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Environment and feeding
relationships
Unit guide
Where this unit fits in
Prior learning
This unit builds on:
unit 4B Habitats and unit 6A Interdependence and adaptation. This unit should be taught after unit To make good progress, pupils starting this unit
need to understand:
7I Energy resources as it refers to the concept of ‘energy’.
• that a ‘habitat’ is where an organism lives
• that animals are suited to their habitats
• that plants need light and water to grow well
• adaptation to habitat, daily and seasonal changes and mode of feeding (adaptation of animals
and produce new material
to their environment studied in KS2)
• simple food chains
• feeding relationships (developing food chains into food webs).
• how to use a key.
This unit leads onto:
➞ Transition quiz for unit C
unit 8D Ecological relationships and unit 9A Inheritance and selection.
The concepts in this unit are:
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 Work
At the end of this unit …
… most pupils will …
… some pupils will not have made
so much progress and will …
… some pupils will have
progressed further and will …
• make measurements of environmental
variables appropriate to the task
• make suggestions about investigating
the activity of an invertebrate.
• describe, in terms of approach
and sample size, how strongly
any patterns or associations
identified are supported by the
evidence.
• identify differences between different
habitats and describe how familiar
organisms are suited to the habitat in
which they are found
• describe some simple food chains.
• explain why a variety of habitats
is needed in a community
• describe how different organisms
contribute to the community in
which they are found and relate
food chains to energy transfer.
in terms of scientific enquiry Sc1 2c, d, e, f, g, h, i, j, k, l, o
• make a series of measurements of environmental variables
appropriate to the task
• identify a question to investigate about the activity of an
invertebrate, suggesting a suitable approach and sample size
• use their results to relate animal and plant activity to
environmental changes.
in terms of life processes and living things Sc2 5b, c, e
• identify differences between different habitats and relate these
to the organisms found in them
• describe ways in which organisms are adapted to daily or seasonal
changes in their environment and to their mode of feeding
• describe food chains within an environment and combine these
into food webs.
Suggested lesson allocation (see individual lesson planning guides)
Direct route
C1
Environments
C2
A day in the life of …
C3
Changing seasons
C4
Adapted to feed
C5
Food webs
C6
Grouping living
things: Think about
grouping
Extra lessons (not in pupil book)
C1 Investigate:
What conditions do
woodlice like?
Review and assess
progress (distributed
appropriately)
Misconceptions
Many pupils think of adaptation only in terms of individuals changing in major ways in response to their environment. They do not recognise
adaptation in the context of species. They often understand that food passes along a food chain but do not realise that some is assimilated into
bodies at each stage.
Additional information
During 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 local
habitat. 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 small
invertebrates and work in an outside environment. Many employers have specific guidance on fieldwork. Teachers need to follow these as indicated in
the guidance notes for the activities, and consider what modifications are needed for individual classroom situations.
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Environments
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Lesson planning
guide
Learning objectives
i
ii
iii
Habitats and adaptation.
Temperature, light levels, oxygen levels and rainfall vary between different habitats at the same location.
Monitor a local habitat.
Scientific enquiry
iv
Select and use appropriate equipment to collect information about habitats. (Framework YTO Sc1 7d)
UG
Suggested alternative starter activities (5–10 minutes)
Introduce the unit
Share learning objectives
Problem solving
Capture interest (1)
Capture interest (2)
Unit map for
Environment and feeding
relationships.
• Be able to describe the ways
living things are adapted to
their habitat.
• Be able to measure variables
in a habitat.( Sc1)
Pupils match pictures of
animals to the habitat in
which they live.
Crossword using KS2
environment
terminology.
Show video clips/photos
of unfamiliar habitats
and conditions.
Catalyst Interactive
Presentations 1
Suggested alternative main activities
Activity
Learning
objective
see above
Description
Approx.
timing
Target group
C
H
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Textbook C1
i and ii
Teacher-led explanation and questioning OR pupils work individually, in
pairs or 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
Activity C1a
Discussion
i and ii
Animals and their habitats Pupils work in ability pairs. Each pupil selects
an animal and explains how it is suited to its habitat.
40 min
✓
✓
Activity C1b
ICT
iii and iv
Monitoring an artificial habitat Ongoing datalogging experiment studying
an artificial or local habitat using (as appropriate) temperature sensor, light
sensor, oxygen sensor, pH meter, anemometer, rainfall gauge.
Check
readings
✓
✓
Activity C1f
Catalyst
Interactive
Presentations 1
i
Activity for pupils who have not understood that animals are suited to their
habitat. ‘Match-up game’ on computer, putting together habitat, animal and
reason.
15 min
✓
Activity C1g
Catalyst
Interactive
Presentations 1
i
Activity for pupils who have not mastered terminology from KS2. Word game
on 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 ahead
Each pupil writes down
what they have learned in
the lesson to share with
another pupil.
Sharing of responses
to Activity C1a.
In groups, pupils predict
what results they expect to
get from the datalogging
Activity C1b.
Read out questions and ask
pupils to choose the
answers from a given list.
Pupils suggest the type and
extent of readings they would
need to monitor an unknown
habitat on planet Zed.
Learning outcomes
Most pupils will …
Some pupils, making less progress will …
Some pupils, making more progress will …
• explain how animals are suited to the
habitat in which they live
• consider how conditions vary to
produce different habitats.
• explain how animals are suited to the habitat
in which they live using a secondary source of
information.
• also identify different habitats and predict the
conditions in these different habitats.
Key words
organism, habitat, condition,
environment, adaptations, adapt
Out-of-lesson learning
Homework C1. Textbook C1 end-of-spread questions. Project: prepare your own datasheet similar to resources C1–7
on tropical rainforest, coniferous forest, river, underground, wall or other location of own choice
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Investigate: What conditions do
woodlice like?
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Lesson planning
guide
Learning objectives
i
ii
Carry out a full investigation.
Learn more about an organism and its habitat.
Scientific enquiry
iii
iv
v
vi
vii
viii
Identify and control the key factors that are relevant to a particular situation. (Framework YTO Sc1 7c)
Select and use appropriate equipment to collect information about habitats. (Framework YTO Sc1 7d)
Use repeat measurements to reduce error and check reliability. (Framework YTO Sc1 7e)
Present and interpret experimental results. (Framework YTO Sc1 7f)
Describe and explain what results show when drawing conclusions. (Framework YTO Sc1 7g)
Evaluate the strength of evidence, e.g. indicate whether increasing the sample would have strengthened the conclusions. (Framework YTO Sc1 7h)
Suggested alternative starter activities (5–10 minutes)
Setting the context
Introduce the apparatus
Safety
Brainstorming (1)
Brainstorming (2)
Discuss with pupils what
living things need from a
habitat to survive.
Show pupils the apparatus
available for the
investigation.
Guidelines about working
with living things.
Introduce the variables
and decide what to
measure.
Consider if repeat
measurements are needed.
Investigation
Activity
Learning
objective
see above
Description
Approx.
timing
Target group
C
H
Activity C1c
Practical
ii, iii, and iv
What conditions do woodlice like? Planning Pupils plan an
investigation into whether the intensity of light affects the behaviour
of woodlice.
20 min
✓
✓
Activity C1d
Practical
ii, v and vi
What conditions do woodlice like? Obtaining evidence Pupils carry out
their investigation into whether the intensity of light affects the
behaviour of woodlice.
30 min
✓
✓
Activity C1e
Practical
vi, vii and
viii
What conditions do woodlice like? Considering and evaluating the
evidence Pupils consider and evaluate the evidence they collected.
15 min
✓
✓
E
S
Suggested alternative plenary activities (5–10 minutes)
Review learning
Group feedback
Analysing
Evaluating
Teacher-led review of key variables
and the relationship between light
intensity and woodlice activity.
In groups, pupils discuss if they
had to change their plans as they
did the experiment and why.
Teacher-led discussion of whether
pupils’ results match their
predictions.
Teacher-led evaluation of possible
improvements to sampling
methods.
Learning outcomes
Most pupils will …
Some pupils, making less progress will …
Some pupils, making more progress will …
• plan and carry out an investigation
(given the question to investigate)
• realise that repeating measurements
increases 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 to
support their conclusion.
Key words
condition, variable
Out-of-lesson learning
Pupils could write their conclusion or evaluation at home
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A day in the life of …
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Lesson planning
guide
Learning objectives
i
ii
iii
Living things are adapted to daily changes in their habitat.
Interpret data about habitats to draw conclusions about daily changes.
Monitor a local habitat (ongoing).
Scientific enquiry
iv
v
Analyse and interpret data. (Framework YTO Sc1 7f, 7g)
Use sensors and datalogging to collect information about habitats. (Framework YTO Sc1 7d)
UG
Suggested alternative starter activities (5–10 minutes)
Recap last lesson
Share learning objective
Problem solving
Brainstorming
Word game
Pupils interpret data
from an
investigation into
woodlice habitat
preferences.
• Be able to describe how living
things adapt to daily changes
in their habitat.
• Use evidence to draw
conclusions. (Sc1)
Pupils ‘guess the
habitat’ from each
others’ descriptions of
the conditions.
Living things that adapt
their behaviour to the
changes between day
and night.
Pupils solve anagrams about daily
changes in the environment.
Suggested alternative main activities
Activity
Learning
objective
see above
Description
Approx.
timing
Target group
C
H
E
S
Textbook C2
i and ii
Teacher-led explanation and questioning OR pupils work individually, in
pairs or 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
Activity C2a
Discussion
i, ii, and iv
Daily changes in a rock pool Pupils work in pairs to discuss the daily
changes in a rock pool habitat and the adaptations of the organisms
that live there.
20 min
✓
Activity C1b
ICT
iii and v
Monitoring an artificial habitat Pupils check readings of ongoing
datalogging experiment on a habitat.
Check
readings
✓
Suggested alternative plenary activities (5–10 minutes)
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Pupils summarise what may change
daily in a given habitat and give an
example of a plant and animal
response to that change.
Whole-class
discussion of
responses to Activity
C2a.
In groups, pupils discuss
datalogging readings
obtained to date from
Activity C1b.
Pupils decide what
connects the two words in
a word pair but also how
they are different.
Pupils suggest what
changes may occur in a
given habitat over
different time-spans.
Learning outcomes
Most pupils will …
Some pupils, making less progress will …
Some pupils, making more progress will …
• know that conditions in habitats change
over a day and explain the adaptations
that organisms have to cope with these
changes
• use data to draw conclusions about
changes to habitats.
• know that conditions in habitats change over
a day and realise that some adaptations are so
that organisms can cope with these changes
• use data to show changes in habitats.
• also predict the changes that will occur in a
habitat over a day.
Key words
red only: nocturnal, intertidal area
Out-of-lesson learning
Homework C2
Textbook C2 end-of-spread questions
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Changing seasons
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Lesson planning
guide
Learning objectives
i
ii
iii
Living things are adapted to seasonal changes in their habitat.
Interpret data about habitats to draw conclusions about seasonal changes.
Monitor a local habitat (ongoing).
Scientific enquiry
iv
v
Analyse and interpret data. (Framework YTO Sc1 7f, 7g)
Use sensors and datalogging to collect information about habitats. (Framework YTO Sc1 7d)
UG
Suggested alternative starter activities (5–10 minutes)
Recap last lesson
Share learning objectives
Brainstorming
Word game
Problem solving
Pupils describe the
different behaviour of
humans in the day and at
night
• Find out how one animal and one
plant are adapted to seasonal
changes.
• Be able to analyse data on seasonal
changes. (Sc1)
Show pupils items and
ask them to identify
the time of year you
would find them.
Catalyst Interactive
Presentations 1
Pupils solve
anagrams about
seasonal changes in
the environment.
Pupils write weather
forecasts for habitats in
the summer and winter.
Others guess the habitat.
Suggested alternative main activities
Activity
Learning
objective
see above
Description
Approx.
timing
Target group
C
H
E
S
Textbook C3
i and ii
Adaptation to seasonal changes: Teacher-led explanation and questioning OR
Pupils work individually, in pairs or 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
Activity C3a
Discussion
i and ii
Seasonal changes in deciduous woodland Pupils look at the adaptations of
the 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 different
seasons.
20 min
Activity C1b
ICT
iii and v
Monitoring an artificial habitat Pupils check readings of ongoing
datalogging experiment of a habitat.
Check
readings
✓
✓
✓
Suggested alternative plenary activities (5–10 minutes)
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Pupils identify seasonal changes
linked to deciduous woodland
based on Activity C3a, and then
transfer ideas to other examples.
Whole-class discussion of
datalogging results so far
(Activity C1b) and
predictions.
Pupils identify five key
adaptations in a plant or
animal from deciduous
woodland.
Pupils pair words with
their definitions.
Pupils suggest what kind of
adaptations predators need
to catch prey and prey
need to escape predators.
Learning outcomes
Most pupils will …
Some pupils, making less progress will …
Some pupils, making more progress will …
• know that conditions in habitats change
over a year and explain the adaptations
that organisms have to cope with these
changes
• use data to draw conclusions about
changes to habitats.
• know that conditions in habitats change over
a year and realise that some adaptations are so
that organisms can cope with these changes
• understand that patterns in data reflect
seasonal change.
• also predict the changes that will occur in a
habitat over a year.
Key words
hibernation, migration, dormant, camouflaged, predator, prey, red only:
deciduous
Out-of-lesson learning
Homework C3
Textbook C3 end-of-spread questions
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Adapted to feed
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Lesson planning
guide
Learning objectives
i
ii
iii
Living things are adapted to obtain, catch or make their food efficiently.
Prey organisms are adapted to avoid predators.
Monitor a local habitat (ongoing).
Scientific enquiry
iv
v
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)
Use sensors and datalogging to collect information about habitats. (red only) (Framework YTO Sc1 7d)
Suggested alternative starter activities (5–10 minutes)
Recap last lesson
Share learning objectives
Problem solving
Capture interest (1)
Capture interest (2)
Pupils discuss photos of
different environments at
different times of the year.
Catalyst Interactive
Presentations 1
• Find out how predators are
adapted to catch prey.
• Find out how prey are adapted
to avoid being eaten.
Pupils decide if animals are
predators or prey.
Catalyst Interactive
Presentations 1
Show pupils a Venus
flytrap plant.
Pupils decide which
animal has which teeth.
Catalyst Interactive
Presentations 1
Suggested alternative main activities
Activity
Learning
objective
see above
Description
Approx.
timing
Target group
C
H
E
S
Textbook C4
i and ii
Teacher-led explanation and questioning OR pupils work individually, in
pairs or 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
Activity C4a
Practical
i
Bird beaks Pupils find out whether pointed or blunt bird beaks are best
for picking up seeds.
20 min
✓
Activity C4b
Practical
ii
Shell colour in snails Pupils find out how variations in the colour of
snail shells help some snails survive better than others.
30 min
✓
Activity C4c
Paper
iv
Snail survival Pupils evaluate evidence of how camouflage in snails
affects their survival.
30 min
Activity C1b
ICT
iii and v
Monitoring an artificial habitat Pupils check readings of ongoing
datalogging experiment on a habitat.
Check
readings
✓
✓
Suggested alternative plenary activities (5–10 minutes)
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Pupils match descriptions
of adaptations to
explanations of feeding
methods.
Whole-class discussion and
comparison of the data
from Activity C4a.
In groups, pupils discuss
the results of Activity C4b.
Pupils write questions for
given answers.
Pupils suggest why food
chains rarely contain more
than four steps.
Learning outcomes
Most pupils will …
Some pupils, making less progress will …
Some pupils, making more progress will …
• understand that organisms are adapted
to their mode of feeding and be able to
explain how specific organisms are so
adapted
• understand that prey organisms are
adapted to avoid predation and be able
to explain how specific organisms are
so adapted.
• understand that animals are adapted to their
mode of feeding
• understand that prey organisms are adapted
to avoid predation.
• also consider whether the number of
observations is enough to support a conclusion.
Key words
green only: predator, prey, red and green: producer, consumer, herbivore,
carnivore, omnivore, red only: chlorophyll
Out-of-lesson learning
Homework C4
Textbook C4 end-of-spread questions
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Food webs
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Lesson planning
guide
Learning objectives
i
ii
iii
iv
v
Food chains show feeding relationships.
Living things in a food chain are interdependent.
Food chains linked make food webs.
Food webs explain how all living things in a habitat are interdependent.
Monitor a local habitat (ongoing).
Scientific enquiry
vi
Describe and explain what results show when drawing conclusions and begin to relate conclusions to scientific knowledge and understanding.
(Framework YTO Sc1 7g)
Suggested alternative starter activities (5–10 minutes)
Recap last lesson
Share learning objectives
Problem solving
Capture interest (1)
Capture interest (2)
Pupils design an
animal adapted to
catch and kill mice in
the school kitchen.
• Be able to explain how
living things in a food web
are interdependent.
Pupils arrange cards
into simple, three- or
four-step food chains.
Read extract about a
fictitious habitat and
organisms, and consider
interdependence.
Look at examples of food chains
that don’t rely on the Sun at the
start.
Catalyst Interactive Presentations 1
Suggested alternative main activities
Activity
Learning
objective
see above
Description
Approx.
timing
Target group
C
H
E
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Textbook C5
i, ii, iii and
iv
Teacher-led explanation and questioning OR pupils work individually, in pairs
or in small groups through the in-text questions and then onto the end-ofspread questions if time allows.
20 min
R/G
G
R
S
Activity C5a
Discussion
i, ii and iii
Food chains and food webs Pupils use picture cards and information about
organisms of the North American desert to create food chains, then arrange
these to make a food web and use it to answer questions about
interdependence.
30 min
✓
Activity C5b
Catalyst
Interactive
Presentations 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/wrong
feedback.
15 min
Activity C1b
ICT
v and vi
Monitoring an artificial habitat Pupils check readings of ongoing
datalogging experiment on a habitat.
Check
readings
✓
✓
Suggested alternative plenary activities (5–10 minutes)
Review learning
Sharing responses
Group feedback
Word games
Looking back
Pupils model food
chains and then a
food web.
Pupils produce word
definitions to
reinforce key words.
Pupils analyse data obtained through
the datalogging activity C1b and
identify any patterns or relationships.
Check progress by playing
bingo to reinforce key
words from the unit.
To revise and consolidate
knowledge from the unit, use
the Unit map, or the Pupil
check list, or the Test yourself.
Learning outcomes
Most pupils will …
Some pupils, making less progress will …
Some pupils, making more progress will …
• be able to link food chains to make a
food web
• be able to use food webs to explain
interdependence of species that share a
habitat.
• be able to link 2 or 3 food chains to make a
food web
• be able to use food chains to explain
interdependence of species.
• also be able to follow the effects of a change in
conditions across an entire food web.
Key words
food chain, food webs, interdependence
Out-of-lesson learning
Homework C5
Textbook C5 end-of-spread questions
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Grouping living things –
Think about grouping
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Lesson planning
guide
Learning objectives
i
ii
Scientists put things into groups to make it easier to see patterns.
The things in each group should share features in common if the grouping is to be useful.
Scientific enquiry
iii
Describe and explain what results show when drawing conclusions. (Framework YTO Sc1 7g)
Suggested alternative starter activities (5–10 minutes)
Bridging to the unit
Setting the context
Concrete preparation
Discuss why groupings already
used in the unit are useful.
Relate to groupings in real life, such as the way
things are grouped on supermarket shelves.
Ask pupils to group the pictures of leaves.
Suggested main activities
Activity
Learning
objective
see above
Description
Approx.
timing
Target group
C
H
E
S
Textbook C6
i, ii and iii
Teacher-led explanation and questioning OR pupils work individually, in
pairs or in small groups through the in-text questions and then onto
the end-of-spread questions if time allows.
30 min
R/G
G
R
S
Activity C6a
Discussion
i, ii and iii
Grouping organisms Groups of various organisms with an odd one out
to 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 they
used 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).
Learning outcomes
Most pupils will …
Some pupils, making less progress will …
Some pupils, making more progress will …
• learn that scientists often make sense
of a large amount of data by grouping
similar things together
• understand that the things in the group
must share many features for the group
to be useful.
• learn that scientists often make sense of a
large amount of data by grouping similar
things together.
• also understand that there is not necessarily
one ‘best’ method of grouping.
Key words
grouping
Out-of-lesson learning
Textbook C6 end-of-spread questions
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C1
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Environments
Starters
Suggested alternative starter activities (5–10 minutes)
p
?
Introduce the unit
Share learning
objectives
Problem solving
Capture interest (1)
Capture interest (2)
t
u
Unit map for
Environment and
feeding relationships.
● Be able to describe the
ways living things are
adapted to their habitat.
● Be able to measure
variables in a habitat.
(Sc1)
Pupils match pictures of
animals to the habitat in
which they live.
Crossword using KS2
environment terminology.
Show video clips/photos of
unfamiliar habitats and
conditions.
Catalyst Interactive
Presentations 1
^ _
UG LP
Introduce the unit
● Either draw the outline of the unit map on the board
then ask pupils to give you words to add, saying where
to add them. Suggest some yourself when necessary to
keep pupils on the right track.
➔ Unit map
● Or give out the unit map and ask pupils to work in
groups deciding how to add the listed words to the
diagram. Then go through it on the board as each
group gives suggestions.
Share learning objectives
● Ask pupils to write a list of FAQs they would put on a
website telling people about environments and
adaptation. Collect suggestions as a whole-class
activity, steering pupils towards those related to the
objectives. Conclude by highlighting the questions you
want them to be able to answer at the end of the
lesson.
Problem solving
● Pupils match up the pictures of the animals with
pictures of the habitat in which they live.
➔ Pupil sheet
Capture interest (1)
● Pupils complete the crossword to remind themselves of
KS2 terminology.
➔ Pupil sheet
Answers
1 food chain; 2 organism; 3 predator;
4 producer; 5 habitat; 6 consumer; 7 prey
Capture interest (2)
● Show video clips or photos of unfamiliar habitats and
highlight the main conditions that organisms have to
adapt to.
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➔ Catalyst Interactive Presentations
1
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C
M
p
?
t
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Unit map
Environment and feeding
relationships
Conditions in
different habitats
Daily changes
^ _
UG LP
TN
Environment
Seasonal changes
Producers
Feeding relationships
Copy the unit map and use these words to help you complete it.
You may add words of your own too.
adaptations
animals
camouflage
carnivore
chlorophyll R
climate
conditions
consumer
deciduous R
diurnal R
dormant
food chain
food web
habitat
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herbivore
hibernation
interdependence
migration
nocturnal R
omnivore
organisms
plants
predator
prey
producer
rainfall
sunlight
temperature
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C1
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6
Environments
Starters
Problem solving
p
?
t
u
Match the animals to the different environments in which they live.
^ _
UG LP
TN
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Environments
C1
M
Starters
Capture interest (1)
p
?
t
u
Complete the crossword using the clues.
1
^ _
2
UG LP
TN
3
4
5
Across
2 A living thing
4 A plant that makes its own food
using energy from the Sun
5 The place where an animal or
plant lives
6 An animal that eats other animals
or plants
7 An animal which is hunted for
food
Down
1 A diagram showing ‘who eats
who’ (2 words)
3 An animal which hunts for its food
6
7
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Sheet 1 of 1
Environments
C1
Starters
Capture interest (1)
Complete the crossword using the clues.
1
2
3
4
5
6
Across
2 A living thing
4 A plant that makes its own food
using energy from the Sun
5 The place where an animal or plant
lives
6 An animal that eats other animals
or plants
7 An animal which is hunted for food
Down
1 A diagram showing ‘who eats
who’ (2 words)
3 An animal which hunts for its food
7
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^ _
UG LP
Investigate: What conditions
do woodlice like?
Starters
Suggested alternative starter activities (5–10 minutes)
Setting the context
Introduce the
apparatus
Safety
Brainstorming (1)
Brainstorming (2)
Discuss with pupils what
living things need from a
habitat to survive.
Show pupils the apparatus
available for the
investigation.
Guidelines about working
with living things.
Introduce the variables
and decide what to
measure.
Consider if repeat
measurements are needed.
Setting the context
● Discuss with pupils that most living things have a habitat
they thrive in best, and ask them what most animals need
from their habitat to survive.
● Then talk about woodlice and what conditions pupils think
they might prefer.
Introduce the apparatus
● Show pupils the apparatus available.
● Take suggestions from the class as to the possible role of
each 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 the
environment after study.
● Discuss any hazards and what pupils should do to
minimise the dangers (e.g. wash hands after handling
woodlice).
Brainstorming (1)
● Introduce the variables and decide what to measure.
● Ask pupils to watch the woodlice for 5 minutes and to
make a note of all their different behaviours, e.g. walking,
turning, running, meeting other woodlice, time spent on
different sides of the container, time spent against the edge
of the container, and how long they spend doing them.
● As a class, help them to decide which variables would be
the most appropriate to investigate the effect of light
intensity on the woodlice.
Brainstorming (2)
● Consider if repeat measurements are needed.
● Ask pupils to put a piece of damp filter paper on the base of
one side of their container, and dry filter paper on the
other 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 the
idea of reliability and repeats.
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C2
M
A day in the life of …
Starters
Suggested alternative starter activities (5–10 minutes)
p
?
Recap last lesson
Share learning
objectives
Problem solving
Brainstorming
Word game
t
u
Pupils interpret data
from an investigation
into woodlice habitat
preferences.
● Be able to describe how
living things adapt to
daily changes in their
habitat.
● Use evidence to draw
conclusions.
Pupils ‘guess the habitat’
from each other’s
descriptions of the
conditions.
Living things that adapt
their behaviour to the
changes between day
and night.
Pupils solve anagrams
about daily changes in
the environment.
^ _
UG LP
Recap last lesson
● Pupils interpret data on the pupil sheet from an
investigation into woodlice habitat preferences.
➔ Pupil sheet
Share learning objectives
● Ask pupils to write a list of FAQs they would put on a
website telling people about adaptations to daily
changes in a habitat. Collect suggestions as a wholeclass activity, steering pupils towards those related to
the objectives. Conclude by highlighting the questions
you want them to be able to answer at the end of the
lesson.
Problem solving
● Make a set of six cards for each pair of pupils.
Give three cards to each pupil in each pair. One pupil
describes the environmental conditions in the habitat
on their card, and how they change during the day.
The other has to ‘guess the habitat’.
➔ Pupil sheet
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 the
environment.
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C2
M
p
Starters
A day in the life of …
Recap last lesson
?
Mary carried out an investigation into habitat preferences in woodlice.
She watched one woodlouse for 2 minutes (120 seconds), and
t u
measured how long it spent in different parts of a choice chamber.
^ _ The results are shown in the table below.
UG LP
TN
Woodlouse
1
Time spent in the damp
Time spent in the
part of the choice
dry part of the choice
chamber (seconds)
chamber (seconds)
60
60
Angela thought that Mary should have used more woodlice, so she
repeated the experiment with nine more woodlice. All of the results
are shown in the table below.
Use the table to make a conclusion about whether woodlice prefer
damp or dry habitats.
Woodlouse
Time spent in the damp
Time spent in the
part 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
Decide whether the first or the second table of data provides the
most reliable conclusion.
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A day in the life of …
C2
M
Starters
Problem solving
p
?
t
u
^ _
UG LP
TN
mountains
desert
seashore
woodland
underwater
arctic
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M
Starters
A day in the life of …
Word game
p
?
t
u
Rearrange the letters to find the answers to the questions below.
^ _
lanruid
onurtnalc
redrak
dites
UG LP
TN
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?
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Sheet 1 of 1
C2
Starters
A day in the life of …
Word game
Rearrange the letters to find the answers to the questions below.
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?
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C3
M
Changing seasons
Starters
Suggested alternative starter activities (5–10 minutes)
p
?
Recap last lesson
Share learning
objectives
Brainstorming
Word game
Problem solving
t
u
Pupils describe the
different behaviour of
humans in the day and
at night.
● Know how one animal
and one plant are
adapted to seasonal
changes.
● Be able to analyse
data on seasonal
changes.
Show pupils items and
ask them to identify the
time of year you would
find them.
Catalyst Interactive
Presentations 1
Pupils solve anagrams
about seasonal changes
in the environment.
Pupils write weather
forecasts for habitats in
the summer and winter.
Others guess the
habitat.
^ _
UG LP
Recap last lesson
● Ask pupils to spend 5 minutes writing a diary of what
they did between 8 am and 8 pm yesterday, and
between 8 pm last night and 8 am this morning. Use
their diaries to point out that human behaviour is
different during the day and night.
Share learning objectives
● Ask pupils to write a list of FAQs they would put on a
website telling people about adaptations to seasonal
changes. Collect suggestions as a whole-class activity,
steering pupils towards those related to the objectives.
Conclude by highlighting the questions you want them
to 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 from
Catalyst Interactive Presentations 1.
➔ Catalyst Interactive Presentations 1
● Ask pupils to identify the time of year you would find
each item.
Word game
● Pupils rearrange the anagrams on the pupil sheet in
response to clues about seasonal changes in the
environment.
➔ Pupil sheet
Problem solving
● Make a set of three cards from the pupil sheet for each
group of three pupils.
➔ Pupil sheet
● Give a card to each pupil. Ask them to write weather
forecasts for the summer and winter for the habitat on
their card. The others in the group must try to guess
the habitat based on their forecast.
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Starters
Changing seasons
Word game
p
?
t
u
^ _
Rearrange the letters to find the answers to the questions below.
tondram
aupp
rinneus
reclod
bihetrean
UG LP
TN
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.
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Sheet 1 of 1
C3
Starters
Changing seasons
Word game
Rearrange the letters to find the answers to the questions below.
tondram
aupp
rinneus
reclod
bihetrean
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.
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M
Changing seasons
Starters
Problem solving
p
?
t
u
^ _
UG LP
TN
woodlands
arctic
desert
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C4
M
Adapted to feed
Starters
Suggested alternative starter activities (5–10 minutes)
p
?
Recap last lesson
t
u
Pupils discuss photos of
● Find out how predators
different environments at
are adapted to catch prey.
different times of the year. ● Find out how prey are
Catalyst Interactive
adapted to avoid being
Presentations 1
eaten.
^ _
Share learning
objectives
Problem solving
Capture interest (1)
Capture interest (2)
Pupils decide if animals
are predators or prey.
Catalyst Interactive
Presentations 1
Show pupils a Venus
flytrap plant.
Pupils decide which
animal has which teeth.
Catalyst Interactive
Presentations 1
UG LP
Recap last lesson
● Show pupils pairs of pictures of different habitats in
contrasting seasons (either photos or the pupil sheet).
➔ Catalyst Interactive Presentations 1
➔ Pupil sheet
● Ask them to suggest what time of year it is in each
picture, and why.
Share learning objectives
● Ask pupils to write a list of FAQs they would put on a
website telling people about adaptations for feeding.
Collect suggestions as a whole-class activity, steering
pupils towards those related to the objectives. Conclude
by highlighting the questions you want them to be able
to answer at the end of the lesson.
Problem solving
● Explain the terms predator and prey to the class.
➔ Catalyst Interactive Presentations 1
● Show them photos of predators and prey. Ask pupils to
write down whether each animal is a predator, prey or
whether 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 a
predator.
Equipment
Venus flytrap plant
● Collate ideas on the board, and develop them to
produce 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.
➔ Catalyst Interactive Presentations 1
➔ Pupil sheet
● Pupils then look at the drawings of teeth on the pupil
sheet and decide which animal each set of teeth
belongs to. They should decide if the animal is prey or
predator or both.
● With the time available, pupils can draw each animal’s
head around the teeth on the pupil sheet.
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Starters
Adapted to feed
C4
Recap last lesson
p
?
t
u
A
B
C
D
E
F
^ _
UG LP
TN
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M
Starters
Adapted to feed
C4
Capture interest (2)
p
?
Which animal do you think each set of teeth belongs to?
t
u
Is the animal prey or predator, or both?
^ _
UG LP
TN
A
B
C
D
Draw in the head of each animal around the teeth.
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C5
M
Food webs
Starters
Suggested alternative starter activities (5–10 minutes)
p
?
Recap last lesson
Share learning
objectives
Problem solving
Capture interest (1)
Capture interest (2)
t
u
Pupils design an animal
adapted to catch and kill
mice in the school
kitchen.
● Be able to explain how
living things in a
food web are
interdependent.
Pupils arrange cards into
simple, three- or fourstep food chains.
Read extract about a
fictitious habitat and
organisms, and consider
interdependence.
Look at examples of food
chains that don’t rely on
the Sun at the start.
Catalyst Interactive
Presentations 1
^ _
UG LP
Recap last lesson
● Ask pupils to design an animal which is perfectly
adapted to catching and killing mice in the school’s
kitchen. They should combine features from as many
different predators as they can.
● Pupils draw a picture, and label each adaptation,
explaining how it is useful.
Share learning objectives
● Ask pupils to write a list of FAQs they would put on a
website telling people about food chains and food
webs. Collect suggestions as a whole-class activity,
steering pupils towards those related to the objectives.
Conclude by highlighting the questions you want them
to 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.
➔ Pupil sheet
Capture interest (1)
● Read out the extract about the fictitious habitat. Write
the names of the organisms on the board as you read
them out. (You could give out copies of the sheet to
more able pupils.)
➔ Teacher sheet
● Ask pupils to make notes about what eats what.
● Then ask the questions on the sheet, to help work out
the food chains.
● Use the answers as a basis for discussion and for writing
on the board all of the food chains and even a food
web described in the passage.
Capture interest (2)
● Show pupils photos/video clips or describe some
habitats where there is no sunlight, so food chains
can’t start with Sun/producer.
➔ Catalyst Interactive Presentations 1
● Discuss with them where these food chains obtain their
source of energy.
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Starters
Food webs
C5
Problem solving
t
u
?
p
^ _
UG LP
TN
grass
grass
mole
tadpole
leaf litter
pond weed
fox
minnow
rabbit
zebra
blackbird
water beetle
lion
cat
earthworm
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Food webs
C5
M
p
6
Starters
Capture interest (1)
?
Luhans are a little like humans. They live on a moon called
Onkar, in a distant galaxy. They eat gimbuls. Gimbuls are small
t u mammals, which feed on grass and the seeds of the red zetta
^ _ plant in the early hours of the morning before dawn breaks. Most
of the ground on Onkar is covered with thorny hintel bushes.
UG LP During the summer, the hintel bushes shield the grass from the
sunlight. This stops the grass growing tall.
TN
The gimbuls have adaptations that help them to avoid being
eaten by their daytime predators, the wooks. They have large
yellow eyes at the sides of their heads for good all-round vision.
Their fur has green and red patches that camouflage them against
the vegetation. They have large, jagged ears. This means they can
see and hear the giant wook birds approaching.
The wooks are also adapted for catching their prey. The aggressive
wooks have eyes that point forward for targeting their prey as
they get ready to pierce them with their pointed beaks and tear
them apart with their sharp claws.
A pair of gimbuls nested in a disused building. There was plenty
of dry vegetation among the ruins. The gimbuls ate well and
reproduced. They were well hidden from the wooks. The number
of gimbuls in the shelter grew to a population of 102 after 35
weeks! Because the gimbuls were so well hidden, the wooks did
not catch very many of them at all. This meant that many wooks
died of starvation. However, one day, one of the wooks spotted
the gimbuls going in and out of the shelter. Because the wooks
started to get more food, they could feed their children, and the
numbers of wooks grew.
Questions
1
2
3
4
Why are the wooks good at being predators?
What can affect the amount of food the gimbuls get?
What can affect the amount of food the wooks get?
What do you think will happen to the number of gimbuls at the
end of the story?
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C6
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p
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^ _
Grouping living things – Think
about
Starters
Suggested alternative starter activities (5–10 minutes)
Bridging to the unit
Setting the context
Concrete preparation
Discuss why groupings already used in the
unit are useful.
Relate to groupings in real life, such as the
way things are grouped on supermarket
shelves.
Ask pupils to group the pictures of leaves.
UG LP
Bridging to the unit
● In the unit pupils have already looked at various
groupings, such as producers, consumers, prey and
predators. Get pupils to suggest the groupings they
have already looked at and name some members of the
groupings.
● Then ask pupils why it is useful to group animals and
plants.
Setting the context
● Relate to groupings in real life, such as the way things
are grouped on supermarket shelves. Ask pupils to
suggest what groupings are used there and how useful
they are to shoppers.
Concrete preparation
● Ask pupils to group the leaves in as many different
ways as possible. For each way of grouping, they should
write down the distinguishing feature upon which they
have based the grouping.
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Grouping living things
C6
M
Starters
Concrete preparation
p
?
t
u
Group these leaves in as many different ways as you can.
^ _ A
B
UG LP
TN
C
D
E
F
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Animals and their habitats
C1a
M
p
?
t
u
Teacher
activity notes
Type
Purpose
Differentiation
Discussion
Pupils look at a Resource sheet showing the African grassland and discuss the
adaptations of some of the animals living there. They then consider local variations
which lead to different habitats within the grassland.
Core, Help
Resource
^ _ Running the activity
Pupils look in pairs at the Resource sheet and discuss the adaptations of some of the
UG LP animals living in the African grasslands. They then identify different habitats within
the grassland location.
Core: Pupils think of words to describe the local conditions and then suggest how
some of the animals are adapted for these conditions. They make a table to record
their findings. Pupils may need some direction when identifying separate habitats
within the location. They then use all the information they have gained to produce
a second table identifying three separate habitats together with examples of the
organisms inhabiting them.
Help: Structured questions lead pupils to describe the conditions in the location, and
how an animal is suited to its habitat. They go on to compare the lion with the
zebra, and complete a passage about their separate habitats in the African grasslands.
Other relevant material
C1a Resource
Selection of books about life on African grasslands
Expected outcomes
Core: Pupils produce one table that demonstrates their knowledge about adaptations
to a habitat, and a second table to show that an area is not uniform and can be
subdivided into many smaller habitats, each with their own requirements.
Help: Pupils fill in the table provided to compare the adaptations of two animals to
their habitat, and complete a paragraph about the smaller habitats of these two
animals.
Pitfalls
Help may be needed to explain some of the different habitats visible on the Resource
sheet. For example, a discussion could point out some of the following habitats and
adaptations:
● open grassland – zebra have stripes for camouflage; eyes on the sides of their head
to watch for predators whilst eating; long necks to feed standing up, ready to run
away; long legs so they can run fast if danger threatens; live together in a herd to
provide extra protection during feeding
● underground – meerkats have sandy colouring for camouflage; have large claws for
scraping 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 keep
cool during the day; have sandy coloration for camouflage; have large tongues to
pant and lose heat; their large claws and teeth make them good predators.
Answers
Help: 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
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C1a
M
W
p
?
t
u
Activity
Core
Animals and their habitats
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.
UG LP 2
TN
3
4
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).
Choose a different animal each. Discuss together how it is adapted
to its habitat. If you need ideas, ask your teacher for some hints.
Copy this table to record your ideas about your chosen animal.
African grasslands location
Conditions: .................... , .................... and ....................
Sketch of animal
Animal: ......................................
This animal is adapted to its habitat because:
•
•
•
5
6
7
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).
Describe an animal or plant that is adapted to living in that habitat.
Copy this table to record your ideas about your three habitats.
Location:
Habitat 1:
Habitat 2:
Habitat 3:
Conditions:
Conditions:
Conditions:
Animal:
Animal:
Animal:
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Animals and their habitats
Activity
Help
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.
UG LP 2
TN
3
4
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.
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.
Now do the same for the zebra.
Animal:
the lion.
This animal is suited to its habitat
because:
the zebra.
● it hunts at night, so during the day it
can lie in the shade to keep
.................................
This animal is suited to its habitat
because:
● it has ................................ on its body so
that it blends in with the grasses and
bushes
● it has hooves and long ................................
so that it can run away from predators
quickly
● it has a long ................................ so that it
can feed standing up, ready to run
away from danger.
Draw a lion to show these adaptations:
Draw a zebra to show these adaptations:
● it is ................................ coloured so that it
blends in with the sandy soil
● it has large ................................ and
................................ to catch and kill its
food
5
Animal:
Complete these sentences by choosing from the words opposite.
open
The lion and zebra both live on the African grasslands but
shade
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
water
have to come out to hunt.
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cold
mud
Sheet 1 of 1
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1
13
9
5
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8
9
10
11
12
13
meerkat
lion
dung beetle
weaverbird
acacia tree
grasses
TN
wildebeest
zebra
impala
elephant
giraffe
ostrich
marabou stork
UG LP
1
2
3
4
5
6
7
^ _
The greater the latitude north (N) or south (S), the bigger the difference in day length
between winter and summer.
20–25 °C
20–25 °C
about 11 °C
750–1000 mm (wet summers, dry winters)
10oN
Mean temperature January:
Mean temperature July:
Temperature variation over 24 h:
Annual rainfall:
Latitude:
Organisms
Animals and their habitats
African grasslands
6
Location:
3
2
C1a
You would not see all these
organisms at the same time.
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African grassland
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Activity
Resource
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Monitoring an artificial
habitat
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Teacher
activity notes
Type
Purpose
Differentiation
ICT
Pupils use dataloggers to monitor an artificial habitat over a period of time.
Core, Help
^ _ Running the activity
UG LP Set up the artificial habitat in the laboratory and use a selection of sensors such as
for temperature, light and pH. Alternatively, if you have an aquarium in the
TC laboratory you could set up the sensors in this and use it as a ready-made artificial
habitat. If you have access to a local habitat, you may wish to study this. You
could add a rainfall gauge and wind gauge to the sensor equipment.
The exact procedure will depend on the availability of hardware and software in
your school. If you have enough equipment it would be preferable to divide the
class into groups, with each group setting up its own sensors. Give instructions
about 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 for
these lessons.
Core: Pupils select a condition and make a prediction about it. At the end, they
consider 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
the light level, and later to consider whether their prediction was correct.
Other relevant material
Skill sheet 6: Interpreting graphs
Expected outcomes
Core: 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 daily
basis.
Pitfalls
If using battery-powered dataloggers, ensure batteries are not running low before
leaving them running overnight.
Safety notes
Pupils should be told to take care when using electrical equipment, especially
close to water. They must also wash their hands afterwards with soap and hot
water if they are placing the probes in the habitat themselves.
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Monitoring an artificial habitat (continued)
C1b
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Teacher
activity notes
Answers
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UG LP
TC
Core:
1 Answers will depend on the prediction made.
2 3 Answers will depend on the weather and time of year.
4 It probably rose.
5 It probably fell.
6 The pH would be expected to fall (be more acidic) at night. This is because
photosynthesis stops (no light), therefore carbon dioxide is not absorbed.
Respiration continues so carbon dioxide is produced, which dissolves in the
water to form carbonic acid. During the day carbon dioxide comes out of
solution to be used for photosynthesis so the pH level rises.
7 The oxygen level would be expected to rise during the day, as oxygen is a
product of photosynthesis. It would fall at night because oxygen is used in
respiration.
Help:
2 The answers in the table will probably be ‘yes’, with the possible exception of
sound.
3 Missing word: light
1 Pupils’ answers will depend on the weather and time of year, but they should
conclude that their prediction is supported.
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Monitoring an artificial habitat
C1b
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Technician
activity notes
Type
Purpose
Differentiation
ICT
Pupils use dataloggers to monitor an artificial habitat over a period of time.
Core, Help
Other relevant material
Skill sheet 6: Interpreting graphs
UG LP Equipment
TN
For 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 up
one set of sensors as a class demonstration
● rain gauge and wind gauge for local habitat if appropriate.
For your information
Running the activity
Set up the artificial habitat in the laboratory and use a selection of sensors such as
for temperature, light and pH. Alternatively, if you have an aquarium in the
laboratory you could set up the sensors in this and use it as a ready-made artificial
habitat. If you have access to a local habitat, you may wish to study this. You
could add a rainfall gauge and wind gauge to the sensor equipment.
The exact procedure will depend on the availability of hardware and software in
your school. If you have enough equipment it would be preferable to divide the
class into groups, with each group setting up its own sensors. Give instructions
about 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 for
these lessons.
Core: Pupils select a condition and make a prediction about it. At the end, they
consider the evidence from all the conditions being measured.
Help: Pupils fill in a table to say whether various conditions will change over a 24hour period. The structured questions direct them to make a prediction about the
light level, and later to consider whether their prediction was correct.
Expected outcomes
Core: 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 daily
basis.
Pitfalls
If using battery-powered dataloggers, ensure batteries are not running low before
leaving them running overnight.
Safety notes
Pupils should be told to take care when using electrical equipment, especially
close to water. They must also wash their hands afterwards if they are placing the
probes in the habitat themselves.
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Monitoring an artificial habitat
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Activity
Core
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.
!
Wash your
hands after
handling
plants and
animals.
^ _ Planning and predicting
UG LP 1
TN TC
2
3
Look at the picture of the habitat.
List the conditions that you think
will change in this habitat.
Note down which of these
conditions you could measure.
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.
pond
water
snail
pondweed
stone
sand/mud
Obtaining evidence
4
5
Follow your teacher’s instructions for setting up the equipment.
Leave the sensors recording data for 24 hours.
Presenting the results
6
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 evidence
1 Look at the graph for the condition in your prediction. Does it
support your prediction?
Look at all the graphs and answer the following questions.
2 At what time did it start to get dark?
3 At what time did it start to get light?
4 What happened to the temperature as the amount of light
increased?
5 What happened to the temperature as the amount of light
decreased?
6 Did the pH of the water change during the 24 hours?
7 Did the oxygen concentration change during the 24 hours?
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Monitoring an artificial habitat
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Activity
Help
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.
!
Wash your
hands after
handling
plants and
animals.
^ _ Planning and predicting
UG LP 1
TN TC 2
Look at the picture of the habitat. In the table are some of the
conditions that might change in the habitat.
Write ‘yes’ or ‘no’ in the table to show whether you think each
condition will change during 24 hours.
pond
water
Condition
Do you think it
will change?
temperature
snail
light
pH (acidic or alkaline)
sound
pondweed
3
stone
sand/mud
oxygen concentration
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 evidence
4
5
Follow your teacher’s instructions for setting up the equipment.
Leave the sensors recording data for 24 hours.
Presenting the results
6
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 evidence
1 Look 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 ......................................... .
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C1
cde
Investigate: What conditions
do woodlice like?
M
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Teacher
activity notes
Type
Purpose
Differentiation
Practical, Paper
Pupils plan and carry out an investigation to see whether light intensity affects the
activity of woodlice.
Core, Help
^ _
UG LP
TC
Running the activity
The investigation is in three parts with three separate sheets at Core and Help
level: planning the investigation (C1c), obtaining evidence (C1d), and
considering and evaluating evidence (C1e).
Pupils work in small groups of two or three. Before starting, talk to the class about
the importance of treating the woodlice with respect, and emphasise the natural
habitat of the woodlouse.
Core: Pupils design their own experiment to see whether light intensity affects the
activity of woodlice.
Help: Pupils follow the guided instructions to develop their plan.
Other relevant material
Skill 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 outcomes
Core: Pupils design and implement a complete investigation.
Help: Pupils complete a prediction. They are guided to devise a method for their
investigation and to consider the evidence they have produced.
Pitfalls
Forward planning is necessary to ensure sufficient woodlice are obtained. They
will survive quite happily in the laboratory in an old aquarium if kept damp and
provided with rotting wood. Maggots could be used instead, but might not be so
acceptable to pupils.
This experiment works best if you can black out the laboratory.
Safety notes
Pupils 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 than
a few minutes. They should also be warned to take great care when using
electrical equipment.
Be aware that there are extra hazards in a darkened laboratory, especially in
moving around.
Answers
Pupils’ answers will depend on their individual experiments.
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C1
cde
Investigate: What conditions
do woodlice like?
M
p
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^ _
Technician
activity notes
Type
Purpose
Differentiation
Practical, Paper
Pupils plan and carry out an investigation to see whether light intensity affects the
activity of woodlice.
Core, Help
Other relevant material
UG LP Skill sheet 5: Drawing charts and graphs
TN
Skill sheet 6: Interpreting graphs
Skill sheet 8: Variables
Skill sheet 20: Planning an investigation
Skill sheet 21: Reporting an investigation
Equipment
For each group:
● large dish or choice chamber
● scissors
● black paper
● 12–15 woodlice
● gloves, spoon or similar to handle the woodlice
● bench lamp
● metre rule
● newspaper
For your information
Running the activity
The investigation is in three parts with three separate sheets at Core and Help
level: planning the investigation (C1c), obtaining evidence (C1d), and
considering and evaluating evidence (C1e).
Pupils work in small groups of two or three. Before starting, talk to the class about
the importance of treating the woodlice with respect, and emphasise the natural
habitat of the woodlouse.
Core: Pupils design their own experiment to see whether light intensity affects the
activity of woodlice.
Help: Pupils follow the guided instructions to develop their plan.
Expected outcomes
Core: Pupils design and implement a complete investigation.
Help: Pupils complete a prediction. They are guided to devise a method for their
investigation and to consider the evidence they have produced.
Pitfalls
Forward planning is necessary to ensure sufficient woodlice are obtained. They
will survive quite happily in the laboratory in an old aquarium if kept damp and
provided with rotting wood. Maggots could be used instead, but might not be so
acceptable to pupils.
This experiment works best if you can black out the laboratory.
Safety notes
Pupils 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 than
a few minutes. They should also be warned to take great care when using
electrical equipment.
Be aware that there are extra hazards in a darkened laboratory, especially in
moving around.
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C1c
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^ _
UG LP
TN TC
Investigate: What conditions
do woodlice like?
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.
Activity
Core
!
Take care with hot
lamps.
Equipment
● large container
● black paper
● scissors
● woodlice
● gloves or spoon
to handle woodlice
● bench lamp
● metre rule
● newspaper
Wash your hands
before and after
handling woodlice.
head
Planning
1
2
3
4
5
6
7
8
9
What is the aim of your investigation? Write down the question
you are trying to answer.
Discuss in your group how you are going to change the amount of light.
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.
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.)
Decide what equipment you will need to use and make a list. The
equipment list above will give you some ideas.
Decide how you will set up your equipment. Draw a diagram.
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.
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.
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.
Predicting
10 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.)
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UG LP
Investigate: What conditions
do woodlice like?
Activity
Core
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)
●
TN TC ●
●
●
●
●
●
●
large container
black paper
scissors
woodlice
gloves or spoon to handle woodlice
bench lamp
metre rule
newspaper
!
Wash your hands
before and after
handling woodlice.
Take care with hot
lamps.
Obtaining evidence
1
2
3
Collect some woodlice from the main tank and put them into
your container.
Carry out your plan. Note the different things the woodlice do.
Perhaps you can think of an interesting way of recording this.
When you have finished, return all your woodlice to the main
tank, and wash your hands with soap and hot water.
Presenting the results
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:
What you measured
(output/dependent variable)
4
Title
What you changed
(input/independent variable)
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Investigate: What conditions
do woodlice like?
Activity
Core
You are going to consider and evaluate the evidence you
collected about whether the amount of light affects what
woodlice do.
^ _
UG LP
Considering the evidence
TN TC Use your graph to help you answer these questions.
1 What did you change?
2 What happened to the woodlice after you made this change?
3 Why do you think woodlice respond to light in this way? (Explain
the pattern scientifically if you can.)
4 Do your results agree with your prediction?
Evaluating
5 Did you get any results that did not fit the pattern you saw?
6 Did you carry out your plan exactly as it was written? If not, what
did you have to change and why?
7 Could any other variable have affected your results?
8 Did you have enough results to make a reliable conclusion, or
would the results be more reliable if you had a larger sample size?
9 In what ways could you have improved what you did?
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C1c
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^ _
UG LP
TN TC
Activity
Help
Investigate: What conditions
do woodlice like?
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.
!
Wash your hands
before and after
handling woodlice.
Take care with hot
lamps.
Equipment
● large container
● black paper
● scissors
● woodlice
● gloves or spoon
to handle woodlice
● bench lamp
● metre rule
● newspaper
head
Planning and predicting
1
Discuss each point below in your group. Fill in the gaps as you go.
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 they
move, 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:
(The list above will give you some ideas.)
F
Diagram of setup:
.........................................................................................
.........................................................................................
.........................................................................................
.........................................................................................
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 this because
2
............................................................................
....................................................................................................................
we think what will happen to
is
.......................................................
...................................................................................................................................
Check your plan with your teacher.
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C1d
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Activity
Help
Investigate: What conditions
do woodlice like?
You are going to carry out the investigation you have planned
to see whether the amount of light affects what woodlice do.
Wash your hands
before and after
handling woodlice.
!
Take care with hot
lamps.
^ _ Equipment (your own list may be different)
UG LP ● large container
TN TC ● black paper
● scissors
● woodlice
● gloves or spoon
to handle woodlice
● bench lamp
● metre rule
● newspaper
Obtaining evidence
1
Write here what you decided to change (the input variable):
............................................................................................................................................................................................................
2
Write here what you decided to measure (the outcome variable):
............................................................................................................................................................................................................
Collect some woodlice from the main tank. Put them in your container.
Carry out your plan. Observe the different things the woodlice do.
Record your results in this table.
What you
changed
6
Average:
1st reading
2nd reading
Put all your woodlice back in the main tank,
and wash your hands with soap and hot water.
Presenting the results
7
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.
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3rd reading
1st 2nd 3rd
3
Title
What you measured
3
4
5
What you changed
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Investigate: What conditions
do woodlice like?
Activity
Help
You are going to consider and evaluate the evidence you
collected about whether the amount of light affects what
woodlice do.
^ _
UG LP
TN TC
Considering the evidence
1 Use your graph to help you complete these sentences.
When we changed ...............................................................................................................................................................
what happened to................................................................................................................................................................
was ...................................................................................................................................................................................................
2 Why did this happen?
............................................................................................................................................................................................................
3 Do your results agree with your prediction?
..................................................................................................
4 Did you get any results that did not fit the pattern? Explain.
............................................................................................................................................................................................................
............................................................................................................................................................................................................
Evaluating
5 Did you carry out your plan exactly as you wrote it? If not, what
did you change and why?
............................................................................................................................................................................................................
6 Did you have enough results for a reliable conclusion, or would it
be more reliable with a larger sample size?
............................................................................................................................................................................................................
7 In what ways could you have improved what you did?
............................................................................................................................................................................................................
............................................................................................................................................................................................................
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Daily changes in a rock pool
C2a
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UG LP
Teacher
activity notes
Type
Purpose
Differentiation
Discussion
Pupils discuss daily changes in a rock pool and determine how the inhabitants survive.
Core
Resource 1 and 2
Running the activity
Pupils work in groups of three or four to discuss the conditions found in a rock
pool 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 the
information they have gained to produce a poster entitled ‘Adaptations to life in a
rock pool’.
Other relevant material
C2a Resource 1 and 2
Selection of books and/or keys about life on the sea shore
A3 plain paper for posters
Expected outcomes
Pupils produce a poster that demonstrates their knowledge about a rock pool as a
habitat.
Pitfalls
Help may be needed to identify some of the organisms if pupils are not very
familiar with seashore ecology.
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Daily changes in a rock pool
Activity
Core
In this activity you are going to discuss how a rock pool changes
over a day, and how this affects the organisms living there.
1
^ _
UG LP 2
TN
Look at Resource sheet 1 showing a beach. The tide is out. You
can see a rock pool in the drawing.
In your group, make a list of all the organisms you might see in a
rock 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 pool
change 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 pool
change 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 tide
comes back in. Write down your ideas.
6
Now choose one organism living in the rock pool. Discuss how it
is adapted to survive the conditions in the rock pool habitat.
7
Prepare an A3 poster with the title ‘Adaptations to life in a rock
pool’. Draw your chosen organism in the middle of the page.
8
Use what you learned from your discussion and the Resource
sheets to write notes on your drawing. Label the special features
your organism has, and by each label write a sentence to explain
how this feature helps it to survive in a rock pool. For example, if
you draw a barnacle you would label its plates which close to
trap water when the tide goes out, preventing the barnacle
drying out.
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The greater the latitude north (N) or south (S), the bigger the difference in day
length between winter and summer.
kittiwake
guillemot
lichen
puffin
sand eel
limpet
mussel
1
2
3
4
5
6
7
5–10 oC
15–20 oC
depends on tides
1000–1500 mm
50°N
Mean temperature January:
Mean temperature July:
Temperature variation over 24 h:
Annual rainfall:
Latitude:
8
9
10
11
12
13
14
18
20
15
16
17
18
19
20
21
21
19
back-headed gull
marram grass
oystercatcher
cockle
starfish
whelk
shore crab
You would not see all these
organisms at the same time.
8
flat wrack
barnacle
sea anemone
shrimp
hermit crab
periwinkle
channelled wrack
13
TN
Organisms
12
14
15
Daily changes in a rock pool
Sea shore in south-east England
10
11
UG LP
17
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6
Location:
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Activity
Resource 1
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Daily changes in a rock pool
Activity
Resource 2
Organism
Adaptation
gut weed
A type of green algae (seaweed). Found in rock
pools high up the beach. Green seaweeds absorb
light that can only pass through shallow water.
When the tide goes out the water in the rock pool
is just the right depth for the seaweed to absorb
light.
sea anemone
A sea anemone grasps a rock with the suction pad
at the bottom of its ‘foot’. It uses its tentacles to
sting and paralyse animals, then pulls them in and
eats them. If it is exposed to air it tucks its tentacles
in to trap water and prevent it drying out.
barnacle
A barnacle is stuck to the rock by its head and has
six bony plates arranged in a cone. When
submerged, it puts out its feathery limbs to catch
food. When the level of the water falls, the barnacle
is 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. When
submerged, the limpet moves about on the rocks,
feeding on algae. When the water level starts to fall
the limpet goes back to its ‘home’ spot, where it
has worn a perfectly shaped depression in the rock.
It seals the edge of its shell to the rock, trapping
water inside so that it can breathe and does not dry
out.
^ _
UG LP
TN
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Seasonal changes in deciduous
woodland
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activity notes
Type
Purpose
Differentiation
Discussion
Pupils look at a Resource sheet showing a deciduous woodland and consider how
organisms cope with large seasonal variations.
Core, Help
Resource
^ _
UG LP
Running the activity
Pupils look in pairs at the Resource sheet and discuss the effect of seasonal
variations on the plants and animals present.
Core: Pupils make tables comparing the environmental conditions in a deciduous
woodland in the summer and winter. They then consider the impact these
seasonal fluctuations have on the wildlife living in the woods.
Help: Pupils have partially completed tables to fill in to help them identify the
environmental conditions and the plants and animals present in winter and in
summer.
Other relevant material
C3a Resource
Selection of books and keys showing life in a woodland
A few examples of fallen leaves or their skeletons could be provided to prompt
discussion about differences between the woodland in summer and winter
Expected outcomes
Core and Help: Pupils come to appreciate that there is a large degree of seasonal
variation in a deciduous woodland habitat, and that the organisms living there
have developed strategies to cope with the variation.
Pitfalls
Some pupils may need help identifying the living organisms in the woodland,
and may need access to more information about their lifestyles.
Safety notes
If any live specimens are available, make sure pupils wash their hands thoroughly
with soap and hot water after handling them.
Answers
Core:
1 In summer it is: warmer, drier, less windy, trees have their leaves, more food is
available, there are more birds and animals, more flowers and plants. (Or
accept the reverse argument for winter.)
2 For example: butterfly, squirrel, bluebells, fungi
3 The butterfly dies; the squirrel hibernates; bluebells overwinter underground;
fungi die.
Help:
1 For example: butterfly, squirrel, bluebells, fungi
2 Missing words are as follows: bluebells, underground, butterflies, die, squirrels,
hibernate
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Seasonal changes in deciduous
woodland
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Activity
Core
Deciduous trees lose their leaves in winter. This causes a big
change to the habitat of woodland animals and plants. You are
t u
going to look at how seasonal changes in a deciduous wood
^ _ affect the living things there.
UG LP
TN
1
2
Look at the Resource sheet and read the data.
Make a table with the following headings:
Summer
conditions
3
4
5
Plants and
animals present
Winter
conditions
Plants and
animals present
Discuss the habitat with your partner and describe the conditions
in the woodland. List the plants and animals there in summer.
Now imagine it is winter and the temperature has dropped.
Discuss the new conditions with your partner and describe these
winter conditions.
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 be
present in the winter woodland. Write their names in the table.
1 What are three main differences between the woodland in
summer and the same woodland in winter?
2 Name three living things that you have included in your summer
list, but not in your winter list.
3 What do you think happens to each one during winter?
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Seasonal changes in deciduous
woodland
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Activity
Help
Deciduous trees lose their leaves in winter. This causes a big
change to the habitat of woodland animals and plants. You are
t u
going to look at how seasonal changes in a deciduous wood
^ _ affect the living things there.
UG LP
TN
1
2
Look at the Resource sheet and read the data.
Complete Table 1 by listing the plants and animals in the woodland.
Winter conditions
Plants and
animals present
10–20 °C, warm
0–5 °C, ..........................
oak
40 mm rain, dry
740 mm rain, ..........................
low winds
..........................
winds
long hours of
daylight
..........................
hours of
Summer
conditions
Plants and
animals present
lichen
badger
green woodpecker
daylight
Table 1
3
holly
Table 2
Discuss the habitat with your partner. Complete the description
of winter conditions in the woodland in Table 2.
1 Compare the list of plants and animals in summer with the list in
winter. Which are no longer there in winter?
2 Complete these sentences using the words below.
squirrels
bluebells
butterflies
hibernate
die
underground
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.
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7
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15
grey squirrel
sparrowhawk
green woodpecker
treecreeper
badger
orange-tip butterfly
7
8
9
10
11
12
longhorn beetle
violet
bluebell
wood anemone
primrose
lichen
13
14
15
16
17
bracken
beefsteak fungus
oak milk cap fungus
holly
oak
UG LP
1
2
3
4
5
6
Organisms
^ _
The greater the latitude north (N) or south (S), the bigger the difference in day
length between winter and summer.
0–5 °C
10–20 °C
about 5 °C in summer
750–1000 mm
55oN
13
11
Mean temperature January:
Mean temperature July:
Temperature variation over 24 h:
Annual rainfall:
Latitude:
10
9
14
Seasonal changes in deciduous
woodland
Deciduous woodland in
northern England
8
6
Location:
You would not see all these
organisms at the same time.
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Resource
TN
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Living in the sand
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Teacher
activity notes
Type
Purpose
Differentiation
Paper
Pupils develop their skills of data interpretation.
Extension
Running the activity
Pupils work individually to interpret results showing seasonal variation in oxygen
levels and temperature in sand, and relate these to adaptation in burrowing
animals.
Expected outcomes
Pupils demonstrate improved data-handling skills.
Pitfalls
The activity is suitable only for able students who are confident readers.
Answers
1 a yellow
b black
2 a July and August of both years
b April, May, February, March, January
c 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.
3 a June, July, August and September of year 1 and July and August of year 2
b 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 versa
Or: no, although the two variables follow the same pattern there is no
evidence that a change in temperature causes the change in depth of
yellow sand.
4 Possible suggestions: some of the animals’ bodies are in the top part of the
sand; the animals get their oxygen from the water; the animals pump fresh
water through their burrows; the animals are adapted to live in low levels of
oxygen.
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Living in the sand
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You are going to use other scientists’
results to see how the temperature and
oxygen level vary in sand on a sea shore.
peacock
worm
Activity
Extension
tellin
lugworm
Many animals live in the sand at the sea
^ _ shore. The drawing shows four of these
animals.
UG LP
These animals need oxygen to live. Only
TN
the top yellow part of the sand contains
oxygen. Sand without oxygen is black.
ragworm
Scientists dug down and measured the depth of the yellow sand.
They did this for 22 months. Their results are shown in Chart 1.
Chart showing how the depth of yellow
sand varies from month to month
0
Chart showing how temperature varies
from month to month
30
Temperature (°C)
Depth (cm)
1
2
3
20
10
4
AM J J A S OND J F MAM J J A S OND J
Month
AM J J A S OND J F MAM J J A S OND J
Month
Chart 1
Chart 2
Considering the evidence
1 What colour is sand: a that contains oxygen?
2 a
b
c
d
b without oxygen?
In which months is the yellow sand less than 2 cm deep?
In which months is the yellow sand 4 cm or more deep?
Write a sentence that sums up the scientists’ results.
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.
3 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.
4 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.
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Bird beaks
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TC
Teacher
activity notes
Type
Purpose
Differentiation
Practical
Pupils use blunt and fine forceps to represent birds’ beaks to pick up seeds
and find out which shape is best for picking up most seeds.
Core
Running the activity
Pupils work in small groups of two or three. They first look at how three types of
finch 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 for
picking up seeds.
ICT opportunities
Find information from the internet about birds’ beaks and the food they eat, for
example:
● TrackStar website
enter track ID 10789 to find out about birds, beaks and adaptations.
Expected outcomes
Pupils understand that birds have differently shaped beaks and that the shape is
an adaptation to enable them to eat a specific type of food.
Pitfalls
It is important that pupils pick up the seeds individually.
Safety notes
Do not use nuts or peanuts as alternatives to seeds as some pupils may be allergic
to 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 should
be avoided. Health food shops should be a safe source, as should mixed seeds sold
as ‘wild bird food’.
Answers
Refer to pupils’ results; answers will vary.
Predictions: pupils may predict the large ground finch because it is adapted to
crush seeds and therefore will need to pick them up first; or the woodpecker finch
because it is able to pick up twigs and therefore must be good at picking things
up; or the warbler finch because it has a slender beak and can catch insects.
1 Pupils should find the blunt forceps easier (because they have a larger surface
area to make contact with the seeds).
2 3 They should now think that the large ground finch beak is best for eating
seeds.
4 The more times you repeat the experiment, the more reliable are the results.
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Bird beaks
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TN
Technician
activity notes
Type
Purpose
Differentiation
Practical
Pupils use blunt and fine forceps to represent birds’ beaks to pick up seeds and find
out which shape is best for picking up most seeds.
Core
Equipment
For each group:
● Petri dish full of seeds (see safety notes below)
● empty Petri dish
● stopclock
● pair of blunt forceps
● pair of fine forceps.
Tips
Pupils could compare two types of seed of different sizes.
For your information
Running the activity
Pupils work in small groups of two or three. They first look at how three types of
finch 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 for
picking up seeds.
Expected outcomes
Pupils understand that birds have differently shaped beaks and that the shape is
an adaptation to enable them to eat a specific type of food.
Pitfalls
It is important that pupils pick up the seeds individually.
Safety notes
Do not use nuts or peanuts as alternatives to seeds as some pupils may be allergic
to 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 should
be avoided. Health food shops should be a safe source, as should mixed seeds sold
as ‘wild bird food’.
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Bird beaks
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TN TC
Activity
Core
On each of the Galapagos Islands, the finches have different
shaped beaks. The shape is an adaptation to let them eat
different types of food. In this activity you are going to find out
whether pointed or blunt beaks are best for picking up seeds.
!
Do not take or
eat any of the
seeds.
Predicting
1
Look at the drawings of bird beaks. Write down which shaped beak
you think would be best for picking up seeds, and explain why.
Warbler finch
slender beak for catching
small insects on the wing
Woodpecker finch
strong beak to pick up a
stick which it pokes into
trees to find insects
Large ground finch
blunt beak for crushing
seeds
Obtaining evidence
2
3
Collect a Petri dish of seeds, an empty Petri dish, a stopclock,
a pair of blunt forceps and a pair of fine forceps.
Draw a table with these headings:
Experiment
Number of seeds
with blunt forceps
Number of seeds
with fine forceps
1
4
5
6
See how many seeds you can pick up with the blunt forceps in 1 minute.
Repeat two or three more times.
Do this again with the fine forceps. Repeat two or three more times.
Work out the average number of seeds collected with each forceps.
Considering the evidence
1 Which forceps were best for picking up the seeds? Explain why this was.
2 What shape of beak do you now think would be best for a
seed-eating bird?
3 Does the evidence you have collected support your prediction?
4 Explain why it is a good idea to repeat the experiment and find
an average.
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Shell colour in snails
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TC
Teacher
activity notes
Type
Purpose
Differentiation
Practical
Pupils use coloured wool to represent pink and yellow snails to find out which colour
gives the better camouflage.
Core
Running the activity
Before the start of the lesson, scatter equal numbers of strands of yellow and pink
wool over an area of school field or other grassy area. The length of wool should
be about 5 cm. The number of strands used will depend on the area you have
available and must be sufficiently large to avoid pupils finding all of the strands
in the first 5 minutes.
Pupils should work in groups of three: one to collect the strands, one to count
them and another to record the results. Choose one member of the class to act as
class scorer, who will give the groups 5 minutes to collect as many strands as
possible. At the end of this time, the scorer will total the class numbers of yellow
and pink strands. Pupils use this information to produce a bar chart and analyse
the results.
Activity C4c can be used for more able pupils in place of this activity.
Expected outcomes
Pupils realise that in most populations of animals there is more than one variety.
These varieties are adapted to survive in different habitats.
Pitfalls
Colours need to be selected carefully. The wool representing the yellow snails
needs to be a greenish yellow colour that blends in well with the grass. If too few
strands are used for the area available, then pupils will find most of the strands
and the results will not be significant, but will still raise issues for discussion.
Safety notes
Follow LEA and/or school policy on taking pupils out of school. Ensure adequate
supervision. Visit the area before the lesson to assess risks. If the field is
contaminated with dog or other animal faeces, issue ‘collectors’ with disposable
gloves. All pupils should wash their hands after the activity.
Answers
1 Yellow, because it is more similar to the colour of the grass.
2 a yellow
b pink
3 Answers should relate to flaws in the model and the sample size. Pupils might
suggest counting actual snails in their natural habitats, or make relevant
comments about the colours of the wool used, the area studied or their
results.
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Shell colour in snails
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TN
Technician
activity notes
Type
Purpose
Differentiation
Practical
Pupils use coloured wool to represent pink and yellow snails to find out which colour
gives the better camouflage.
Core
Equipment
For 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.
Tips
The number of strands used will depend on the area you have available and must
be sufficiently large to avoid pupils finding all the strands in the first 5 minutes.
For your information
Running the activity
Before the start of the lesson, scatter equal numbers of strands of yellow and pink
wool over an area of school field or other grassy area.
Pupils should work in groups of three: one to collect the strands, one to count
them and another to record the results. Choose one member of the class to act as
class scorer, who will give the groups 5 minutes to collect as many strands as
possible. At the end of this time, the scorer will total the class numbers of yellow
and pink strands. Pupils use this information to produce a bar chart and analyse
the results.
Activity C4c can be used for more able pupils in place of this activity.
Expected outcomes
Pupils realise that in most populations of animals there is more than one variety.
These varieties are adapted to survive in different habitats.
Pitfalls
Colours need to be selected carefully. The wool representing the yellow snails
needs to be a greenish yellow colour that blends in well with the grass. If too few
strands are used for the area available, then pupils will find most of the strands
and the results will not be significant, but will still raise issues for discussion.
Safety notes
Follow LEA and/or school policy on taking pupils out of school. Ensure adequate
supervision. Visit the area before the lesson to assess risks. If the field is
contaminated with dog or other animal faeces, issue ‘collectors’ with disposable
gloves. All pupils should wash their hands after the activity.
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Shell colour in snails
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TN TC
6
There are lots of varieties of land snail. Some are shown
opposite. Their shells are various colours and have different
patterns of bands. Some are yellow, others are pink or brown.
The different colours help them to blend in with their
surroundings and hide from their predators.
Activity
Core
!
Wash your hands
after picking up
the wool.
You are going to find out how variations in shell colour help
some snails survive better than others.
You are going to investigate how well yellow and pink snails are
camouflaged in grass. Strands of yellow and pink wool have been
scattered over the field by your teacher. These represent pink and
yellow snails. One member of the class will be chosen to act as
class scorer.
Obtaining evidence
1
2
3
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.
The class scorer will give each group 5 minutes to pick up as
many strands of wool as possible.
At the end of this time, give your group’s results to the class
scorer, who will compile a set of class results.
yellow
yellow
yellow
Presenting the results
4
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.
pink
Considering the evidence
1 Which colour provided better camouflage against a grassy
background? Explain why this is.
2 Which colour snail do you think would survive better in:
a a meadow?
b leaf litter?
pink
Evaluating
3 How reliable do you think your results are? Suggest ways in
which the experiment could be improved.
brown
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Snail survival
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Teacher
activity notes
Type
Purpose
Differentiation
Paper
Pupils examine a correlation graph to determine how shell colour of snails relates to
habitat.
Extension
Running the activity
Pupils work individually or in pairs to interpret a correlation graph showing the
percentage of yellow snails and pink and brown snails surviving in different
habitats.
Other relevant material
The graph is modified from Natural Selection and Heredity by P. M. Shepherd,
Hutchinson University Library.
Expected outcomes
Pupils conclude from the correlation diagram which snails survive best in certain
habitats.
Answers
1 They can be pink, brown or yellow and have different numbers of bands on
the shell.
2 The colours of organisms and features such as stripes or bands help them to
blend in with their surroundings and hide from their predators.
3 Different habitats have different proportions of colours.
4 a Hedgerows, long grass, short turf – yellow snails blend in better with green
grass/leaves.
b For example: the wood with 80% yellow snails was an exceptional one
where the ground was carpeted with grass and not brown leaves.
5 The background is less green in early spring, so the yellow snails are less well
camouflaged and more likely to be eaten.
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C4c
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Activity
Extension
Snail survival
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
UG LP
camouflage in snails affects their survival.
TN
The song thrush is a predator
of snails. It breaks open their
shells on a suitable stone and
leaves the remains behind.
By counting these remains,
it is possible to study which
varieties of snail are eaten and
which varieties can hide from
the thrushes in different
habitats, e.g. woodland with
a floor of brown leaves, green
hedgerows, long grass and
turf.
100
90
% yellow snails with and without bands
The graph shows the results
of an investigation to
compare the numbers of
different types of land snails
surviving in different habitats.
Graph showing the number of different
coloured snails surviving in different habitats
80
70
60
50
40
30
20
10
0
0
10
20
30
40
50
60
70
80
90
100
% yellow, pink and brown snails without bands
Considering the evidence
1 Describe some of the different varieties of land snail.
2 Explain the meaning of the word camouflage.
3 Look at the graph. How do we know that some varieties
beech woods
oak woods
mixed deciduous woods
hedgerows
long grass
short turf
of land snail survive better than others in different habitats?
4 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.
5 More yellow snails are eaten in early spring than in late spring.
Why do you think this is?
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Food chains and food webs
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UG LP
Teacher
activity notes
Type
Purpose
Differentiation
Discussion
Pupils arrange cards into food chains before combining them in a food web.
Core
Resource 1, 2
Running the activity
Ideally, it would be desirable to undertake some fieldwork as described in Unit 7G of
the QCA Scheme of Work. However, if this is not possible, pupils can make food
chains and food webs using the secondary sources provided for this activity, and see
how the organisms are interdependent.
Pupils work in pairs to study the North American desert on Resource sheet 1. They
produce 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 and
carnivores. 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 that
they can see where their food chains fit in. Alternatively, if pupils work in mixed
ability 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 material
For each pair:
● C5a Resource 1 and 2
● scissors
● thread
● glue
● A3 sheet of plain paper to display final food web
Expected outcomes
Pupils will produce a food web based on the organisms of the North American
desert.
Safety notes
Take care with scissors.
Answers
The food web below shows all the feeding relationships for the organisms on
C5a Resource 2.
Answers will vary depending on animals
chosen by pupils.
1 For example, for kangaroo rat:
a bobcat, elf owl or kit fox
b For example, for bobcat:
carnivorous bat, jack-rabbit
c kit fox, elf owl
kit fox
elf owl
bobcat
desert scorpion
2 a Two from: carnivorous bat,
jack rabbit
jack-rabbit, kangaroo rat, desert
scorpion, etc.
b The answers will vary according to
barrel
the animals selected but should
cactus
show understanding that if predators
are removed, their prey will increase in
number until such time as they start to starve.
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carnivorous insects
carnivorous bat
herbivorous insects
kangaroo rat
grasses
prickly
pear
mesquite
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^ _
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Food chains and food webs
Activity
Core
You are going to make food chains for living things in the North
American desert. Then you will see how these food chains can be
fitted together to make a food web.
1
UG LP 2
3
TN
4
5
6
7
8
Look at Resource sheet 1 and read about the North American
desert.
Use the cards from Resource sheet 2.
Find the producers from amongst the cards.
Find the herbivores from amongst the cards.
Use the information on the cards to make four food chains,
starting each with a producer, then a herbivore and finally a
carnivore.
Lay thread over the cards to join them and show the chains.
You may notice that the same animal appears more than once in
your four food chains. Now reorganise the cards and thread so
that there is only one card for each animal, shared by the food
chains where necessary. You have made a food web.
Record your food web on a large piece of paper. Use arrows to
show the threads. Make sure the arrows show the transfer of
energy from the producers through the food chains.
Use your food web to answer the following questions.
1 Choose a herbivore in your food chain. Imagine a disease killed
all 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?
2 Imagine that all the bobcats, kit foxes and elf owls were almost
wiped 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 out
three examples and describe the effect. Explain your reasons.
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The greater the latitude north (N) or south (S), the bigger the difference in day
length between winter and summer
Annual rainfall:
Latitude:
18 °C
42 °C
up to 30 °C between summer
midday peak and night
25–100 mm
35oN
Mean temperature January:
Mean temperature July:
Temperature variation over 24 h:
1
2
3
4
5
6
7
18
12
UG LP
mesquite
saguaro cactus
creosote bush
ocotillo
night-blooming cereus
barrel cactus
jumping cholla
Organisms
15
8
9
10
11
12
13
14
prickly pear
bobcat
jack-rabbit
kangaroo rat
rattlesnake
kit fox
collared lizard
15
16
17
18
19
desert scorpion
peccary
elf owl
grasshopper
bat
Food chains and food webs
Desert in USA
11
6
^ _
You would not see all these organisms at the same time.
4
7
6
Location:
14
8
10
TN
5
9
13
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North American desert
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Activity
Resource 1
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Food chains and food webs
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Organisms of the North American desert
^ _
UG LP
Barrel cactus
M
Activity
Resource 2
Producer
Eaten by: herbivorous
insects, jack-rabbit
TN
Carnivorous insects
(e.g. praying mantis)
Eats: herbivorous
insects
Bobcat
Bobcat
Carnivorous bat
Eats: kangaroo rat,
jack-rabbit,
all bats
Eats: kangaroo rat,
jack-rabbit,
all bats
Eats: carnivorous and
herbivorous insects,
desert scorpion
Eaten by: nothing
Eaten by: nothing
Eaten by: bobcat
Desert scorpion
Elf owl
Elf owl
Eats: all insects
Eats: all insects,
desert scorpion,
kangaroo rat
Eats: all insects,
desert scorpion,
kangaroo rat
Eaten by: nothing
Eaten by: nothing
Jack-rabbit
Eaten by: elf owl,
carnivorous bat
Eaten by: desert
scorpion, elf owl,
carnivorous bat
Grasses
Herbivorous insects
Herbivorous insects
Producer
(e.g. grasshopper)
(e.g. grasshopper)
Eaten by: jack-rabbit,
kangaroo rat,
herbivorous insects
Eats: grasses, mesquite,
barrel cactus, prickly pear
Eats: grasses, mesquite,
barrel cactus, prickly pear
Eaten by: desert scorpion,
elf owl, carnivorous bat,
carnivorous insects
Eaten by: desert scorpion,
elf owl, carnivorous bat,
carnivorous insects
Eaten by: bobcat,
kit fox
Jack-rabbit
Kangaroo rat
Kangaroo rat
Kit fox
Eats: grasses,
mesquite,
barrel cactus
Eats: mesquite (seeds),
grasses (seeds)
Eats: mesquite (seeds),
grasses (seeds)
Eats: kangaroo rats,
jack-rabbits
Eaten by: kit fox,
bobcat, elf owl
Eaten by: kit fox,
bobcat, elf owl
Eaten by: nothing
Kit fox
Mesquite
Prickly pear
Eats: kangaroo rats,
jack-rabbits
Producer
Producer
Eaten by: kangaroo rat,
herbivorous insects,
jack-rabbit
Eaten by: herbivorous
insects
Eaten by: bobcat,
kit fox
Eaten by: nothing
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Eats: grasses,
mesquite,
barrel cactus
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Grouping organisms
C6a
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^ _
UG LP
Teacher
activity notes
Type
Purpose
Differentiation
Discussion
Pupils think about grouping organisms in an informative way.
Core
Running the activity
This activity is probably best carried out in pairs. Several groups of four living
organisms are shown on the pupil sheet. Pupils discuss features the organisms
have in common, in order to select the organism that is the odd one out. You
may want to direct less able pupils towards groups A to D to start with.
Pitfalls
To avoid the sheets becoming creased and tatty, they could be laminated and
recycled. Also, be prepared for some grouping criteria which you have not
thought of.
Answers
Answers 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.
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C6a
Grouping organisms
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Scientists put things into groups to make it easier to see patterns.
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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.
Activity
Core
^ _
UG LP
TN
Group A
sparrow bat heron elf owl
Group E
grass daisy dandelion buttercup
Group B
fox tiger wolf dog
Group F
lion horse zebra donkey
Group C
cod whale jellyfish shark
Group G
snake worm leech tapeworm
Group D
desert fox arctic fox polar bear arctic hare
1
2
Look at the first group of four living things with your partner.
Discuss ways in which they are similar to one another.
Decide which organism is the odd one out. Copy and complete this sentence.
......................................
is the odd one out because it … and the other three …
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.
3
Now move on to the next group and repeat steps 1 and 2.
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Environments
Plenaries
Suggested alternative plenary activities (5–10 minutes)
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^ _
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Pupils write down three
facts they have learned
in the lesson to share
with another pupil.
Sharing of responses to
Activity C1a.
In groups, pupils predict
what results they expect to
get from the datalogging
Activity C1b.
Read out questions and ask
pupils to choose the
answers from a given list.
Pupils suggest the type and
extent of readings they would
need to monitor an unknown
habitat on planet Zed.
UG LP Review learning
● Each pupil writes down three facts they have learned in
the lesson. The pupil then shares these with another
pupil 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 of
three. Scan everyone’s responses and draw out
similarities 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 chosen
animal which allows it to survive in its habitat.
● Ask other pairs if they agree, disagree, or if they
identified any additional features.
Group feedback
● In groups, pupils predict what results they might expect
to get in Activity C1b from the datalogging equipment
for temperature. Pupils sketch the graph they expect to
see. Help pupils compare similarities and differences in
their suggestions. You could keep the sketched graphs
to refer back to in a later lesson.
● Pupils state what prior knowledge/evidence they are
using to make their prediction.
● Pupils record their predictions and say if they changed
their 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 their
answers. There is an appropriate response to each
question. Pupils write the number of the question next
to their chosen answer.
➔ Teacher sheet
➔ Pupil sheet
● The Pupil sheet could be produced on card and
laminated for re-use (pupils use marker pens to indicate
their responses). Alternatively, the list of answers could
be used as an OHT and pupils use whiteboards to write
their 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 what
conditions they would monitor, and why.
● Pupils could produce a PowerPoint presentation.
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Plenaries
Environments
Word game
p
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When your teacher reads out a question, choose an answer from this list.
t
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Write the number of the question against the correct answer.
^ _
UG LP
TN TS
habitat
prey
adaptation
organism
rainfall
producer
predator
consumer
environment
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Plenaries
Environments
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
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Environments
Plenaries
Word game
p
?
Read out these questions:
t
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1 What are sunlight, rainfall, soil, rocks and air all part
of?
[Environment]
^ _
UG LP
2 What is the general name for where living things live?
[Habitat]
TN PS 3 A cat catches its own food of mice and birds. What is
the name for this kind of feeder?
[Predator]
4 Caterpillars are eaten by birds. What is the name for
things that are eaten?
[Prey]
5 What is the general name for a plant that makes its
own food?
[Producer]
6 What is the general name for a living thing that can’t
make its own food?
[Consumer]
7 What is the general name for a feature which helps a
living thing survive in its habitat?
[Adaptation]
8 Where does all water in habitats come from?
9 What is another name for a living thing?
[Rainfall]
[Organism]
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C1
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Investigate: What conditions
do woodlice like?
Plenaries
p
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Suggested alternative plenary activities (5–10 minutes)
t
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Review learning
Group feedback
Analysing
Evaluating
Teacher-led review of key
variables and the relationship
between light intensity and
woodlice activity.
In groups, pupils discuss if they
had to change their plans as they
did the experiment, and why.
Teacher-led discussion of whether
pupils’ results match their
predictions.
Teacher-led evaluation of
possible improvements to
sampling methods.
^ _
UG LP
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 independent
variable.
● Highlight the limitations of pupils’ own senses and the
advantages of using instruments such as the datalogger
to monitor light intensity.
● Ask pupils about their results and the relationship
between light intensity and woodlice activity.
Group feedback
● In groups, pupils discuss if they carried out their
investigation exactly as planned or if they needed to
change it in some way as they did the experiment.
● They should discuss what the reasons were for needing
to change the method.
Analysing
● Ask pupils to say if their results match their predictions.
● Ask them to use their ideas about the lifestyle and
adaptations of woodlice to explain the findings of their
investigation.
Evaluating
● Pupils look at how much and what data they have
collected and say how reliable their data is, and if the
pattern identified in the data is reliable.
● If they cannot identify a pattern, ask them if this is
because the data might be unreliable.
● Discuss what they would expect if they observed the
behaviour of just one woodlouse, or carried out their
investigation with two or with five woodlice. How
reliable would their data be? Would they be prepared to
make factual statements about their organism based on
their data?
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C2
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A day in the life of …
Plenaries
Suggested alternative plenary activities (5–10 minutes)
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^ _
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Pupils summarise what
may change daily in a
given habitat and give an
example of a plant and
animal response to that
change.
Whole-class discussion of
responses to Activity C2a.
In groups, pupils discuss
datalogging readings
obtained to date from
Activity C1b.
Pupils decide what
connects the two words in
a word pair but also
how they are different.
Pupils suggest what
changes may occur in a
given habitat over
different time-spans.
UG LP
Review learning
● Pupils organise and present the information they now
know about daily changes in a rock pool. They list the
adaptations 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.
➔ Pupil sheet
Sharing responses
● Ask each pair to think about the strategies they used for
Activity C2a to find evidence from the material given, to
suggest what happens during 24 hours in the pool, and
how 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 the
questions. 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 the
two words and in what ways are they different.
● Pupils then discuss their ideas with others who have the
same word pair. Scan the class during this phase.
● Pupils return to their original groups. Each group member
then shares his or her information. Groups summarise
information on OHT/PowerPoint/as individual notes.
Questions
Can you suggest any patterns which are
emerging using the phrases increases/
decreases, maximum/minimum?
Can you suggest ‘cause and effect’ pairs
from the data?
How does the data emerging compare
with what you predicted when you first
set up the monitoring?
Word pairs
environment / habitat
nocturnal / diurnal
organism / plant
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 they
would expect to remain the same and one thing that
may change, and justify their suggestions?
● Summarise their ideas on the board.
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C2
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p
Plenaries
A day in the life of …
Review learning
?
Use this table to help you organise your information
t u about changes in a rock pool.
^ _
UG LP
Daily changes in ...
Example of animal response
Example of plant response
TN
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Plenaries
A 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
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Example of plant response
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C3
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Changing seasons
Plenaries
Suggested alternative plenary activities (5–10 minutes)
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^ _
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Pupils identify seasonal
changes linked to
deciduous woodland based
on Activity C3a, and then
transfer ideas to other
examples.
Whole-class discussion of
datalogging results so far
(Activity C1b) and
predictions.
Pupils identify five key
adaptations in a plant or
animal from deciduous
woodland.
Pupils pair words with
their definitions.
Pupils suggest what kind
of adaptations predators
need to catch prey and
prey need to escape
predators.
UG LP
Review learning
● Pupils consolidate what they have learned in Activity
C3a about seasonal changes linked to deciduous
woodland.
● Ask pupils to think how the seasonal changes would be
different 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 when
it is collected for 1 week, 1 month, and 1 year, and to
justify their suggestions.
Group feedback
● Pupils work in pairs to identify five key features a plant
or animal would require in order to live and reproduce
in deciduous woodland. Ensure there are at least two
pairs working on the same habitat.
● Pupils then present their suggestions to the rest of the
class 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 within
this unit (includes some key words from the red book
only).
➔ Pupil sheet
Looking ahead
● Set the questions for individuals to consider and
suggest answers to. Then ask them to share their
responses with other pupils. Make it clear they may not
know the answer and need to suggest their ideas and
predictions.
Questions
What kind of adaptations do predators need
to find prey?
What kind of adaptations do prey need to
escape predators?
● Pupils can summarise the suggestions and record them
in their books, to reconsider after further lessons.
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C3
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Plenaries
Changing seasons
Word game
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UG LP
Match each word to its definition.
hibernation
Features that help a living thing
blend in with its surroundings.
ion
migrat
Having features that help a living
thing to survive in a particular place.
dormant
Sleeping through winter to avoid
harsh conditions and lack of food.
camouflage
Describes a plant or animal which is not
active, e.g. seeds before they germinate.
nocturnal
Describes animals that are
active at night, e.g. badgers.
diurnal
Moving long distances
to another country.
tidal
Cycle of movement controlled by the
gravitational pull of the Moon on water.
n
adaptatio
Describes animals that are active
during the day, e.g. birds.
TN
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C4
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Adapted to feed
Plenaries
Suggested alternative plenary activities (5–10 minutes)
p
?
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^ _
UG LP
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Pupils match descriptions
of adaptations to
explanations of feeding
methods.
Whole-class discussion and
comparison of data from
Activity C4a.
Pupils discuss the results
of Activity C4b.
Pupils write questions for
given answers.
Pupils suggest why food
chains rarely contain more
than four steps.
Review learning
● Pupils work in pairs to match the description of an
adaptation to an explanation of a feeding method.
➔ Pupil sheet
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 either
beak is an advantage or a disadvantage?
● Discuss how this way of modelling helps provide
evidence 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 of
these answers.
Answers
1 Predator
2 Consumer
3 The Sun
4 Adaptations
5 The number of snails would increase
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 and
so need to suggest their ideas and make hypotheses.
Question
Why do food chains rarely contain more
than four steps?
● Summarise the hypotheses from the class, for pupils to
record in their books and reconsider after further
lessons.
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C4
M
Review learning
p
?
t
u
^ _
UG LP
TN
Plenaries
Adapted to feed
Match each of these descriptions to an explanation.
Description
Explanation
se, narrow
Sheep have a loo
ainly
jaw that moves m
.
from side to side
Tigers have a
tight, wide
jaw that mov
es mainly up
and down.
e very big
Rabbits hav
can turn
y
e
h
t
h
ic
h
ears, w
backwards.
d
n
a
s
d
r
a
forw
They are carnivo
res and
need to tear and
crush the
food on their tee
th.
n in all
They can liste
detect a
directions and
roaching.
predator app
They can spring
from
their back legs an
d jump
over 3 m in the a
ir.
A cheetah can run at
speeds of over 100 km
/h
bivores and
r
e
h
e
r
a
y
e
Th
the grass
p
u
d
in
r
g
need to
th.
on their tee
can reach
Although impala
0 km/h, they
speeds of only 6
predators
can outwit their
tah.
such as the chee
It can outrun ma
ny
of its prey.
.
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Food webs
Plenaries
Suggested alternative plenary activities (5–10 minutes)
p
?
t
u
Review learning
Sharing responses
Group feedback
Word game
Looking back
Pupils model food chains
and then a food web.
Pupils produce word
definitions to reinforce
key words.
Pupils analyse data
obtained through the
datalogging activity C1b
and identify any patterns
or relatiionships.
Check progress by playing
bingo to reinforce key
words from the unit.
To revise and consolidate
knowledge from the unit,
use the Unit map, or the
Pupil check list, or the Test
yourself.
^ _
UG LP Review learning
● Set the scene – tell pupils they will be modelling
woodland food chains. Allocate the name of an
organism to each pupil using the cards (see Pupil
sheet). (You may choose to add ‘Sun’ at the start of
food chains.)
● Now ask pupils to find other pupils to form a food
chain. When they have a complete chain, they put
their hands up.
● When most pupils are in a chain, compare the food
chains and identify the variations. (See suggestions.)
● Ask individual pupils to describe themselves as
producer, consumer, carnivore, herbivore or carnivore,
depending on what organism they represent.
● Pupils could link the food chains to form a food web.
➔ Pupil sheet
Suggested food chains
blackberries → mouse → owl
dandelion → slug → hedgehog → fox
dandelion → slug → shrew → owl
hawthorn leaves → woodlouse → spider →
bluetit → (fox)
hawthorn leaves → woodlouse → shrew →
owl
dandelion → mouse → owl
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.
Key words
interdependence
food chain
food web
Group feedback
● Divide pupils into groups of four or five, depending on
how many variables the datalogger has been tracking in
the ongoing Activity C1b.
● Allocate each pupil (or pair) in the group one variable
to prepare feedback on. Pupils identify any pattern in
the data collected for the factor and describe the
connection/relationship they think the data supports.
● One pupil from each group now meets up together to
pool all the information gathered and produce a set of
summary statements to describe what has happened to
the 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. The
game is over when a pupil can strike out a line.
● The ‘winning’ pupil has to recall the definitions of the
winning words as they read them out to the class.
➔ Pupil sheet
➔ Teacher sheet
Looking back
● Pupils revise and consolidate knowledge from the unit.
They can use the Unit map, Pupil check list, or the Test
yourself questions.
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➔ Unit map
➔ Pupil check list
➔ Test yourself
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M
Plenaries
Food webs
C5
Review learning
?
t
u
^ _
UG LP
p
fox
fox
owl
owl
owl
owl
shrew
shrew
slug
slug
hedgehog
spider
TN
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M
Plenaries
Food webs (continued)
C5
Review learning
?
t
u
^ _
UG LP
p
bluetit
blackberries
mouse
mouse
woodlouse
woodlouse
dandelion
dandelion
hawthorn
leaves
hawthorn
leaves
TN
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C5
Plenaries
Food webs
Word game
M
p
?
t
u
^ _
Bingo!
Choose nine words from the list below and write them in the empty grid.
food chain
environment
food web
producer
Sun
prey
habitat
consumer
predator
herbivore
carnivore
UG LP Cross out each word when you hear the teacher read out its definition.
TN TS Shout BINGO! when you have crossed out a line of three words on the card.
The line can be across, down or diagonally.
C5
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Plenaries
Food webs
Word game
Bingo!
Choose nine words from the list below and write them in the empty grid.
food chain
environment
food web
producer
Sun
prey
habitat
consumer
predator
herbivore
carnivore
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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C5
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Food webs
Plenaries
Word game
p
?
Read out the definitions below in any order.
t
u
1 The place where a plant or animal lives.
[Habitat]
^ _
2 An animal that hunts other animals.
[Predator]
UG LP
3 An animal that feeds on other animals.
TN PS
4 Everything that surrounds an organism. [Environment]
[Carnivore]
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]
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p
?
t
u
^ _
Grouping living things – Think
about
Plenaries
Suggested alternative plenary activities (5–10 minutes)
Group feedback
Bridging to other topics
Pupils discuss, write down or display
the method they used to go about
grouping.
Pupils think of instances where grouping
could be used in other contexts.
UG LP
Group feedback
● In pairs or trios, pupils have 5–10 minutes to discuss,
write down or display their method for grouping
things.
● 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 (see
examples). Also libraries use criteria to group books,
supermarkets use criteria to group food and household
goods, etc.
● Tell pupils they will need the skill of grouping in future
units: 7D when classifying things using taxonomic
groups, 8G on classifying rock types.
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Examples
chemicals such as acids, alkalis (7E)
physical and chemical changes (7F)
chemicals that behave in similar ways,
e.g. metals
grouping cells into tissues and then tissues
into organs (7A)
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C1
M
W
p
?
t
u
^ _
UG LP
TN
Specials
Environments
1 Use these words to fill in the gaps.
condition
s
adaptations
habitat
environm
ent
arctic
desert
rain forest
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 and
sunlight 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.
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u
6
Environments (continued)
Specials
3 Use these facts about the elephant and the frog to
answer the questions.
p ?
^ _
UG LP
TN
FACTS
The elephant has:
● a long, strong, bendy trunk
● large ears
● sturdy legs
● thick skin.
a The elephant uses its ......................... to get its food.
b It flaps its ......................... to help it to stay cool.
FACTS
The frog has:
● damp green-brown skin
● strong back legs
● a long tongue
● webbed feet
● big eyes.
c Frogs swim well because they have
.........................................................................................................................................................................................................
d The frog’s ........................................................................... helps it catch food.
e Its ............................................................................................................................. helps the frog hide
from animals that want to eat it.
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u
Specials
Environments (continued)
4 Each of these animals is adapted to where it lives and
how it lives. Use the words and phrases to help you
p ?
write about each animal’s adaptations.
^ _
UG LP
blend
hide
keep wa
rm
thick layer of
fat
TN
help it swim
shaped
stick insect
tiger
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
hare
killer whale
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
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C2
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t
u
Specials
A day in the life of …
1 Look at this picture of an owl. Some of its features are
labelled.
p ?
^ _
large eyes
ears
UG LP
TN
soft feathers
for quiet flight
head able to
turn right
round
clawed talons
Which features help the owl to hunt at night?
Colour them in.
2 Owls live in woods. Show how a wood is
different during the day and night.
Fill in this table using ticks ✓.
Condition
Day
Night
warmer
darker
drier
cooler
wetter
lighter
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C2
M
A day in the life of … (continued)
Specials
W
3 On a beach, the conditions change twice a day as the
tide comes in and goes out. Living things on the beach
p ?
need to cope with these changes. They have features
t u
that help them cope.
^ _
UG LP
TN
a Match the state of the tide with what happens to
living things.
b Then match the feature of seaweed that helps it
cope.
When the
tide is
in …
… living things are
pushed and pulled
around by the
flowing water.
A holdfast
sticks it firmly
to the rock.
It is covered
in slime.
When the
tide is
out …
… living things
are underwater.
When the
tide is
changing …
Bladders help
it float.
… living things
are in the air
and can dry
out.
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C3
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p
?
t
u
Specials
Changing seasons
1 Match the words to their descriptions.
rt and cold.
The days are sho
nt
dorma
^ _
UG LP
Some animals do
this in the
winter. Their bod
ies slow
right down to sa
ve energy.
summe
r
TN
There are four – spring,
winter.
summer, autumn and
te
hiberna
Shutting do
wn to
survive the
winter.
For example
, poppies
survive as s
eeds.
seasons
winter
.
g and hot
are lon
The days
2 Look at the pictures of an arctic fox.
Use some of these words to fill in the gaps.
thicker
white
black
warm
winter
thinner
hide
snow
cold
a The arctic fox has a __ __ __ __ __ __ __
summer
coat in winter than in summer. This helps to
keep it __ __ __ __ .
b The arctic fox has a __ __ __ __ __ coat in winter.
This helps it to __ __ __ __ .
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C3
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p
?
t
u
Specials
Changing seasons (continued)
3 Use these words to fill in the gaps.
tion
r
warme
hiberna
sleep
^ _
UG LP
leaves
slows do
wn
bulbs
TN
nt
dorma
winter
ion
migrat
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 ................................................... .
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C4
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p
?
t
u
1 Use these words to fill in the gaps.
re
or
predat
carnivore
^ _
UG LP
TN
Specials
Adapted to feed
omnivo
prey
herbivor
e
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?
..............................................................................................
large ears to hear
predators coming
large eyes
to see
predators
coming
..............................................................................................
..............................................................................................
b Some animals catch squirrels
and eat them.
Which features help the squirrel
to escape?
..............................................................................................
..............................................................................................
..............................................................................................
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sharp
front
teeth to
slice food
flat back
teeth for
grinding
strong back
legs for
climbing
trees quickly
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C4
M
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p
?
t
u
^ _
UG LP
TN
Adapted to feed (continued)
Specials
3 A fox is a predator. Look carefully at this picture.
big eyes to see
prey moving
excellent sense of smell
for smelling prey
sharp teeth for
tearing flesh
big ears to
hear prey
moving
strong legs to run
fast and catch prey
a Which feature helps the fox eat its food?
........................................................................................................................................................................................................
b Which features help the fox catch its food?
........................................................................................................................................................................................................
........................................................................................................................................................................................................
........................................................................................................................................................................................................
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C5
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u
Specials
Food webs
1 Chickens eat seeds. Humans eat chickens.
Write the names in this food chain.
p ?
^ _
UG LP
TN
2 Snails eat rotting leaves. Hedgehogs eat snails.
Foxes eat hedgehogs. Write the names in this
food chain.
3 Look at this food chain.
lettuce
greenfly
ladybird
thrush
cat
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.
......................................................................................................................................................
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p
?
t
u
^ _
UG LP
TN
Specials
Food webs (continued)
4 Look at these food chains.
grass → slug → thrush → cat
cat
fox
grass → slug → fox
grass → rabbit → fox
thrush
grass → rabbit → cat
a Use the food chains to
help you fill in the arrows
on this food web. One
has been added for you.
slug
rabbit
grass
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? ......................................
5 Use these words to fill in the gaps.
chains
producer
habitat
interdepende
nt
......................................
Sun
web
s
consumer
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 ...............................................................
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C5
M
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p
?
t
u
^ _
UG LP
Specials
Food webs (continued)
6 Look at this food web. Then answer the questions.
fox
heron
perch
TN
frog
small fish
newt
slug
diving
beetle
water fleas
insect
land plants
tiny water
plants
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.
........................................................................................................................................................................................................
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M
W
t
u
Specials
Grouping living things
C6
1 Look carefully at the pictures of living things.
Then fill in the table with ticks ✓ and crosses ✗.
p ?
The first one has been done for you.
Pictures
on Sheet
2!
^ _
UG LP
TN
Living
thing
human
Green?
✗
Moves by
Producer? Herbivore? Carnivore? Omnivore?
itself?
✓
✗
✗
✗
✓
oak tree
frog
cat
seaweed
crocodile
mouse
rose
shark
sheep
grass
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. ..........................
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p
?
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u
Specials
Grouping living things (continued)
C6
Living things
human
oak tree
frog
cat
seaweed
crocodile
mouse
rose
shark
sheep
grass
^ _
UG LP
TN
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Environment and feeding
relationships
C
M
Specials answers
p
?
C1 Environments
C5 Food webs
t
u
1 a environment
b habitat
c arctic, desert, rain forest – in any order
d conditions
e adaptations
2 a hide from predators
b run very quickly
3 a trunk
b ears
c strong back legs and webbed feet
d long tongue (and big eyes)
e green-brown skin
4 Correct sentences about the adaptations of the
animals.
1 seeds → chickens → humans
2 leaves → snails → hedgehog → fox
3 a lettuce
b thrush
c lettuce
d Any three from greenfly, ladybird, thrush,
cat.
4 a
^ _
UG
fox
cat
thrush
slug
grass
C2 A day in the life of ...
1 large eyes, soft feathers for quiet flight, ears
2 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 in
the air and can dry out.
When the tide is changing ... living things
are pushed and pulled around by the
flowing 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 holdfast
sticks it firmly to the rock.
rabbit
b
c
d
e
5 a
b
c
6 a
b
grass
Any one of slug, rabbit, thrush, fox or cat.
foxes and cats
rabbits and slugs
chains, producer, consumer
Sun
webs, habitat, interdependent
land plants and tiny water plants
Any three from insect, diving beetle, water
fleas, newt, small fish, frog, slug, fox, heron,
perch.
c frog and perch
d diving beetles and water fleas
e perch and heron
C6 Grouping living things
C3 Changing seasons
1
1 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, dormant
b winter, warmer, migration
c slows down, sleep, hibernation
Living
Green? Moves
Producer? Herbivore?
thing
by itself?
human
oak tree
frog
cat
seaweed
crocodile mouse
rose
shark
sheep
grass
C4 Adapted to feed
1 a
c
2 a
b
3 a
b
Carnivore? Omnivore?
a oak tree, frog, seaweed, crocodile, rose, grass
b false, true
herbivore
b carnivore
predator
d omnivore
e prey
flat back teeth, sharp front teeth
large eyes, large ears, strong back legs
sharp teeth
sense of smell, big ears, big eyes, strong legs
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Homework
Environments
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1 a Copy and complete this table, about where animals live.
Choose two animals for each place from the list below.
polar bear
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camel
mole
worm
UG LP
fish
TN
Place to live
dolphin
tree sparr
arctic fox
lizard
ow
squirrel
Two animals that might live there
arctic
desert
forest
underwater
underground
b Look at your table again. What one word could you use to
replace 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 ...
CORE
3 A reptile has a body that changes its temperature to match the
surroundings. Why would a snake probably die if you released it in
the Antarctic?
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Environments (continued)
Homework
4 A camel has a hump (sometimes two humps) on its back. The hump
stores 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 several
days before it drinks again. A camel has very wide feet that spread out
over the sand.
Copy and complete this table about the problems of living in the
desert.
Problem
How the camel is adapted to
overcome the problem
not much water
sand is not a solid surface
very little food
5 Read the following information carefully.
On 12 August 2002, all the grass on the banks of the
River Loire, in France, was dry and brown. There was very
little green grass to be seen, except in the gardens of the
nearby chateau. On the rocks, at the edge of the river,
there were several lizards. Some were just sitting on the
rocks while others were busy catching beetles and other
insects.
On the same day, on the banks of the River Thames in
London, the grass was beautifully green and fresh. There
was very little brown grass anywhere to be seen. There
were no lizards basking on the stones of the riverbank.
The River Loire is about 300 miles to the south of the
River Thames. Grapes are one of the main crops grown in
the Loire region. There are very few vineyards in the
Thames area as it is more difficult to grow grapes
successfully in the UK.
a Describe the main features of the habitat on the banks of the River
Loire.
b Describe the main features of the habitat on the banks of the River
Thames that would be different from those on the Loire.
c Explain why there are many lizards near the Loire but they are hard
to find near the Thames.
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Environments (continued)
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EXTENSION
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6 The graph below shows how the light changes, over a 24-hour
period, in the southern Sahara desert.
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Homework
Graph of light intensity in the Sahara desert
100
90
TN
80
Light intensity in %
UG LP
70
60
50
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Hour of the day
a Sketch another graph, using a similar scale, to show how the
temperature would probably change during the same 24-hour
period.
b Using all the information at the beginning of the question,
write a description of the most likely habitat you would find in
the southern Sahara desert.
The rain forest of the northern Congo lies 1000 miles to the south
of the Sahara desert. Both areas are close to the equator, so they
get a similar number of daylight hours each day. In the rain forest,
at least 25 metres of rain fall every year. Compare this with
London, 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 Congo
be affected by the weather conditions, given that it is a tropical
rain forest?
d Sketch a graph like the one above, showing how the light
intensity would change in the Congo over a 24-hour period, at
the same time of year as the graph above.
e There are plenty of amphibians in the Congo but virtually none
in the Sahara. Explain this in terms of habitat.
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Homework
A day in the life of …
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1 Bats are flying mammals. They feed on insects, especially moths that
fly at night. They do not have good eyesight. Instead, they use a
sort of radar to sense where they are and where their food is flying.
TN
2 Copy and complete these sentences.
a The difference between the light level at midnight and at
midday is …
b Compared with night time, the temperature of a summer’s day
is higher because …
c On a seashore, just below the high tide level, plants have to be
able to cope with drying out because …
CORE
3 The graphs below show the average daytime temperature of a
school field and the daily rainfall during the month of May.
Daily maximum temperatures
for May
25
20
15
10
5
0
Daily rainfall
for May
Amount of rain in mm
UG LP
a Write down:
i two adaptations that help bats to catch insects
ii Only one of these adaptations means that they do not need
good eyesight. Write down the adaptation.
Temperature in °C
^ _
1
5
10 15 20 25
Day of the month
30
6
5
4
3
2
1
0
1
5
10 15 20 25
Day of the month
30
a What is the link between the level of rainfall and the average
daily temperature?
b Suggest a reason for this link.
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TN
Homework
A day in the life of … (continued)
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4 Mussels are shellfish that can live on the seashore, between the
high and low tide levels. They feed by opening their shells,
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sticking out a feeding tube and drawing seawater into their
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bodies. They can do this because their shells are in two halves,
with a hinge at the back. They attach themselves to rocks with
_
strong threads.
LP
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 to
sea when the tide goes out?
c Why are mussels not found on sandy seashores?
EXTENSION
5 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 tall
stem. The sunflower changes during the day.
Sun in
the east
Sun in
the west
morning
afternoon
These diagrams show the same sunflower, in the same field, at
two 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 the
sunflower stop this behaviour? Explain your answer.
d Suggest why it is useful, to a sunflower, to have such a tall
stem.
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Homework
A day in the life of … (continued)
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6 Read the information in the table below very carefully.
Animal
Habitat
Food
When seen
Other information
Snail
damp gardens
plants
after rain and
at night
dries out if
left in the sun
Thrush
gardens and
woods
snails,
worms
during the day
can fly from
place to place
Hedgehog
gardens and
woods
snails,
worms
at night
hibernates over
the winter
Hawk
open country
and fields
birds,
rabbits
during the day
and early evening
has extremely
good eyesight
Fox
fields and
hedgerows
rabbits,
mice
late evening
and night
very good eyesight
and a good sense
of smell
Rabbit
fields and
hedgerows
plants
evening and night
can run very fast
TN
Use only the information in the table to explain the following types
of 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.
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Homework
Changing seasons
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1 In the mountains of Scotland the environment is very different in
winter compared with summer.
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UG LP
TN
Write down the missing words for the sentences below. Choose
words from this list.
grass
warmer
more
snow
less
colder
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. In
the 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 in
the south of England.
f Write a sentence to explain why most plants flower later in
Scotland than they do in the south of England.
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Changing seasons (continued)
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2 Many birds migrate. Migration is when birds spend the winter in
one country and the summer in another. For example:
^ _
UG LP
TN
Homework
● The barnacle goose can be seen on the coasts of
Scotland from October until the end of March. It
spends the summer months in Greenland, where it lays
its eggs and brings up its goslings. It is described as a
winter visitor to the UK. It feeds on grass and small
molluscs, both of which need cool but not frozen
conditions to grow well.
● The swallow arrives in the UK in early April, from the
plains of Central and Southern Africa. It stays until late
October or early November, usually raising two broods
of chicks. Swallows are summer visitors to the UK.
They feed on insects and also scoop up drinking water
as they fly over the surface of ponds.
a Suggest two reasons why barnacle geese are winter visitors to
the UK.
b Suggest two reasons why swallows are summer visitors to the
UK.
Over the last twenty years, global warming has made our winters
less severe and our springs warmer. The dry season in Africa is also
starting earlier. Greenland is having shorter winters than it used to
experience.
c How and why is global warming likely to affect the arrival date
of migrating swallows to the UK?
d The barnacle goose has begun to arrive later and leave earlier
that it did thirty years ago. Explain why this might be
happening.
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C3
Homework
Changing seasons (continued)
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EXTENSION
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3 The information in the table below is about the behaviour of a
variety of animals and plants throughout the year.
^ _
UG LP
TN
Use the information to help you explain, for each animal or plant,
the advantage to the organism of changing its behaviour from
season to season. You will need to write two or three sentences
about each organism.
Organism
Behaviour in ...
spring
summer
autumn
winter
Plum tree
● leaves grow
● flowers begin
to form
● tree begins
grow
● flowers
pollinated
● fruit begins
to form
● tree grows
● fruit ripens
in early
autumn
● then leaves
fall off
● tree has bare
branches and
does not
grow
Squirrel
● active every
day
● feeds
● has young
● feeds
● stores nuts
● sleeps a lot
but active on
warmer days
Field
mushroom
● mushroom lives
underground
● feeds on dead
plants
● underground
part of
mushroom
continues to
grow
● mushroom
appears
above the
ground
● releases
spores that
spread out
● spores grow
down into
the soil
● plant is
dormant in
the soil and
does not
change much
Swift
● arrives from
Africa
● feeds and
breeds
● returns to
Africa
● feeds
Butterfly
● emerges from
pupa
● mates and lays
eggs
● caterpillar
hatches and
grows
● caterpillar
becomes a
pupa
● spends all
winter in its
pupa
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Homework
Adapted to feed
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1 Look at these pictures.
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A
UG LP
C
TN
B
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D
G
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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 some
animals. Copy and complete the table, using the information in it
to give you clues.
Animal
Information
eagle
curved talons and sharp
hooked beak
antelope
long legs for running
frog
long, sticky tongue
Predator or prey?
tiger
predator
bee
prey
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Homework
Adapted to feed (continued)
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3 Bird beaks are adapted to suit the type of food they eat.
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TN
a Write the name of each bird shown below with the type of food
it eats (A, B or C).
b For each bird, explain why the shape of its beak is a successful
adaptation for its method of feeding.
curlew
s
nsect
AI
bullfinch
B Worms
and grub
s from the
house martin
C Seeds,
soil
berries an
d small n
uts
4 Most owls hunt their prey at dusk and during the night. The barn
owl feeds mainly on small mammals such as mice, voles and rats.
It has an extremely quiet method of flying. Like all owls it has very
good eyesight.
a For each of the underlined features, explain how the adaptation
benefits the barn owl’s mode of feeding.
b Suggest how a barn owl’s feet are adapted, so that it has a
good chance of catching its prey. Give two clear features.
5 The chameleon is a reptile that lives on large insects. It stalks them
and catches them on a long, sticky tongue. It is unusual because it
can change its colour to match the background it is sitting on.
a What is the name given to the ability to look like your
surroundings?
b Why is this ability helpful to a chameleon?
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Homework
Adapted to feed (continued)
C4
EXTENSION
6 A class decided to monitor the snail population in the hedgerow
outside their school. They measured a number of environmental
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factors, every week, for a month and counted the number of
^ _
snails. They also recorded any other observations they thought
might be helpful.
UG LP
TN
The table shows their observations.
Day of
month
Number
of snails
Temperature Weather
at midday (°C)
1
35
14
sunny
8
38
15
sunny
15
29
12
some cloud
22
14
9
cloud and rain
29
7
8
cloud and rain
Other
thrush seen
two thrushes seen
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 and
sunny 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 that
the fall in the number of snails is due to the weather rather than
the thrushes? Explain your answer.
e i
If you had made the observations, what would you have
done differently to obtain more conclusive results?
ii Explain why your changes would have improved the quality
of your evidence.
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Homework
Food webs
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1 In a food chain, there are producers (plants), primary
consumers (that eat the plants) and secondary consumers
(that eat the primary consumers).
^ _
UG LP
TN
Match each of these words to the descriptions below.
secondary
producers
herbivores
energy
carnivores
omnivores
primary
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.
pondweed
insects
small
bird
eagle
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 halved
the number of small birds they could eat?
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CORE
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3 Here are three food chains:
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Homework
Food webs (continued)
C5
grain
mice
eagles
grass
rabbits
eagles
underwater
plants
ducks
foxes
UG LP
TN
a What do the arrows in each food chain represent?
b You are going to construct a food web from the three food
chains above.
● Start by writing the names of the three producers along the
bottom of your page.
● Draw an arrow up from each producer, and write the names
of the primary consumers above these arrows.
● Continue upwards, linking the three food chains together
into a single food web.
Eagles are predators in some food chains but their eggs are
prey 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.
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Food webs (continued)
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EXTENSION
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4 Look at the food web you constructed in question 3.
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TN
6
Homework
a Explain why foxes are sometimes shot in areas where eagles
live.
b The UK had an enormous over-population of rabbits in the
1960s. A disease called myxomatosis was developed to kill lots
of rabbits and control their population. What effect might
introducing 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 of
the 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 the
possible effects of adding owls to the food web you constructed
in question 3. Say why these effects would happen.
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Homework
mark scheme
Environments
C1
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HELP
Question
Answer
1 a
Arctic – polar bear, arctic fox
Desert – camel, lizard
Forest – tree sparrow, squirrel
Underwater – dolphin, fish
Underground – worm, mole
1
1
1
1
1
Habitat
1
^ _
UG LP
b
HM
2 a
b
Mark
… strong legs / claws / talons / spade-like front feet.
1
… it is dark underground / they can sense their prey with their noses.
1
Total for Help
8
CORE
Question
Answer
3
It would be too cold / freeze.
Accept equivalent answers.
4
Underscores show answers; other text in table copied by pupils.
Not much water – it does not have to drink often.
Sand is not a solid surface – it has very wide feet to stop it sinking.
Very little food – it stores energy-giving fats in its hump(s).
1
1
1
Any two from:
dry / warm / sunny
2
Any two from:
wet / cooler / not as sunny
2
Lizards need sunshine to keep warm
and it is not warm / sunny enough in the UK.
1
1
5 a
b
c
Mark
1
Total for Core
10
EXTENSION
Question
Answer
6 a
The temperature graph has the same basic shape as the light intensity graph;
but the temperature rises more slowly than light and falls later.
1
1
Award one mark for any three from:
very bright, hot daytime
very cold night
very dry
temperature changes quickly
light changes very quickly / not much dusk
3
b
Mark
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;
and one mark for fluctuations during the day, to coincide with cloudy / rainy spells.
1
1
e
Amphibians need a moist environment / water to breed in.
There is plenty of water in a rain forest but not in a desert.
1
1
Total for Extension
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Homework
mark scheme
A day in the life of …
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HELP
Question
Answer
1 a i
They have wings
and use a sort of radar.
1
1
Radar
1
… it is high at midday and very low at midnight.
Accept equivalent answers.
1
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.
Accept equivalent answers.
1
ii
2 a
Mark
Total for Help
6
CORE
Question
Answer
3 a
The higher the rainfall, the lower the average daily temperature.
Accept equivalent answers.
1
The sky is cloudy when it is raining
so there is less sunshine to warm the air / get through.
Accept equivalent answers.
1
1
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.
Accept equivalent answers.
1
b
4 a
Mark
Total for Core
6
EXTENSION
Question
Answer
5 a
Its head has moved to face the other way.
Accept equivalent answers.
Mark
1
b
It gives the seeds more light.
1
c
After the seeds have ripened;
because they no longer need the light.
Accept equivalent answers.
1
1
d
Tall stems stop the flower heads being shaded by the leaves.
Accept equivalent answers.
1
Their food is around only at dusk and after dark.
1
b
They would dry out during the day. / It is cooler at night.
Accept equivalent answers.
1
c
They feed on snails, which mostly come out at night.
1
6 a
d
They rely on their eyesight to catch their prey.
1
e
It cannot see in the dark.
1
Total for Extension
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Changing seasons
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Homework
mark scheme
HELP
Question
Answer
Mark
1 a
Warmer
1
b
Snow
1
c
Less
1
d
As camouflage against the snow.
Accept equivalent answers.
1
e
There is little snow, so there would be no advantage.
Accept equivalent answers.
1
f
The weather is colder / there is less light
so the plants grow more slowly.
1
1
^ _
UG LP
HM
Total for Help
7
CORE
Question
Answer
2 a
It is warmer in the UK than in Greenland during the winter
so grass and molluscs are still available.
Accept equivalent answers.
1
1
b
There are plenty of insects to eat / feed their chicks.
It is not too dry / there is water available to drink.
1
1
c
Swallows will arrive earlier
because insects will hatch earlier as it gets warmer
or the dry season in Africa will be earlier.
1
1
Food is available for longer in Greenland.
1
d
Mark
Total for Core
7
EXTENSION
Question
Answer
Mark
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.
Squirrel – 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.
Field mushroom – They appear above ground during damp weather, so
they don’t dry out. Growth happens when the soil is warmest.
Swift – They go to where the insects are most plentiful for that time of year,
so they can feed themselves and their young.
Butterfly – 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 plants
to feed on.
2
2
2
2
2
Total for Extension
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HELP
Question
Answer
1 a
D, E, I
1
b
G, F, H
Accept C as an alternative
1
c
A, B
Accept C if not already used.
1
^ _
UG LP
HM
Homework
mark scheme
Adapted to feed
C4
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2
Mark
Underscores show answers; other text in table copied by pupils.
Eagle – predator
Antelope – prey
Frog – predator
Tiger – big teeth / sharp claws / strongs jaws, etc.
Bee – can sting when threatened
1
1
1
1
1
Total for Help
8
CORE
Question
Answer
3 a
Curlew – worms and grubs from soil
Bullfinch – seeds, berries and small nuts
House martin – insects
Two or three correct, two marks; one correct, one mark.
2
Curlew – long, curved bill can push into soil
Bullfinch – large, strong beak to crack hard shells
House martin – small, pointed beak to catch insects in the air
1
1
1
Owls hunt at dusk because that’s when prey is active.
They fly quietly so the prey won’t hear them coming.
They have good eyesight so they can see their prey in poor light.
1
1
1
Sharp/pointed/curved talons
Strong claws
1
1
Camouflage
1
Its prey cannot see it.
1
b
4 a
b
5 a
b
Mark
Total for Core
12
EXTENSION
Question
Answer
6 a i
ii
The higher the temperature, the more snails there are in the hedge.
The drier the weather, the more snails there are in the hedge.
1
1
b
It is cooler in the hedge, so they won’t dry out.
It stays wetter under the hedge.
1
1
c
Thrushes eat snails.
1
d
No
Both factors are present at the same time.
Accept other appropriate arguments.
1
1
e i
Made more observations or measure the humidity of the hedge.
Accept other appropriate suggestions.
Award marks for sensible explanations that would be a consequence of their
suggested modification.
1
ii
Mark
2
Total for Extension
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Food webs
C5
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HELP
Question
Answer
1
A
B
C
D
E
F
G
^ _
UG LP
HM
Homework
mark scheme
–
–
–
–
–
–
–
Mark
energy
primary
secondary
carnivores
herbivores
omnivores
producers
1
1
1
1
1
1
1
Pondweed → insects → small bird → eagle
1
b
Pondweed
1
c
Insects
1
d
The number of eagles would fall.
1
2 a
Total for Help
11
CORE
Question
Answer
3 a
Energy / the flow of energy
b
Mark
eagles
1
foxes
mice
rabbits
ducks
grain
grass
underwater
plants
Award four marks for a correct food web. Deduct one mark for each incorrect link.
4
Total for Core
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Food webs (continued)
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UG LP
6
Homework
mark scheme
EXTENSION
Question
Answer
4 a
Fewer foxes would eat fewer eagle eggs
so more eagles are likely to survive.
1
1
The number of eagles would have fallen
either because there were fewer rabbits for them to eat
or foxes would eat more eagle eggs instead of rabbits.
1
It would reduce the number of foxes
because there would be fewer ducks for them to eat.
1
1
The numbers of each organism in a web is dependent on the numbers of other
organisms in the web,
because a change to one part of the web has a knock-on effect on all other parts.
Accept equivalent answers.
1
1
b
c
HM
5 a
b
Mark
1
Any sensible effect, for example:
the number of mice would fall.
Any sensible reason why, for example:
because the owls would eat the mice
Any sensible knock-on effect, for example:
so the number of eagles would fall, because fewer mice
or the number of rabbits would fall because the eagles would eat more of
them instead of mice.
1
1
1
Total for Extension
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C
M
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Transition quiz
Environment and feeding
relationships
Answer the clues below to complete the grid. The letters in the
dark boxes going down spell out another word. When you have
^ _ answered all the clues you will be able to discover this word.
UG
1
TN
2
3
4
5
6
7
lettuce
slug
bird
cat
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 ......................................
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Transition
worksheet
Environment and feeding
relationships
1 A food chain, like one below, shows what eats what.
^ _
UG
TN
rose bush
greenfly
bluetit
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 the
pictures, stick them in your book or on paper and add some arrows to make food chains.
seaweed
hawk
sea snail
squirrel
cod
oak (acorns)
2 Look at the descriptions below. Match each one with the correct word..
Eats prey
prey
A plant that makes its own food
habitat
Eaten by a predator
producer
The place where an animal lives
predator
3 Habitats provide food and shelter for an animal.
Match up the animal to its habitat.
frog
desert
squirrel
camel
pond
wood
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rabbit
field a
nd hed
ges
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Environment and feeding
relationships
Test yourself
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
UG
C the place where an animal or plant dies
TN
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 and
hot/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 and
hot/cold.
3 Complete these sentences about the saguaro cactus by crossing out
the wrong words.
a The saguaro cactus grows in a desert/woodland habitat, where
conditions are hot/wet.
b It does not have leaves/roots, so it does not loose water
through evaporation/condensation.
c It stores lots of food/water in its stem.
d Its leaves/roots grow close to the surface to catch what little
rain/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
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Test yourself
Environment and feeding relationships
(continued)
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5 Complete the sentences by choosing from the words below.
light
dark
wet
day
^ _
UG
TN
night
cold
a Butterflies sometimes shelter under leaves to stop their wings
getting ................................
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 in
response to changes in environmental conditions during winter.
Complete the table using the words below.
dormancy
camouflage
hibernation
Response to change in conditions
migration
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.
7 Predators hunt and kill other animals (prey) for food. They have
special 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
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Environment and feeding relationships
(continued)
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^ _
UG
TN
8 A rabbit has special features that
help it avoid being caught and killed
by predators.
large ears that
can turn
Match the reasons below to the labels.
Write a letter in each box.
brown coat
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.
eyes on
the side of
the head
D This helps it blend in with its
surroundings.
strong back
legs
E These help it listen out for
predators in all directions.
white
tail
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.
fox
owl
Field mice eat grass and
blackberries.
Aphids also eat blackberries.
rabbit
Owls eat rabbits, mice and
blue tits.
Use the information above to
complete the arrows on this
food web.
field
mouse
blue tit
aphid
grass
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blackberry
caterpillar
oak leaf
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Environment and feeding
relationships
Test yourself
Answers
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
UG
C the place where an animal or plant dies
TY
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 and
hot/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 and
hot/cold.
3 Complete these sentences about the saguaro cactus by crossing out
the wrong words.
a The saguaro cactus grows in a desert/woodland habitat, where
conditions are hot/wet.
b It does not have leaves/roots, so it does not loose water
through evaporation/condensation.
c It stores lots of food/water in its stem.
d Its leaves/roots grow close to the surface to catch what little
rain/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
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C
Test yourself
Answers
Environment and feeding relationships
(continued)
M
p
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t
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5 Complete the sentences by choosing from the words below.
light
dark
wet
day
night
^ _
UG
TY
cold
a Butterflies sometimes shelter under leaves to stop their wings
wet
getting ................................
light
b Plants grow tall in dim conditions to get more ................................
.
night .
c Nocturnal animals are active only during the ................................
6 The table below describes how some animals and plants behave in
response to changes in environmental conditions during winter.
Complete the table using the words below.
dormancy
camouflage
migration
hibernation
Response to change in conditions
This is called ...
A hedgehog goes into a deep sleep.
hibernation
Swallows fly south.
migration
An arctic hare grows a white coat.
camouflage
dormancy
An oak tree loses all its leaves.
7 Predators hunt and kill other animals (prey) for food. They have
special 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
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C
Environment and feeding relationships
(continued)
Test yourself
Answers
M
p
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t
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^ _
UG
TY
8 A rabbit has special features that
help it avoid being caught and killed
by predators.
large ears that
can turn E
Match the reasons below to the
labels. Write a letter in each box.
brown coat D
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.
eyes on
the side of
the head
C
D This helps it blend in with its
surroundings.
strong back
legs
A
E These help it listen out for
predators in all directions.
white
B tail
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.
fox
rabbit
Owls eat rabbits, mice and
blue tits.
Use the information above to
complete the arrows on this
food web.
owl
field
mouse
blue tit
aphid
grass
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blackberry
caterpillar
oak leaf
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^ _
Environment and feeding
relationships
End of unit test
Green
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.
UG SS
desert
pond
woodland
MS ET
polar
ocean
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.
Habitat
Temperature
Water level
2 marks
Light intensity
ocean
desert
3 Look at the diagram of bladderwrack.
This seaweed grows on rocks on tidal beaches.
Which feature is an adaptation for:
air-filled
bladders
a high tide?
b low tide?
covered
in slime
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 grow
up the sides of trees?
1 mark
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Environment and feeding relationships
(continued)
End of unit test
Green
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^ _
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
UG SS
MS ET
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.
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Environment and feeding relationships
(continued)
C
End of unit test
Green
M
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^ _
UG SS
MS ET
7 Look at the food web.
leopard
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
hyena
zebra
vulture
hare
plants
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
temperature
sensor
thermometer
b What would be the best
length of time to measure
the light?
Choose from this list.
1 hour
c Chloe says that the water
temperature in the pond
will be lower at night.
Choose the word that
best describes Chloe’s
statement.
10 minutes
24 hours
observation
prediction
measurement
conclusion
1 mark
Josh recorded the strength of the
light (its intensity) at the surface of
the pond for 8 hours.
This is the graph he made of his data.
d i
datalogger
12 hours
1 mark
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
60
Light intensity
p
50
40
30
20
10
0
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
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^ _
Environment and feeding
relationships
End of unit test
Red
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.
UG SS
Habitat
MS ET
ocean
Temperature
Water level
2 marks
Light intensity
desert
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
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Environment and feeding relationships
(continued)
End of unit test
Red
M
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^ _
UG SS
MS ET
… continued
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
4 Look at the food web.
leopard
hyena
zebra
vulture
hare
plants
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?
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Environment and feeding relationships
(continued)
End of unit test
Red
M
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^ _
UG SS
MS ET
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.
observation
measurement
prediction
1 mark
conclusion
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.
c Suggest a reason why
there might have been
less light then.
60
1 mark
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?
Light intensity
p
50
40
30
20
10
0
0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6 6.5 7 7.5 8
1 mark
Time in hours
e Why would using a datalogger be better than a thermometer
for doing this?
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Environment and feeding
relationships
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Question
Answer
1 a
b
^ _
2
UG SS
3 a
MS ET
b
4 a
b
5 a
b
End of unit test
mark scheme
Green (NC Tier 2–5)
Mark
Level
Desert
1
2
Woodland
1
2
Ocean: low, high, low
Desert: high, low, high
1
1
3
3
Bladders
1
3
Slime
1
3
The leaves on the trees
1
3
To reach the light
1
3
Grass → rabbit → fox
1
4
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
Two from:
Plants → hare → leopard
Plants → hare → hyena
Plants → hare → vulture
Plants → zebra → leopard
Plants → zebra → hyena
Plants → zebra → vulture
2
4
b
Zebra
1
5
c
It would increase
1
5
Datalogger and temperature sensor
1
3
b
24 hours
1
3
c
Prediction
1
4
d i
ii
6.5 hours
Sun went in/Sun behind a cloud
1
1
4
4
7 a
8 a
Scores in the range of:
NC Level
4–7
2
8–13
3
14–17
4
18–25
5
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relationships
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^ _
UG SS
MS ET
Question
Answer
1
2 a
End of unit test
mark scheme
Red (NC Tier 3–6)
Mark
Level
Ocean: low, high, low
Desert: high, low, high
2
3
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
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
Two from:
Plants → hare → leopard
Plants → hare → hyena
Plants → hare → vulture
Plants → zebra → leopard
Plants → zebra → hyena
Plants → zebra → vulture
2
4
b
Zebra
1
5
c
It would increase
1
5
d
It would decrease
1
5
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
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
3 a
4 a
5 a
6 a
Scores in the range of:
NC Level
4–9
3
10–14
4
15–18
5
19–25
6
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C
M
p
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Environment and feeding
relationships
Learning outcomes
^ _
UG
I can do
this very
well
Pupil check list
I can do
this quite
well
I need to
do more
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 conditions
in 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.
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Environment and feeding
relationships
C
M
Glossary
p
?
Word
Definition
t
u
adaptations
A living thing, that carries out the processes of life.
^ _
adapted
The place where a living thing lives.
UG
camouflage
Something in a habitat that varies and can be
measured, such as temperature or rainfall.
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
The surroundings in a habitat.
Having features that help a living thing to survive in a
particular place.
A well-adapted organism has features that help it to
survive in a particular place.
An animal that rests during the day and is active at
night. R
An animal that is active during the day and rests at
night is diurnal. R
The area of beach that is under water at high tide but
exposed at low tide. R
An inactive state that allows an organism to survive
harsh conditions, such as the winter.
An animal goes into a deep sleep to survive difficult
conditions in the winter.
Moving to another habitat to avoid difficult conditions,
for example, swallows fly south to avoid the cold
winter in the UK.
Features that help a living thing to blend in with its
surroundings.
Plants that are deciduous lose their leaves in the winter
to 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 other
animals.
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Environment and feeding relationships
(continued)
Glossary
Definition
p
?
An animal that feeds on plants.
t
u
An animal that feeds on other animals.
^ _
An animal that feeds on both plants and animals.
UG
A green substance that is needed for plants to trap
light energy and make their own food. R
A diagram that shows how the organisms in a habitat
feed on each other.
Organisms in the same food chain all depend on each
other.
Two or more food chains link together to form a food
web, that shows the feeding relationships between the
organisms.
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C
M
p
?
t
u
^ _
UG
Key words
Environment and feeding
relationships
adaptations
dormant
migration
adapted
environment
nocturnal R
camouflage
food chain
omnivore
carnivore
food web
organism
chlorophyll R
habitat
predator
condition
herbivore
prey
consumer
hibernation
producer
deciduous R
interdependence
diurnal R
intertidal area R
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C
Key words
Environment and feeding
relationships
adaptations
dormant
migration
adapted
environment
nocturnal R
camouflage
food chain
omnivore
carnivore
food web
organism
chlorophyll R
habitat
predator
condition
herbivore
prey
consumer
hibernation
producer
deciduous R
interdependence
diurnal R
intertidal area R
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C
M
p
?
t
u
^ _
UG
Environment and feeding
relationships
C1 Environments
Green
a 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, it
can store a lot of water in its stem.
c It puts bits of cactus over the opening of its
burrow to keep moist air in, it loses very little
water in its sweat and urine, it never comes out
during the heat of the day.
d It digs its burrow deep where it is cooler and
more moist, it never comes out during the heat
of the day.
e Its feet are hairy for a good grip on the sand; its
toes are wide-spaced to stop it sinking into the
sand.
1 Our environment is the world around us.
Polar environments are very cold. Desert
environments are very dry. Rain forest
environments are very wet. Living things are
adapted 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 its
enemies. The brown fox can hide from its
enemies because its colour matches the
desert in which it lives.
c The white fox has a thicker coat to keep it
warm in the arctic environment.
Red
a 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 lose
water and it can store a lot of water inside it.
c Any three from: they dig deep burrows to keep
cool and moist, they plug the entrance of their
burrows to keep in the moisture, they store dry
seeds in the moist burrow to increase the water
in their diet, they are nocturnal so lose less
water 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. The
desert fox has a brown coat to camouflage
it against the brown sand.
ii The arctic fox’s thick coat keeps it warm;
the desert fox has a thin coat so that it can
sweat 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.
Book answers
2 a Wide feet to keep them from sinking into
the sand, stay in the shade to lose less water,
are pale brown to reflect most of the Sun’s
heat away from their body.
b Kangaroo rat, jerboa, gerbil and other desert
rodents.
c Crickets in a plant environment are not
easily seen when they are green.
C2 A day in the life of . . .
Green
a 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 the
beach is drier than at high tide.
Red
a Any three from: owl, hedgehog, badger, fox,
bat, dormouse, vole, coypu, moth, polecat or
any other nocturnal animal in Britain.
b
i Bladderwack floats on the surface of the
water to get sunlight to make its food.
ii It stays in one place by sticking to a rock
holdfast.
iii It doesn’t dry out because it is covered
with a gooey slime to keep it wet at low
tide.
c The barnacle has feathery feet which it waves in
the water to collect food; it sticks fast to a rock
by its back; it closes its bony plates to trap water
inside to keep it from drying out when the tide
is out.
1 a During the day the desert is hot, bright and
dry; 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 out
completely 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 wearing
away the rock to fit the shape of their shell.
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Book answers
C
M
C3 Changing seasons
p
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t
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^ _
UG
Green
a 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 warmer
habitat in winter. We say they migrate. Some
animals go to sleep for the whole winter. We
say they hibernate. Some animals change
their coats in winter. This is so they stay
camouflaged.
2 The brown coat provides camouflage in the
summer when there is no snow. The white coat
gives it camouflage when there is snow in
winter.
3 a Sheds leaves.
b Makes bulbs.
c Makes seeds.
d Hibernates.
e Migrates.
Red
a In the winter there is little sunlight, so plants
can make little food. They therefore shut down
or become dormant.
b It collects a lot of food to store in its home; it
eats a lot to put on fat; it grows a thicker coat to
keep 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 the
whiteness provides camouflage.
c Their white coats allow them to hunt better
because their prey cannot see them so well.
3 a To be in better living conditions and where
there is more food and water.
b There is nowhere for land animals to
migrate within Britain.
c The whales feed on fish which migrate.
C4 Adapted to feed
Green
a 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 others
are acceptable such as birds: sparrow, pigeon,
blackbird, etc.
1 Animals that eat plants only are called
herbivores. Omnivores are animals that eat
plants and animals. Animals that eat only
other animals are called carnivores.
2 a Strong back legs help it to run fast and
dodge 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.
Red
a Many possible answers.
b The giraffe has a long neck to reach into trees
for leaves. The elephant uses its long trunk to
pull branches down for eating.
c Killing lion cubs will stop them growing into
predator adult lions.
1 a The bluebells will grow faster when they
have more sunlight and are not shaded by
the leaves of trees.
b Ivy will use the structure of the tree to climb
upwards and get more sunlight.
2 a The hairy body rubs the pollen from the
plant.
b The pollen comb is used to collect the pollen
from the bee’s body.
c The pollen basket is used to store the
collected 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 run
away.
4 a Rabbits have teeth adapted for eating grass
and stems. They have special microbes in
their gut to help them digest the grass. They
have good eyesight, eyes at the sides of their
head to help them see predators coming.
They have very good hearing and big ears
that can turn forwards and backwards so
they can listen in all directions.
b Foxes have excellent smell and hearing.
They are camouflaged and run fast.
C5 Food webs
Green
a Grass
b The producer is always the beginning of the
source of energy which starts with energy from
the Sun.
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Book answers
C
e grass antelope lion
elephant
cheetah
acacia tree
giraffe
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.
b grass antelope lion
cheetah
d grass antelope lion
elephant
cheetah
acacia tree
c grass antelope lion
elephant
cheetah
d grass antelope lion
elephant
cheetah
acacia tree
UG
c grass antelope lion
elephant
cheetah
^ _
e grass antelope lion
elephant
cheetah
acacia tree
giraffe
u
t
b grass antelope lion
cheetah
?
2 a grass antelope lion
p
c The arrows show how the energy is transferred
along the chain.
d There would be no rabbits to eat.
e The rabbits would starve.
f Any acceptable chain.
g Four
h
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 feeding
relationships in a habitat. Food chains always
start with a producer. The arrows show how
energy moves through the food chain.
The living things in a food web are all
interdependent.
2 a grass antelope lion
grass antelope lion
elephant
cheetah
acacia tree
giraffe
f
M
Red
a Their numbers would increase greatly.
b The grass would all get eaten.
c The rabbits would all starve.
d Four
e 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 watch
to see its selection, implant a camera in the owl,
or any other reasonable suggestions.
1 If a disease should wipe out the food source the
animals would all starve.
C6 Grouping living things
Green
a 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 are
carnivores.
d No; dahlia anemone is a carnivore, coral weed
and bladderwrack are producers and elephants
are herbivores.
e Producers are coral weed, bladderwrack, gut weed
and oak. ‘Not-producers’ are dahlia anemone,
bush cricket, cushion star and elephant.
f Herbivores are elephants. Omnivores are bush
crickets. Carnivores are dahlia anemone and
cushion star.
1 a moving
staying in one place
bush cricket
dahlia anemone
cushion star
coral weed
elephant
bladderwrack
gut weed
oak
b No; dahlia anemone is in the ‘wrong’ place.
c
i ‘moving’
ii The dahlia anemones move when
young. By changing the group of the
dahlia 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 are
not ‘green’ and are producers.
b Disagree; coral weed and bladderwrack are
not ‘green’ and are producers.
c Disagree; coral weed and bladderwrack are
not ‘green’ and they are producers.
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Book answers
C
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p
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t
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^ _
UG
Red
a No
b No
c Yes; they group things by colour.
d producers
non-producers
gut weed
dahlia anemone
bladderwrack
beefsteak fungus
oak
acorn barnacle
coral weed
bush cricket
elephant
e Herbivores: beefsteak fungus, elephant;
omnivores: bush cricket, acorn barnacle;
carnivores: dahlia anemone
f Yes; it isn’t clear whether the acorn barnacle’s
food particles are only plant, only animal or a
mixture of both.
g This grouping is useful if the precise
composition of ‘food particles’ could be made
more specific.
h i moving
not-moving
bush cricket
dahlia anemone
elephant
beefsteak fungus
coral weed
acorn barnacle
bladderwrack
gut weed
oak
ii No, it’s not a very useful grouping. The
living things in each group don’t share a lot
of features.
i i moving and green
moving and not-green
bush cricket
elephant
1 a moving and green
bush cricket
moving and not-green
elephant
dahlia anemone
acorn barnacle
not-moving and
green
oak
gut weed
not-moving
and not-green
beefsteak fungus
bladderwrack
coral weed
b 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 dead
plants.
3 a Disagree. Animals can be green, like the
bush cricket. All animals are consumers, not
producers.
b Disagree, since some producers are not
green, like bladderwrack and coral weed.
c Disagree. Coral weed is a producer and is
red. Bladderwrack is a producer and is
brown.
not-moving
and not-green
dahlia anemone
beefsteak fungus
acorn barnacle
bladderwrack
coral weed
ii Yes. They show more information about
each group.
not-moving and
green
oak
gut weed
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