic environment.

Reda Rainfall is heavier and temperature higher in

the rain forest than it is in Antarctica.b The cactus adapts to its environment by

spreading its roots far and close to the surface;it does not have leaves from which it could losewater and it can store a lot of water inside it.

c Any three from: they dig deep burrows to keepcool and moist, they plug the entrance of theirburrows to keep in the moisture, they store dryseeds in the moist burrow to increase the waterin their diet, they are nocturnal so lose lesswater in sweat.

d To escape from their enemies.e i The arctic fox has a white coat so that it

cannot be seen easily in the snow. Thedesert fox has a brown coat to camouflageit against the brown sand.

ii The arctic fox’s thick coat keeps it warm;the desert fox has a thin coat so that it cansweat easily to keep cool.

1 a To absorb water deep underground.b Without leaves it loses less water.c They are able to germinate and make more

seeds only when there is enough water.

2 a Wide feet to keep them from sinking intothe sand, stay in the shade to lose less water,are pale brown to reflect most of the Sun’sheat away from their body.

b Kangaroo rat, jerboa, gerbil and other desertrodents.

c Crickets in a plant environment are noteasily seen when they are green.

C2 A day in the life of . . .Greena Large eyes.b The seaweed is stuck to a rock by a holdfast.c It is covered with a gooey slime that stops it

from drying out.d It floats on the water so that it gets sunlight to

make its food.e The barnacle closes its bony plates to trap water

inside.f The barnacle waves its feathery feet, collecting

food.g It is stuck to the rock by its back.1 During the day, the wood is brighter and

warmer than at night. During low tide thebeach is drier than at high tide.

Reda Any three from: owl, hedgehog, badger, fox,

bat, dormouse, vole, coypu, moth, polecat orany other nocturnal animal in Britain.

b i Bladderwack floats on the surface of thewater to get sunlight to make its food.

ii It stays in one place by sticking to a rockholdfast.

iii It doesn’t dry out because it is coveredwith a gooey slime to keep it wet at lowtide.

c The barnacle has feathery feet which it waves inthe water to collect food; it sticks fast to a rockby its back; it closes its bony plates to trap waterinside to keep it from drying out when the tideis out.

1 a During the day the desert is hot, bright anddry; at night it is cold, dark and moist.

b To keep from losing water.c There would be no insects or bats to

pollinate it.2 Evaporation will occur from the rock pools.

They will therefore contain less water or dry outcompletely during the day.

3 They are able to live in wet or dry conditions.They trap water in their shell when it is dry.They feed on algae on the rocks when it is wet.They make a ‘home’ in the rock by wearingaway the rock to fit the shape of their shell.

C Book answersEnvironment and feedingrelationships



C3 Changing seasonsGreena There is less sunlight and warmth in the winter.b They lose their leaves, they keep their food

underground as bulbs, they make seeds.c Fat is used as a reserve food in winter.d Having more fur keeps the animal from freezing

and keeps its body working properly.e Being camouflaged keeps the rabbit from being

seen by its enemies and predators.1 Many plants shut down for winter. We say they

are dormant. Some animals move to a warmerhabitat in winter. We say they migrate. Someanimals go to sleep for the whole winter. Wesay they hibernate. Some animals changetheir coats in winter. This is so they staycamouflaged.

2 The brown coat provides camouflage in thesummer when there is no snow. The white coatgives it camouflage when there is snow inwinter.

3 a Sheds leaves.b Makes bulbs.c Makes seeds.d Hibernates.e Migrates.

Reda In the winter there is little sunlight, so plants

can make little food. They therefore shut downor become dormant.

b It collects a lot of food to store in its home; iteats a lot to put on fat; it grows a thicker coat tokeep warm.

1 a There are fewer fresh plants living.b Many animals have migrated or are

hibernating.2 a Its coat becomes thicker and white.

b The thicker coat provides warmth and thewhiteness provides camouflage.

c Their white coats allow them to hunt betterbecause their prey cannot see them so well.

3 a To be in better living conditions and wherethere is more food and water.

b There is nowhere for land animals tomigrate within Britain.

c The whales feed on fish which migrate.

C4 Adapted to feedGreena Sharp teeth help the cow to cut grass.b Special microbes in the cow’s gut help it digest

leaves and stems.c The spots serve as camouflage.d They are carnivores who have to run very

quickly to catch prey.e It has a strong jaw and sharp, pointed teeth to

kill its prey.

f Human is the most obvious answer, but othersare acceptable such as birds: sparrow, pigeon,blackbird, etc.

1 Animals that eat plants only are calledherbivores. Omnivores are animals that eatplants and animals. Animals that eat onlyother animals are called carnivores.

2 a Strong back legs help it to run fast anddodge and are used for digging burrows.

b Help see the predator in time to escape.c A brown coat gives camouflage.d The white tail is used to signal other rabbits

to run.3 Giraffes have long necks so they can reach the

leaves of tall trees for food.

Reda Many possible answers.b The giraffe has a long neck to reach into trees

for leaves. The elephant uses its long trunk topull branches down for eating.

c Killing lion cubs will stop them growing intopredator adult lions.

1 a The bluebells will grow faster when theyhave more sunlight and are not shaded bythe leaves of trees.

b Ivy will use the structure of the tree to climbupwards and get more sunlight.

2 a The hairy body rubs the pollen from theplant.

b The pollen comb is used to collect the pollenfrom the bee’s body.

c The pollen basket is used to store thecollected pollen to bring it back to the nest.

3 a The web traps insects flying into it.b The fangs are used to inject poison into the

prey.c The bat uses sonar both to avoid flying into

objects and to find prey.d The cheetah’s sprint enables it to get to the

prey before the prey has a chance to runaway.

4 a Rabbits have teeth adapted for eating grassand stems. They have special microbes intheir gut to help them digest the grass. Theyhave good eyesight, eyes at the sides of theirhead to help them see predators coming.They have very good hearing and big earsthat can turn forwards and backwards sothey can listen in all directions.

b Foxes have excellent smell and hearing.They are camouflaged and run fast.

C5 Food websGreena Grassb The producer is always the beginning of the

source of energy which starts with energy fromthe Sun.

C Book answers

c The arrows show how the energy is transferredalong the chain.

d There would be no rabbits to eat.e The rabbits would starve.f Any acceptable chain.g Fourh i The number of foxes would decrease.

ii The number of grass plants would increase.iii The number of owls would decrease.iv The number of bluetits would decrease.v The number of caterpillars would increase.

1 Food chains and food webs show feedingrelationships in a habitat. Food chains alwaysstart with a producer. The arrows show howenergy moves through the food chain. The living things in a food web are allinterdependent.

2 a grass � antelope � lion

b grass � antelope � lioncheetah

c grass � antelope � lionelephant cheetah

d grass � antelope � lionelephant cheetah

acacia tree

e grass � antelope � lionelephant cheetah

acacia treegiraffe

f grass � antelope � lionelephant cheetah

acacia treegiraffe

Reda Their numbers would increase greatly.b The grass would all get eaten.c The rabbits would all starve.d Foure On an arrow from the fox to fleas.f From grass an arrow to bee, (and possibly an

arrow from bee to bee eater bird).g Examine the owl pellets, examine the owl’s

excrement, put out a variety of foods and watchto see its selection, implant a camera in the owl,or any other reasonable suggestions.

1 If a disease should wipe out the food source theanimals would all starve.

2 a grass � antelope � lion

b grass � antelope � lioncheetah

c grass � antelope � lionelephant cheetah

d grass � antelope � lionelephant cheetah

acacia tree

e grass � antelope � lionelephant cheetah

acacia treegiraffe

3 a i The caterpillars would die.ii The bluetits would have nothing to eat.

iii The grass would not grow as well.iv The number of fieldmice would

decrease.b Individual answers.

C6 Grouping living thingsGreena No; the cricket and cushion star are not

producers.b No; bladderwrack and coral weed are producers.c No; gut weed and oak are producers; bush

crickets are omnivores and cushion stars arecarnivores.

d No; dahlia anemone is a carnivore, coral weedand bladderwrack are producers and elephantsare herbivores.

e Producers are coral weed, bladderwrack, gut weedand oak. ‘Not-producers’ are dahlia anemone,bush cricket, cushion star and elephant.

f Herbivores are elephants. Omnivores are bushcrickets. Carnivores are dahlia anemone andcushion star.

1 a moving staying in one placebush cricket dahlia anemonecushion star coral weedelephant bladderwrack

gut weedoak

b No; dahlia anemone is in the ‘wrong’ place.c i ‘moving’

ii The dahlia anemones move whenyoung. By changing the group of thedahlia anemone to ‘moving’, all of the‘moving’ will be consumers and the‘staying in one place’ will be producers.

2 a Disagree; coral weed and bladderwrack arenot ‘green’ and are producers.

b Disagree; coral weed and bladderwrack arenot ‘green’ and are producers.

c Disagree; coral weed and bladderwrack arenot ‘green’ and they are producers.

C Book answers


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Reda Nob Noc Yes; they group things by colour.d producers non-producers

gut weed dahlia anemonebladderwrack beefsteak fungusoak acorn barnaclecoral weed bush cricket

elephante Herbivores: beefsteak fungus, elephant;

omnivores: bush cricket, acorn barnacle;carnivores: dahlia anemone

f Yes; it isn’t clear whether the acorn barnacle’sfood particles are only plant, only animal or amixture of both.

g This grouping is useful if the precisecomposition of ‘food particles’ could be mademore specific.

h i moving not-movingbush cricket dahlia anemoneelephant beefsteak fungus

coral weedacorn barnaclebladderwrackgut weedoak

ii No, it’s not a very useful grouping. Theliving things in each group don’t share a lotof features.

i i moving and green moving and not-greenbush cricket elephant

not-moving and not-movinggreen and not-greenoak dahlia anemonegut weed beefsteak fungus

acorn barnaclebladderwrackcoral weed

ii Yes. They show more information abouteach group.

1 a moving and green moving and not-greenbush cricket elephant

dahlia anemoneacorn barnacle

not-moving and not-movinggreen and not-greenoak beefsteak fungusgut weed bladderwrack

coral weedb Yes. It divides the groupings more accurately

and more evenly.2 In consumer group, as it does not produce its

food from sunlight, but lives on other deadplants.

3 a Disagree. Animals can be green, like thebush cricket. All animals are consumers, notproducers.

b Disagree, since some producers are notgreen, like bladderwrack and coral weed.

c Disagree. Coral weed is a producer and isred. Bladderwrack is a producer and isbrown.

C Book answers


Documents

Environment and feeding Unit guide 1/FILES/… · to their environment studied in KS2) • feeding relationships (developing food chains into food webs). This unit leads onto: unit