Practical skills

Raw and synthetic materials

Plants

Adaptations

Light & dark

Magnetism

States of matter

Rock cycle

Human anatomy

Ecosystems

Electrical circuits

Sound

Separating mixtures

Physical and chemical changes

Reproductive cycles

Notable scientists

Forces

Space

Particles in physical and chemical changes

Sustainability

Humans and animals over time

Diet and lifestyle

Light

History of science

The animal kingdom

Science

Y4 Science

Key Stage 2

Year 4

UNIT

In this lesson, we will recap our knowledge of plants, animals and habitats and learn about ecosystems.

What is an ecosystem?

﻿Hello everybody, welcome to your science lesson with me, Miss Roberts. I'm so excited to be teaching you all about ecosystems because I love ecosystems. I find them fascinating hearing about animals and organisms, what they do and where they live. I've got a friend with me and if you've not met him before, this is Lenny the Lion. And he always sits by my screen and listens to all of my learning because I do a lot of talking to my screen and I know that you're going to have to as well, because it helps us to keep things sticky in our minds. If we're saying things out loud, as well as writing things down. So he's going to sit by my screen. If you want to go and get your favourite Teddy by your screen, then you can pause the video and go and get them now. Okay. So let's have a think about what we need for this lesson. You will need a pencil or pen, a ruler and a notebook. So things to write with, pause the video and go and get the resources you need now. Okay. In this lesson, we're going to do the following. First of all, we're going to learn about our star words. And I'll talk you through those. If you've not done star words with me before. Then we're going to learn about habitats and do some recapping on knowledge you already have. Then we'll learn about ecosystems. And then at the end, I have a task for you. Okay, are we ready to get started? I said, "Are we ready to get started?" Fantastic. Okay. So if you've not done star words with me before they go like this, my turn and then your turn. Star word, star word, star words, Oh, you can do it louder than that. So I'm going to flash my hands like stars, and I'm going to say star words. And I want you to do the same. So my turn, then your turn, star words, star words, star words. Well done. Okay, I think we're ready for our first star word. The first word is habitat. You're turn habitat. Your turn. A habitat is where an organism lives. A habitat is where an organism lives. Well done. The next star word is micro organisms. I'm going to make it bigger so you can read it. Micro organism. Your turn. micro organism. Your turn. Well done. Now you'll notice on the screen that I've underlined half of the word organism I've underlined the prefix micro. In the word habitat. I said that it's where organism lives. Can you remember from your previous learning what is an organism? Can you tell your screen? Well done, an organism is a living thing. An organism is a living thing. What's an organism, a living thing. Well done. So if I spot a living thing, then I've also spotted on organism. Well done. Now the prefix micro, on microorganism on the screen, hmm. What does micro, if something's micro, here's your clue? What do you think it means? Really, really, really, really, really, really small. Micro or microscopic is something that's really, really small. You can only see under the microscope. A micro organism is a living thing that you can't see. A microorganism is a, your turn, living thing that you can't see, well done. So of action for star words. Microorganism is micro organism. Okay. Let's do that again, micro organism. It's a living thing that we can't see. What's a microorganism, team? Well done. And our last star word is ecosystem? Your turn. Ecosystem. Your turn. So does anybody know what an ecosystem is? If you do, can you write it down now? If you need more time, pause the video 'cause I'm going to tell you what's an ecosystem is. An ecosystem is a collection of animals, plants, habitats, and micro organisms. Okay, so an ecosystem is a bit like a town or city. So it's made up of lots of different parts, but the difference is that it's just the living things and their homes. So the action for the star words ecosystem is ecosystem. And the reason that I'm doing my hands like this is because it's made up of all the different parts. So it reminds me that it's made up of the plants, animals, habitats, and microorganisms. So let's do that star word again, now with the actions and then we'll get the definition and then we'll carry on. So my turn, your turn. Ecosystem, your turn. Ecosystem, your turn . An ecosystem is a collection of animals, plants, habitats, and microorganisms. What's an ecosystem, team? It's a collection of, with me, animals, plants, habitats, and micro organisms. Well done. So team, if I have a collection of animals, plants, habitats, and micro organisms, what have I got? Tell your screen. Well done? I've got an ecosystem. Fantastic. And that's what our whole unit is based on. all about the different parts of an ecosystem. So one of the parts of an ecosystem is habitats. So to think about habitats, first of all, we need to think about what animals need to live. You're an animal. What do you need to live? Can you tell me the things that you need? Well done. Let's see if you've got them all. You need food and water. You need air in order to breathe, you need space to reproduce and you also need space to grow. So all of these things are what animals need to live. They also need to do this in a place that's safe to do these things. Then this needs to be somewhere they can breathe and grow. They need to be able to find enough food and water to stay alive. And when they produce young or babies, that's needs to be in a place that they will survive. For example, if I moved habitats from the earth into the sea, I would not be able to survive because I wouldn't have enough air because I can't breathe underwater. I wouldn't be able to get food because I wouldn't be able to get the fish. So it would be really difficult. In fact, impossible for me to live in a habitat under water. So this lesson, we're going to be touching on more about habitats and different places where animals and organisms live. A habitat is a home where organisms live. Can you read that definition to the screen? Habitat is a home where organisms live, well done. So can you tell the screen, what habitat does a fish have? Where does a fish live? Well done. Some of you might have said the sea and some of you might have said a pond. Both are correct. What about a lion? Where does a lion live? Well done. And that is its habitat. Where do birds live? What about a Blackbird in the UK? Mostly it lives in the trees because that's where it can get all of the things that it needs. So I'm going to show you a different habitat. This is the rainforest. Now on the screen, you'll see that it says macro habitat. Now we've already seen the word micro organism. And that meant a really, really, really small organism. Macro is the opposite. So what do you think it means? Can you tell your screen, what do you think macro means? Well done. Macro means large. So this is a large habitat. So macro habitat means a large habitat. So the rainforest is a really big place. Can you tell your screen what animals can you see that live in the rainforest? Well done. You might have said elephant. You might have said giraffe or monkey or parrot or raccoon or hippo. There's lots of different animals that you can see on the screen. You might've also said snake slithering in the tree canopy there. Now those are the animals that live in the rainforest, but they're not the only type of organism, plants are also an organism. So you can see lots of different plants on your screen, can't you? Can you point to three different types of plants that you can see? I can see one there. I can see a red one. I can see a tall tree, and I can also see some lily pads. That was four. Which ones can you spot? Point to the video about the plants that you can see now. Well done. So all of the animals that you've named and all of the plants live in the rainforest. So we would say that heir habitat is the rainforest. Where is their habitat, team? It's the rain forest. Well done. As an example, an elephant would not be able to survive under water so it could not live in the habitat of the sea because it wouldn't be able to breathe under water and it wouldn't be able to eat. And it wouldn't be able to produce its young. So it would die. That's why it lives in the rainforest because it can get everything it needs to survive. Okay, here is another macro habitat. This is the Arctic. This is the Arctic, well done. Which two organisms can you see on the screen? Well done, you can see a mummy polar bear and baby polar bears. So polar bears live in the Arctic. Polar bears live in the Arctic. So can you tell me what's the habitat of a polar bear? the Arctic well done. This is another macro habitat and this is the woods. What animals do you find in the woods? Can you tell your screen? What's else? Good job. You might find birds in the trees. You might find insects in the ground. You might even find, I wonder if you picked up a log, what would you see underneath the log? Well done a wood louse or even some worms. All of those creatures have the habitat of the woods. That's where they live. So it's their habitat. So team, can you tell your screen, what's the habitat of a bird? Well done the woods. Now we've looked at macro habitats, which are the big habitats. We can also have micro habitats and we've looked at the prefix macro and micro. What does micro mean? It means a very, very, very, very small, well done. So on the screen, you can see a micro habitat. This is a very small place where an organism lives. Where are those ants living at the moment? Can you tell your screen? Well done. They're living under a leaf. So the micro habitat here is under a leaf. What about in this picture? What are those organisms that you can see? Well done, they're worms. Where are they living? They're living in the soil. So what's the worms microhabitat? It's in the soil, well done, team. I'm going to give you an awesome cheer, because you've been working so hard. There's been lots and lots of talking so far today. So really well done. Now let's have a look at ecosystems. I'm going to give you a definition of an ecosystem, because remember so far, we've looked at the fact that it's the different parts. An ecosystem is a community of animals, plants, and microorganisms together. Team, I'd like you to pause the video and read out the definition of what an ecosystem is to your screen now. Well done. Let's read it one more time together. And we're going to do the actions like the star words an ecosystem is a community of animals, plants, and microorganisms together. So if ecosystems are all of the different parts, let's go and look again at our rainforest picture. The ecosystem here is made up of the rainforest, which is the habitat. The rainforest is the habitat, then the water, the animals, the fish, and then the algae. Now algae is something that would be living in the water. And it's very, very, very, very small. So we can't even see it. That reminds me of one of my star words. What was our star word for an organism that's so small you can't even see it? Well done, I could hear you! It's a micro organism. Algae is a micro organism. Algae is a micro organism. Well done. So all of these parts together make up the ecosystem. In this picture, I'm showing you a different ecosystem. First of all, I want you to tell me what animals can you see? Can you tell your screen? Well done. I wonder if you got ducks. I wonder if you saw the deer. I wonder if you saw the frog and the fish and the dragonfly? I've named five there. Did you get any of those now? Now I want you to tell me what plants, you can see, pause the video and name all of the plants that you can see in this picture. Well done. Did you get daisies or lily pads or trees or reeds around the edge of the pond? You've done really well. Now, I want you just have a go at naming all of the other things that you can see that you've not already named. So things that aren't a plant or some of the animals that you've named already pause the video and have a go listing all of the other things that you've not already said. Well done. I wonder if that was a bit hard. So you could have had the water or the soil or the trees. Those are all parts of the ecosystem and also the rocks. There's something else that you can't see. What was that microorganism we just learned about in the previous slide? Do you remember? It was called al... Algae, well done. And the algae is so small that you can't see it, but it's in the water. And that is a micro organism, which is also part of the ecosystem. So now what I'd like you to do is note down all of the animals, the habitats, the plants, and the microorganisms that we talked about in that picture. Well done. Okay, pause the video if you need more time. We're going to do another example. Hey, is a different ecosystem. Oh wow, this is under water in the sea. And this is a coral reef. First of all, I want you to tell me what animals you can see. What can you see in this picture? Well done. You can see lots of fish. What habitats can you see? Hmm, interesting. So I can see the macro habitat of the sea. I could also maybe live under one of the coral or within one of the plants that I can see. What else can you see? Well done. You can see lots and lots of water and what can't you see? Well done. You can't see the micro organisms in the water or in the coral. I want you to jot these down now, team. Which animals could we see? Which habitats could we see? Which plants could we see and what microorganisms? I'm just going to go back one step for a moment. Because to clarify, coral is a living thing, even though it might just look like it's there forever. So have a go now at listing all of the things that we talked about. Well done. Pause the video if you need more time. And here is a list of the things that you might've written down. This isn't every single one, but these were the main ones that I thought about the animals were the fish and the coral, the habitats were under the coral or in the sea. The plants were seaweed, or even you might've seen some sea grass. The microorganisms were algae that we've talked about and also some bacteria, which is so, so, so, so so small that you can't see it with your bare eyes. You need to put it under a microscope so that you could see bacteria. Well done. If you want to pause the video and add some of the ones on that, you missed then please do that now. Okay. I now have a task for you. I would like you to join up the definition with the correct title. So on the left hand side, you've got organism, habitat, microorganism and ecosystem. And on the right hand side, you've got your definitions, the natural home of an organism, a community of plants, animals, microorganisms, together with their habitat, anything that is alive and an organism that's too small to be seen by the human eye. I'd like you to pause the video and join up the definitions. Now using a ruler, or you could download the worksheet and do it on that. Well done. Pause the video if you need more time, 'cause I'm going to go through the answers. Okay. An organism is anything that is alive. A habitat is the natural home of an organism. A microorganism is an organism that's too small to be seen by the human eye. And an ecosystem is a community of plants, animals, and micro organisms together with their habitats. Wow, well done, everyone. I've been so impressed with your learning today. I'm really proud of you, for your first lesson on ecosystems. Well done everyone. Lenny the Lion here, I'm really excited to teach you the rest of this unit. So make sure you join us for lesson two on ecosystems next time. Bye everybody.

In this lesson we will learn the difference between carnivores, herbivores and omnivores and classify organisms into a Venn diagram.

How do we classify the diets of animals?

﻿Hello, everybody welcome to your second lesson on ecosystems with me Mrs. Roberts. I'm so happy to be back here. And I'm glad that you joined us for our second lesson, because today we're going to learn about how we classify the diets of animals. Now, the diet is everything that we eat. The diet is everything that we eat well done. So Lenny the lion here is again by my screen, and he's really excited about today's lessons because we get to do some drawing and he's really excited to do some drawing. So he always sits by my screen and helps with my learning. If you want to go and get your favourite teddy to listen to all of your learning state, you can do so but you'll also need pencil or pen, a ruler and a notebook. So, pause the video and go and get all of the resources that you need to get now. Okay, so in today's lesson, we're going to do the following. We'll go through our star words. Then we'll learn about herbivores. Then we'll learn about carnivores. Then we'll learn about omnivores. And then we're going to draw a Venn diagram. We have got a jam packed lesson today team. So let's get started. As ever we're going to start with our star Words. Star words, star words, star words. Well done, you remember from last lesson. The first three star words I'm going to introduce you to today. All have different prefixes for the same root word. Now the root word is vore. Can you say vore? and vore means to feed, vore means to feed, well done. So the first word is carnivore. You can see carni. The prefix is underlined and that means flesh. So carnivore, you're turn carnivore. You're turn, well done. Carnivores, eat only meat, carnivores eat only meat, well done. The next one is herbivore. Can you say herbivore? What's the prefix for this one? Herb, well done. Now, what do you think that means then if a carnivore only eats meat a herbivore only eat plants well done. So my turn, your turn, herbivore, herbivore, herbivore only eat plants, your turn well done. And the last one is omnivore. Can you say omnivore. Now this prefix is omni. Can you say omni, well done. And omni means all, omni means? So an omnivore eats both plants and animals. An omnivore eats plants and animals. Well done wow. You've done those so well. Let's quickly recap our star words from last lesson two, habitats, you're turn. Micro organism, you're turn, and ecosystem your turn. Well done you remember those ones from last lessons so well and learned the new ones for today. I'm going to give you a rainbow cheer, which goes like this because you're working so hard, well done. So let's think about herbivores. Herbivores are animals that eat only plants. They need a lot of energy to stay alive and many have to eat all day long to get enough energy. Some herbivores have a special digestive system so they're able to eat grasses. Commonly recognised herbivores include deer, rabbits, cows, sheep, goats, elephants, giraffes, horses, and pandas. Which animals can you see on the screen that are herbivores? Can you tell me those four examples? What's the second one? Elephants, well done. What's that third one munching on a long sugar cane? Good, that's a panda and what's the fourth one with little ears? Good, it's a rabbit. These are all herbivores. These are all herbivores. As an example, manatees live in ocean waters off the coast of Florida. A giraffe lives in Africa and eats leaves from the trees. And they especially like the leaves of the Acacia tree. A giraffe may even eat 75 pounds of food a day, which is lots, and lots, and lots of food. So herbivores eat only plants. Let's now look at the animals that eat only meat. And these are called carnivores, well done. So, a carnivore is an animal that get its food from other animals. They're also called meat eaters. Carnivores come in all shapes and sizes. Ranging from two ounce weasels, to half tonne bears. And they eat everything from birds, fish, and reptiles, and sometimes even each other. Can you imagine? So here are some examples of carnivores. Wild cats, such as lions and tigers, are examples of vertebrate carnivores. That's a ladybird and a starfish. The other carnivore that you also will know about is a spider. So they only, what do they catch in their web? Well done they catch flies. So they eat other living things which are animals. Here's a task to see how well you were listening about herbivores and carnivores. First question, can you read it with me? Name three examples of organisms that are herbivores. Can you remember three of those animals? Why do some herbivores have a special digestive system? What do they need to digest? And why are carnivores sometimes called meat eaters? Team I'm going to give you some time to answer these questions and I'd like you to write them down. If you've forgotten or you need to listen again to some of the information that I've given you this lesson, then go back on the video and re-watch about herbivores and carnivores now. Pause the video and write the answer to your questions now. Well done, pause the video. if you need more time because I'm going to go through the answers. The three examples that you could have had for herbivores were goat, panda, and elephant. If you had some of the others from my video, then don't worry that's okay. Herbivores need a special digestive system because they need to be able to eat grasses. Question three, why are carnivores sometimes called meat eaters? Because they only eat meat. Omnivores are animals that eat both plants and animal derived food. Although the Latin term omnivore literally means eater of everything. Omnivores can't actually eat everything because I couldn't eat a table, so it's every living thing. While that food options are greater than those of herbivores and carnivores, they are still limited by what they can find to eat or what they can catch. Many will eat the eggs of other animals. And some omnivores are scavengers, which means they even eat dead animals. Some examples of omnivores that eat both meat and plants are humans, bears, pigs, and chickens. Here's a game for you. I want you to read what it says on the screen. And then I want you to tell me is it a herbivore, an omnivore, or a carnivore? So on the screen it says an animal that eats only plants. Hmm, which ones that can you tell your screen nice and loud? Well done, it's a herbivore. I'm not going to read them out for you now. I'm going to let you read it on the screen. Which one do you think that is? Can you tell your screen? Herbivore, carnivore, or omnivore? Let's see if you're right, well done. That's a carnivore, they eat only meat. And finally an animal, can you read the rest of it? What do you think? Omnivore, well done. You've done that so well. Now just to make something very clear, I am a vegetarian, but I know that for instance my brother is not a vegetarian. Does that make me a herbivore and my brother an omnivore? Hmm, that's interesting. No, it doesn't because my digestive system is the same as my brothers. We are both omnivores but I choose not to eat meat and he chooses to eat meat. So some people may be a vegetarian but that does not make them a herbivore. All humans are omnivores. All humans are omnivores, well done. I just thought I'd make that nice and clear. Okay, so now we're going to classify them into groups. I'd like you to draw this table and then we'd like to tick which animal on the screen, depending on their diet. So for instance a human, are they a carnivore, a herbivore, or an omnivore? Well done, they are an omnivore. So along the row of human, I'd like you to tick omnivore. Pause the video and draw this table now. Okay, I'd like to make sure you've got all of your ticks in. I'm about to go through the answers. So are you ready? Here we go. A human is an omnivore. A spider is a carnivore. A rabbit is a herbivore and a bear is an omnivore. If you've got all of those right you can give yourself a big tick at the bottom of your page. Well done or if you set it to your screen, you can give yourself a pat on the back. The last part of our lesson now is about Venn diagrams. Can you say Venn diagram? Venn with a V, Venn diagram. Your turn, well done. This is what a Venn diagram looks like. It's two circles joined together. They help us to classify different things into groups. So for instance, we can place things into one of the circles, which means it's part of that group. Or we could place it into the other circle which means is part of that group. There's also in the middle, a section where the circles crossover. And if I play something in that section, it means it's both in that circle and that circle. We could also play something on the outside of the circles. And that means it would not belong to either of those circles. So that's inside one of the circles. That's inside the other circle. That would be both where they crossover and that's on the outside which means it wouldn't belong to either circles. So here's an example. I want to classify the diet of different organisms. Maybe they eat plants, maybe they eat animals, maybe they eat both. And that would be the cross section in the middle. I wonder what about on the outside? That would mean they don't eat plants or animals. Let's think about this little human. She eats both animals and plants because she is an omnivore. Let's place her in our Venn diagram. Do you think she should stay on the outside? Do you think she only eats plants? Do you think she only eats animals? Or do you think she should go in this section in the middle that shows that she eats both plants and animals? I want you to point with your finger to the screen based on where you think she should go in the Venn diagram. Let's see if you're right. She should go in the middle because she eats those plants and animals, well done. Let's have another look at a different example. Now, a shark. A shock eats other fish. Does that make it a carnivore, a herbivore, or an omnivore? Can you tell the screen? Well done, it makes it a carnivore. So let's place it in our Venn diagram. The shark, should it go in a circle with plants? Should it go in a circle with animals? Or should it go in the middle and shows that it eats both? Well done you know that it's a carnivore, so it only eats animals well done. Okay, now I'd like you to draw this Venn diagram. Make sure that you've underlined plants and animals as your titles and make sure you've got a nice cross section in the middle if your circles overlapping. One thing I'd like to do is draw around something circular. So if you've got to tin, then you could draw around the tin or you can just do it free freehand. Pause the video and draw your Venn diagram now. Okay, what I'm going to ask you to do is the following. On the screen you can see different organisms. Along the blue rows of the organisms. And along the green rows are their diets. I would like you to read each organism and what it eats. For instance, a bear eats both berries and nuts and insects. That shows me that it's an omnivore. So now I need you to write it in your Venn diagram. I'd like you to pause the video and read through all of these organisms and then draw them in the correct place on your Venn diagram. Pause the video and have a go at that task now. Well done, pause the video if you need more time because now I'm going to show you the Venn diagram completed that you should also have. Are you ready? Let's see if you are right. Okay, so the organisms that only eat plants were snails, goats, and giraffes. The organisms that only ate animals were bear, leopard, and eagle. And then the omnivores were robin and a squirrel and they eat both plants and animals. Now, just before we carry on, I wonder if you can spot the mistake. I've just been through the answers with you. And one of them is in the wrong place. So I wonder if you can see which one. Where's the one that you had in your Venn diagram that you thought, oh, I thought that was an omnivore. That's a clue. Pause the video, and see which of mine you think is mistake now. Did you spot it? Well done, it was the bear. I told you that bears were an omnivore. So I've put it in the wrong place in my Venn diagram. Where should it be? Can you tell me? Well done, it should be in the middle because bears eat both plants and other animals. I hope you spotted that. So well done. Well done everyone. You've worked so hard today and Lenny the lion is really impressed with your learning about Venn diagrams to classify different diets. You are absolutely amazing. And I can't wait to see you next time for our third lesson on ecosystems. Well done everyone, bye.

In this lesson we will learn about producers and consumers and think carefully about where plants get their energy from.

Why are producers so important?

﻿Hi, everyone. I'm just eating an apple. And you could say that I am consuming my energy. So here's my apple. I'm an omnivore. So I like to eat both meat and plants. This is one of the plants. Hmm, yeah. I can't get energy unless I eat. So, sorry, you just interrupted my lunch. I'm only joking. Lenny the lion and I are really excited for today's lesson. Because we want to think about why producers are so important. So producers produce and consumers consume. You just saw me consuming an apple. And that means I was eating it. And that helps me to get my energy. 'Cause I can't get to any other way. If I didn't eat, I would die. Just like you would too. But that's why we always have our meals. So, I've put my apple down now and Lenny's by my screen as well. So, pause the video and go and get the resources you need. If you want to get your favourite Teddy, you can do. And you'll also need a pencil and a pen, a ruler, and a notebook. Off you go, and I'll be still here, waiting. Okay, so in today's lesson, we are going to go through our star words, as normal. Then we'll think about producers and consumers. Then we'll look at ecosystems. Then I'm going to ask you to write a fact file. And then I'm going to make you think about an investigation to do with a plant in photosynthesis. Let's get started on today's lesson, okay? My favourite parts of the lesson as ever is star words! You have such a loud voice today. I'm so impressed. Okay. The first star word today is, habitat. Well done, habitat. Good job. A habitat is where an organism lives. A habitat is where an organism lives. Well done. The next word is microorganism. You're turn. Well done. Can you remember what a microorganism is, team? Can you tell your screen? Don't forget our action gives you the clue. It's an organism so small, it can't be see seen by a human eye. Can you tell your screen what's a microorganism? Well done, good job. So algae is an example of something that's so small, it can't be seen by the human eye. What does that make algae? Algae is a microorganism, well done. The next word is, ecosystem. Your turn. Ecosystem, your turn. Well done. An ecosystem, remember, is a collection of, with me, plants, animals, habitats, and microorganisms. Let's say those again. An ecosystem is a collection of animals, plants, habitats, and micro organisms. Well done! You remember that so well. Let's look at our new star words for today. The first one is, producer. Your turn. So I'm putting, I'm pushing my hands away from me, when I say that. Producer, your turn. The next word is, consumer. Your turn. Just like with my apple. Consumer, your turn. And the last word is, energy. Your turn. Energy, your turn. Well done, and energy is what we use in order to live. So, now that we've learnt our star words of producer and consumer, let's think about what they actually are. Now, in the first lesson on ecosystems, I asked you, what animals need to live. Do you think you can remember all of them? Hmm. Pause the video and tell your screen. What were the things the animals need to live? Well done. Let's see if you've got them all. Food and water, air, space to reproduce, and space to grow. Well done. So, food and water is the main one that we're looking and concentrating on today. Because as humans, we need food and water, but where do we get our energy from? Well done, we get it from the food that we eat. We can't make our energy inside. We have to eat. And that makes us consumers. What does that make us? Consumers. So just like my apple here, I need to consume this so that it gives me energy. And if I didn't, I would have no energy, and I wouldn't be able to survive. That makes humans consumers. So now let's think about plants. Where did they get their energy from? Hm. Can you tell your screen? Well done. Plants and bacteria get that energy from the sun. And they can use this to produce their own food. They don't need to eat a sausage sandwich in order to get their energy. They just need sunlight. That makes them, what's that word, team? Producers, well done. So, consumers need to eat to obtain energy. All of the organisms that we looked at last week that are human or animal are consumers. Animals can't make their own food. So they need to obtain their energy by eating other organisms. These types of organisms are called, consumers. Some organisms, such as plants and bacteria, are able to use energy from the, what did I say? That bright thing in the sky? The sun. And they can produce their own food. And these are called, producers. So, now let's have a think about the different producers and consumers in ecosystems. When we looked at ecosystems in the first lesson on this unit, we learned that an ecosystem is what? We also recapped it in our star words today. What's it made up of? Plants, animals, microorganisms, and habitats. Well done. Let's see if we can spot some producers and consumers in the following ecosystems. What consumers can you see? Can you pause the video and point to and tell me what consumers you can see? Well done, I can see an elephant too. What else can he see? A monkey, a giraffe, a parrot, a hippo, a bird, a snake. All of these organisms that are animals are consumers Because they have to eat to get their food. Because they have to eat to get their? Oh, I said eat to get their food. That doesn't make sense. They need to eat to get their energy. Sorry, team. Now let's think about the producers. Name the producers that you can see. Plants, well done. Trees, well done. Flowers, lily pad, fern. Well done, you've spotted lots and lots of producers. And they can produce their own energy, well done. Let's look at a different ecosystem. Can you tell me the consumers in this ecosystems? Which ones can you see? Mm hmm, I can see a duck. I can also see a fish. And even a dragon fly. There are lots of different consumers. Why are they consumers, team? Can you tell your screen what makes them a consumer? Well done. They have to eat to get their, energy. Now, let's name the producers. Which ones can you see in this picture? Well done. I could see fern and grass, pond weed, and a lily pad. I wonder, which ones can't you see? What was that new one I taught you last lesson? Al algae, well done. And that is a microorganism that we can't see, but uses the sunlight to produce its own food for energy. So, what I'd like you to do is write me a fact file. And a fact file is a list of all the facts that you know about a producer. So, for instance, if you wanted to write about a producer, such as the rubber tree, what I need to do is I need to research it. Maybe there's a producer that you already know lots about. So you could write about that one. And I want you to put all of the facts that you know, or could research about the rubber tree. Or you can choose a different producer if you'd want to. I'd like you to include key facts, where you'd find that producer, so, what's its habitat, does it have any flowers? Maybe what time of the year they flower? How long does it live? How tall does it grow? And are there any organisms that use it as their habitat? Hmm. I'd love to be able to see some of those. So have a go at drawing and writing your fact file now. And if you want to, you can draw me a picture in the top corner of your page. Good luck team and have fun. Okay, pause the video if you need more time to complete your task. The next thing we're going to learn about is photosynthesis. Can you say photo synthesis? Photosynthesis. Now some of you may have heard of the word photosynthesis before. If you have, can you write down for me on a piece of paper or in your notebook, what you think photosynthesis is. What does it mean? Okay. So, keep that safe. I want you to edit it as we go through the lesson if it changes from what you can remember. Maybe you need to add something or maybe you need to edit your definition. Let's have a look. What on earth is photosynthesis? Well, before we look at a plant, I'm going to split the word into two. The first part is photo. And that means light. And synthesis means to make. So you make something with light. But what do they make with light? Well done, plants make energy. So. Photosynthesis is the process where plants produce their own food, using energy from the sun. This happens in their leaves. They take in carbon dioxide, which is a gas. They then give off oxygen, which is also a gas. They also take in water and minerals from the soil and use these in their leaves to carry out photo synthesis. So on the screen, you can see some star words; water, sunlight, takes in carbon dioxide, minerals, and gives off oxygen. Some of them are phrases. I'd like you to add the labels to the plant, depending on where you think each arrow is referencing. So, you might think that the first one coming down from the sun, which word do you think will be most appropriate there for the arrows coming off the sun? Do you think that would be minerals? No, well done. That would be sunlight. What about the next one? Coming in on the top right-hand corner. What's given off? Good job, it gives off oxygen. What does it use in the leaves? It uses oxygen. Sorry, it uses carbon dioxide, water and minerals, well done. See if you can have a go a placing the last two on your screen now. Well done. It takes in carbon dioxide, and it soaks up water from the ground. Now team, photosynthesis is a process that you'll learn more about. I've given you a very quick recap there, or maybe it's the first time you've ever learnt it. The reason that is is because we could do a whole unit on photosynthesis, but what I really want you to remember, and to know, is that photosynthesis is the process that plants use to make their energy. They use photosynthesis to make their energy, well done. Because they are a producer. Because they are a producer. So it'd be a bit funny if you were walking around through a park and you saw a tree munching on an apple. That would be funny, wouldn't it? You wouldn't see a plant chomping on a piece of toast. No. Because they don't need to. Because they are a producer that uses photosynthesis. What do producers use to make their energy? Photosynthesis. Well done. Wow, you have learned that so well. I've got a think a question for you. So, I'm going to put on my scientific glasses to help me think. Hmm. And now I'm going to read my think question. What would happen if we removed the leaves from a plant? What would happen if we removed the leaves? Hmm. That's an interesting question. I'm going to have a think about that one myself. And then I'm going to speak to Lenny the lion. And then, I'm going to speak to somebody in my house. Or even in my classroom. I want you to have a think about what you think would happen, if we removed leaves from a plant. And then, have a scientific conversation with somebody, either at home or at school. So, well done, everyone. We've thought really carefully about why producers are so important. Because, they make their own food. And if we didn't have them, then we wouldn't be able to survive. It's like a cycle. So let me take off my scientific glasses because we are done for today. I'm going to give you an awesome cheer! For all of your hard learning. I'm really impressed. Well done everyone, and I'll see you next time for our fourth lesson on ecosystems. Bye everybody.

In this lesson we will learn how to draw a food chain and discuss the different organisms that make up food chains.

How do we construct a food chain?

﻿Hello everybody. Welcome to your 4th lesson on ecosystems with me, Miss Roberts. I am so happy to be back with you for another lesson ecosystems. Because I love this topic, it's one of my favourites. So I've got Lenny the Lion here and he's also exciting for our 4th lesson. Because we're going to be doing some more drawing today. We're going to be drawing some food chains. So I've got him by my screen to help me with my learning. If you want to get your favourite teddy, you can do so. You'll also need a pencil or pen, a ruler, and a notebook. So pause the video and go and get the things that you need now, so that you're ready to start. Off you go. Okay, I think we are ready. So just as a quick recap before we do our star words today. Is this a producer or a consumer? Can you read what it says on the screen? Plants make their energy from sunlight. That is a, tell the screen. Producer, well done. And what about the next one. Can you read it to yourself? Is that a producer or a consumer. Humans get their energy from food. Well done, it's a consumer. Good job team, you've remembered that so well. Okay, so what are we doing in today's lesson? Let's find out. We're going to do our star words. Then we're going to learn about what is a food chain. Then we're going to learn about how food chains are drawn. Then we'll draw our own. And then I have a task for you. So I hope you're ready. I am extremely ready for my favourite part of the lesson. Which is our star words. So if you have not been with me, then I'm sure you'll pick this up really quickly. So it goes my turn, then your turn. Star words, star words, star words. Well done, okay. The first word is energy transfer, okay? Energy transfer. Can you do the same actions with me? One, two, three. Energy transfer. And energy is transferred in food chains. And we're going to learn about that today. The next word is producer. Your turn. Producer, your turn. The next word is food chain. The next word is food chain. Well done. The next word is consumer. Your turn. We learned about that one last lesson. The next word is primary consumer. And it's really important that you put one finger up because it's the first consumer. So can you do that with me? Primary consumer. Your turn. Well done. And the last one is tertiary. Now I know that we've missed out this one, which is two. Because that's secondary. And do you know the word second or secondary? So I'm just giving you words that might be new. So this word is tertiary and that means third. So the third one in the food chain is the tertiary consumer. Can you tell your screen? Tertiary consumer, your turn. Well done. So the third consumer in a food chain is the tertiary consumer. But don't worry, we're going to be looking at that today. So now that we've got those in our minds, hold on to them and I'm sure you'll see them during the lesson. So what is a food chain? Some of you might already know what a food chain is. If you do already, can you write it down for me on your piece of paper? And then at the end of the lesson, see if you are right. A food chain shows how plants and animals get their energy. A food chain always starts with a producer. This is an organism that makes its own food. Most food chains start with a green plant. Because plants can make their own food by photosynthesis. A living thing that eats other plants and animals is called a consumer. And that's what you have next in your food chain. So in this food chain so far, my producer is the grass. My producer is the grass. Then which animal can you see that eats grass? Well done, a snail. And this is my consumer because it consumes the grass. Then I have a frog. And the frog eats the snails. So the energy goes from the grass, to the snail, to the frog. Because the frog eats the snail. Is the frog a producer or a consumer? Can you tell your screen? Well done, it's a consumer. Because it gets its energy from the snail. And lastly, I then have an owl. And the owl is the tertiary consumer. The owl is the tertiary consumer. Because it eats the frog and it's the third consumer. So in the food chain I showed you, the arrows represent the transfer of energy. What do the arrows represent in the food chain? The transfer of energy, well done. So let's just go back to our food chain for a moment. The first producer always goes on the left hand side. And you can see the grass is on the left hand side. This is then followed by the consumers in order that they are eaten. So on your screen, which organism is the producer? Well done, it's the grass. The grass is the producer. Which organism eats the grass? The snail. And the snail is my first consumer. What was our star word that had this action? Can you tell your screen? Well done, primary consumer. Can you tell your screen? Primary consumer. Well done. Which organism eats the snail? It's the frog, well done. And that's our second consumer. So we call it our secondary consumer. Can you do that with the actions? The secondary consumer. Which animal then eats the frog? Good job, it's the owl. And this is our third consumer. And this is our tertiary consumer. What is the owl? The tertiary consumer. Now some of you might think, "Hold on a second. Why is the owl not the fourth consumer?" Well, if you have a look at the screen carefully, the grass is a producer. So the first consumer is the snail. So then we only have one producer and three consumers. So that's why. I have another quick question for you. Does the frog eat the grass? No, not in this food chain. Where does the frog get its energy from? From the snail, well done. So the energy is passed from the snail to the frog. Does the owl eat the snail? No, it doesn't. Where does the owl get its energy from? In this food chain, it gets it from the frog. So what I'd now like you to do, is label the food chain using the titles at the top of your screen. Pause the video and write them down in the correct order based on the food chain we've looked at. If you want to, you can also tell your screen if you've not got anything to write with right now. Pause the video and have a go. Well done. Okay, let's see if are correct. So the grass was a producer, the snail was the primary consumer, the frog is the secondary consumer, and the owl is the tertiary consumer. Wow, I'm going to give you an awesome cheer. Because you're working so hard this lesson already. And there are lots of new pieces of information that you're picking up really quickly. So well done. Now that we know what a food chain actually is. How are they drawn? So I'm going to show you another example before we look at drawing our own. This is a food chain and it's got a plant followed by a mouse, followed by a snake, followed by a hawk. I would like you to add in the titles at the top of your screen on to the correct part of the food chain. Pause the video and have a go now. Okay, pause the video if you need more time to add those labels in. I'm going to give you the answers. Are you ready? Here they are. Give yourself a tick if you wrote them down and you got them all correct. The producer is the plant. Why is the producer the plant? Where does it get its energy from? Well done, it gets it from the Sun. It produces its own energy. Then the energy is transferred to the mouse. Which is the primary consumer. Then the energy is transferred to the snake, which is the secondary consumer. What happens last? What happens between the snake and the hawk? Can you tell your screen? Well done, the energy is transferred from the snake to the hawk. Which is the tertiary consumer. Well done. Just very quickly, I'd like to pause there. With your finger, being very careful not to hurt your screen, I would like you to point to the producer. Now point to the secondary consumer. Now point to the tertiary consumer. Are you touching the hawk? Well done. Now point to the primary consumer. Well done, I hope you're pointing to the mouse. Good job team. In the following food chain, I have made a mistake. Where have I made a mistake? Pause the video and see if you can find my mistake now. Well done, I hope you spotted it. The arrows are the wrong way round. The arrows are pointing towards the grass. And that means that the energy transfer is incorrect. We always show the energy transfer going from left to right to show that the energy is travelling in the correct direction. So I would now like you to have a look at this food chain. You've got seaweed followed by crabs, followed by dolphins, followed by a shark. I would like to add on the labels that we had before to each stage of this food chain. If you want to draw and have a go at the images, you can do. If not, you can just tell your screen what the titles for each stage of this food chain would be. Pause the video and have a go now. Well done everyone. Pause the video if you need more time. 'Cause I'm going to go through the answers. And here we go. The seaweed was the producer because it produces its own energy. The energy is then transferred to the crab, well done. Which is the primary consumer. The energy is transferred from the crab to the dolphins. Which is the secondary consumer. The shark then eats the dolphins. So the energy is transferred from the dolphins to the shark. And the shark is the tertiary consumer. IF you got those right and you wrote them down, you can give yourself a tick. If you told your screen, give yourself a pat on the back. Okay, I have a task for you. An organism gets its what by making its own food is called a something. And the second sentence. An organism that gets its something from eating other animals is called a what. Pause the video and complete those sentences in your notebook, filling in the blanks now. Okay, pause the video if you've not finished writing them. And go back if you need to check in the video for the answers. An organism that gets its energy by making its own food is called a producer. And an organism that gets its energy from eating other animals is called a consumer. Well done, everyone. Give yourself a big pat on the back. You are working so hard. So now, let's think about drawing a food chain. Before we do that, I'm going to ask you some quick questions that are going to help us draw a food chain. Can organisms be both a consumer and a herbivore? Now remember, what do herbivores eat? Well done, herbivores only eat plants. So what do you think the answer to this question is? Have a think. I'm going to put my thinking glasses on. Hmm, this is a scientific question. Yes, it can. Because consumers get their energy from other organisms. Herbivores only eat plants. So it could be a animal that is a herbivore. Like a panda that will also be a consumer. Can an organism be both a producer and a predator? Hmm, so producer produces, are like plants, they produce their own energy. Predators hunt their prey for their animals that they want to eat, hmm. So no, predators are animals that hunt their food. And producers make their energy from sunlight. Therefore, producers can only be plants. Good thinking, team. Right, one more quick question. Can an organism be both prey and a predator? So can it be eaten by predators? Can it also hunt? Hmm, have a think. Can an animal both hunt and be hunted? Yes, it can. Some animals hunt other animals for food. But some of these animals are also hunted by animals higher up in the food chain. For example, a fox likes to hunt birds and frogs. But they'd also be eaten by bears and cougars. So some animals, some organisms can be both prey and a predator. Okay wow, good thinking, team. That's going to really help us when we think about drawing our food chains. So have a look at the image on the screen. What organisms can you see? Can you list as many as you can? I'm going to give you 10 seconds. Ready, steady, go. 10, nine, eight. Keep going, seven, six, five, four. Can you name three more? Three, two, one. And stop there. Wowee, there was so many to choose from. I got butterfly, snakes, frogs, flowers, leopards, monkeys, and plants. And trees. I'm sure you probably got more than I did. Okay, so what we're going to do is we're going to use that information to draw our own food chain. You need to make sure that you've got a pencil and a notebook here ready. So that you can draw your food chain. What I'm now going to do, is I'm going to turn full screen, so that I can show you my visualizer. So. On my page, I'm going to draw a food chain using some of the organisms that we just saw in that image. I saw a flower. And I know that flowers are eaten by some insects that I've also seen. So I'm going to draw a diagram with just the key information. This is my flower. Now is this my producer or my consumer? Can you tell your screen? Well done, this is my producer because it produces its own food. So I'm also going to label it producer. Then I need to draw my arrow. So I'm going to draw it always to the right. With an arrow on the end. Pause the video and I'd like you to the same. Draw your flower, label it, and draw your arrow. Off you go. Well done, I'm going to carry on now. And I know that butterflies eat flowers. So I'm going to put my butterfly like this. Now I'm not going to give it any extra detail 'cause I'm just drawing a diagram. So I'm just giving the key information. So this is my butterfly. And I know that this is transferring... Sorry, it's getting it's energy from the flower. By eating it. So this is a consumer. I also know that this is the first consumer in my food chain. So it's called my primary consumer. Pause the video and draw your first primary consumer on your food chain now. Okay, I now need to show the transfer of energy to the next organism in my food chain. I'm going to draw an arrow to the right. And make sure that it's nice and neat. Now I know that frogs eat butterflies. Now frogs are quite hard to draw and I'm going to give it my best shot. So I'm going to draw a frog. Let me just go back and have a look at my practise one, hang on. Oh yes, I remember. So my frog eats the butterflies and that's why the energy is transferred. Now I'm not very good at drawing, as you can see. But I hope you'll be very kind to my frog drawing. Because it's even worse than my practise. And I did practise it, I promise. So this is my frog. And this is the second consumer in my food chain. So I've had my primary consumer. This is the second consumer. So this is my, tell me what I need to write here. Well done, it's my secondary consumer. Okay. Now, I need to show the final transfer of energy to my final consumer. What do I need to draw here then, team? Can you tell me? Well done, an arrow. An arrow to the right or an arrow to the left? Good job, everyone. You've been listening so hard. I need to show the transfer of energy from left to right. And I know that frogs get eaten by snakes. So I'm going to draw, hopefully. If I concentrate just for a moment. A snake. I know that it has two eyes on the front. And I know that it has a little slither at the front. So this is my third consumer. So what do I need to label here, team? Can you tell your screen? Well done, tertiary. T-E-R-T-I-A-R-Y. Tertiary consumer. 'Cause it's the third consumer in my food chain. What I'd like you to do, is now draw a food chain just like mine. Make sure you've got your titles on. Make sure you've got your diagrams and make sure you've got your arrows going from left to right to show the transfer of energy. Pause the video and have a go now. Okay, so now that we've done that, let me just turn my visualizer off. You can see me again. There we go. Now I have a task for you. You can write this out in your notebook or you can tell your screen. What I'd like you to do is match up the definitions on the left with... Sorry, the titles on the left with the definitions on the right. This is a recap of today and also the last lesson that you did. Which was lesson three is this unit. So pause the video and write out your answers now. Connect up the correct title with the correct definition. Well done, everyone. Let's see if you are correct. So I want you to tell me. Omnivore, what is an omnivore? Well done, an animal that eats both plants and animals. That could also say organisms. Now a consumer, what's a consumer? Tell your screen, what did you get? Well done, an organism that gets its energy from eating other organisms. Because it consumes. What about a carnivore? Do you remember that from last lesson on the unit? They only eat... Other animals, well done. So animal that only eats other animals. Often called a meat eater. What about a producer? What does it do, it produces it's own food. Well done. So an organism that gets it energy from making its own food. And lastly, a herbivore. That must be an animal that eats only plants. Team, you have done so well today! I am so impressed with your learning. And Lenny the Lion here is also really impressed with your food chain. If you want to have a go, you could go back to that rainforest diagram. And you could see, if you could construct a food chain from other parts. So other organisms in the rain- Well done, everyone. And see you next lesson. Bye.

In this lesson we will recap our knowledge of drawing food webs and then learn how to construct a food web.

How do we construct a food web?

﻿Hello everybody. Welcome to your fifth lesson on this unit with me Miss Roberts. It's so great to see you all back here and I've really enjoyed this unit so far. So today we're thinking about how we construct a food web. I've got Lenny the lion here, and he's enjoyed this unit so far too. So if you want to go and get your favourite Teddy go and put them by your screen now. The other things that you're going to need are a pencil or a pen, a ruler, and a notebook. So pause the video and go and get the things you need now. Let's just do a recap at the start. So plants make their energy from sunlight, we did this last lesson, so does that make them a producer or a consumer? Can you tell the screen? Well done, a producer. So what was the other one? Can you tell the screen? Well done, a consumer, but what was the definition of a consumer? Let's see if you're right. Animals, they get their energy from food. Well done, they are all consumers. Okay, so in today's lesson, we're going to do our star words, we've done our recap, and then we're going to think about how food webs are drawn, then we're going to try and draw our own food web and you can see my awful drawing. 'Cause I'm not very good at drawing animals team. I'm sure you're much better than I am, but I've had to go. And then at the end, I've got a task for you. So let's have a look. I might send you a 10 star words, star words, star words. Good job, we've already looked at what a producer is. What's a producer? Can you tell a screen? Well done, a producer produces its own food from sunlight to get its energy, and we did this last lesson. So energy transfer, you're turn. Well done, primary consumer, your turn, food web, your turn, food web, your turn, next word, consumer, your turn, and tertiary consumer. What does tertiary mean again team? Well done, tertiary means third. So, let's recap what a food chain is now. A food chain is the transfer of energy between different organisms. You always start with a producer and then can you remind me why does the arrow always point to the right? Good, because it's showing the transfer of energy along the food chain. So after the producer, we then have the snail, which is the primary consumer. After the primary consumer comes the secondary consumer. And what comes last? What was that owl in this food chain? Well done, it's the tertiary consumer. Remind me one more time, what do the arrows represent? The transfer of energy, well done. So I would like you to construct this food web and add the labels in, because it's all jumbled up. You've got an owl, a vole, a leaf, and a centipede. I need you to think carefully about which animals eat what. So for instance, do you think the centipede eats the owl? I don't think so either, now I've given you a clue because I've also given you the labels, but they're also in the wrong order. So all you need to do is put all of the animals, sorry, all of the organisms, 'cause there's a leaf there and all of the titles in the correct order. you can tell your screen or you can jot them down in your notebook. Pause the video and have a go now. Okay, pause the video if you need more time, 'cause I'm going to go through the answers. Are you ready? here are your answers. The leaf was the producer because we know that leaves produce their own food from sunlight. Then the centipede was the primary consumer. The vole was the secondary consumer because voles eat caterpillars. And then the owl eats voles, so that makes it the tertiary consumer. Well done, I hope a good go with that. Give yourself a Pat on the back 'cause you're working really hard so far this lesson. So now we are going to think about food webs and how they're drawn. What I'm going to do is I'm going to show you something on my visualiser, because it's interesting that we've talked about food chains and for something like grass, which is an organism, it is eaten by lots of different animals. We've only looked to food chains with one step on each level, but in food webs, it can represent the more complex ecosystem that occurs. So let me show you what I mean, I'm going to tell him I visualiser around so that you can see, if you promise not to laugh at my drawings. So here, this was my food chain from last lesson, you have the producer, which was a flower, which is eaten by a butterfly. The butterfly was eaten by the frog and the frog was eaten by the snake. However, we know that in the world, it's not as simple as that and there are lots and lots of other organisms around. And we also know that lots of other organisms eat flowers, just butterflies is not an ideal representation. This is just a snapshot. I also know that there are lots of other things that eat butterflies, not just frogs, and that's what food webs try and represent. So let me show you. Here in my food web so far, this is not finished, this is just the start. Let me just, that'd be good. Let me see if it'll, there we go. So for instance grass, grass is eaten by lots of different organisms and lots of different animals. Here, I can show that the energy from the grass can be transferred to a rabbit and also to a deer. In a food chain, you would only have one of those animals. You may just have grass and then rabbit, and then some other consumers here, but in a food web, you can represent the fact that the grass, the energy can be transferred to both the deer and the rabbit. So that was me starting to draw a food web, and now what I'm going to do is I'm going to show you a finished drawing, a finished image of the food web, here we go. So just like mine you can see that on the left hand side was the grass and that's also eaten by the deer. So there is an arrow from the grass to the deer. There is also an hour from the grass, and now in this case it was a vole, I found a rabbit easier to draw, so I did a rabbit because grass is all to eaten by rabbits. So in this image on your screen, grass is also eaten by the vole. Now because he lots of other arrows on the screen and it looks at it's a bit complicated, but don't worry team I'm going to talk you through. Let's stay on the vole and I'd like you to put your finger on the vole. There's one arrow going from the vole to the fox, can you put your finger along that arrow? That's showing the energy being transferred from the vole to the fox because fox is eat voles. Now I'd like to go back to the vole and follow the other arrow. What is the other animal that energy is transferred to? Well done, the hawk because hawks also eat voles. So pause there, take a big deep breath. This is tricky, which two organisms on your screen eat voles? Hawk, well done, and fox, well done. Now, before we carry on, what are the two organisms that eat the grass? We've done those already, the vole and the deer well done. Okay, so now put your finger on the fox and I'd like you to go up to the animal at the top right hand side of your screen. That is a wolf because wolves eat foxes, so the energy can be transferred from foxes to wolves. Now put your finger back on the fox, well done. Now, where does the other arrow go to the, down to the right, the hawk, well done. So what are the two organisms that eat foxes? Wolves and hawk, well done. So in this food web, you can see that there are animals that are eaten by more than one consumer. So how do we go about drawing this? Let's have a think. I'm going to show you some organisms on the screen. This is a dragonfly nymph, can you say dragon fly nymph? Well done. Now a microscopic algae. Can you say microscopic algae? The next one is a mayfly nymph. Can you say mayfly nymph? Well done. Now, I'd like to say freshwater shrimp, good job. Can you read that next one to yourself? What does it say? Brown trout, well done. What does that next one say? Pond weed, well done. Now, before we go any further, I want to think based on the images and what you know about Science, which one of the organisms on the screen do you think is the main producer, which one of those produces its own food? Can you tell your screen? The pond weed, well done. So if I was going to start my food web, I would start it as follows because I know that pond weed is the producer. So I'm just going to go full screen, I'm going to turn to my visualiser and then I'm going to show you here. So in order to start a food web, let's make it in focus, are we good? We're going to have a title of food web, I'm going to use my best handwriting, I'm going to underline it with a ruler. So just like my food web before I had my producer on the left, and I'm going to do the same with this food web. And my producer in this case was my pond weed. So, I'm going to get my green and I'm going to draw my pond weed. Well, that makes pencil look very big. It doesn't have to be detailed, just needs to be the key information because this is just a diagram. So I'm going to label it pond weed and that is the start of my food web. So I want you to pause the video and draw yourself a title and your pond weed on your book now, off you go. Well done, okay, so now you've been introduced to all of the organisms. Now I'm going to talk you through what your task is. Let me just turn off my visualizer first. Okay, so your task is as follows, all of the organisms that I've just introduced you to are now on the screen, but they're in a table. And on the right hand side, the column that says diet is all about what they eat. So if you have a look and go right down to the bottom, you'll see pond weed and it says, what does it say in the diet box? It says, makes its own food, while done. And that's now confirming to me that I know that pond weed is a producer. Can you see another producer in this table? Which other organism makes its own food? Well done the algae, the microscopic algae. So let's add that to our food web. Now, I'm going to get my pen and I'm going to turn over my visualiser. So here we go, let's make that bigger. So I've got my pond weed, I'm also going to go over here, now although it's microscopic, I'm just going to do a few little bubbles to show that this is microscopic algae. I'd like you to pause the video and draw your microscopic algae on your food web now. Good job, now my question for you is, do I need an arrow between my pond weed and my microscopic algae, yes or no? No I don't, because in my table it doesn't tell me that the microscopic algae eats the pond weed or vice versa. The pond weed doesn't eat the microscopic algae, so I can just leave those as they are, because I know that I'm going to need some arrows later. Now on the table, what I'd like you to do is I'd like you to find one organism that eats pond weed in its diet, have a careful and really close look, where can you see pond weed in the diet? Good job, in the mayfly nymph. So what I now want to do is add my mayfly nymph to the pond wheat. So I'm going to draw a very small fly and I'm going to label it, so they don't get confused. This is my mayfly nymph, okay. So I saw that in my table, it says that it eats pond weed for its diet. So I need to have an arrow between the pond weed and the mayfly nymph, let's just make this bigger. So do I want to draw the arrow from the pond weed to the mayfly nymph? Or do I want the arrow going from the mayfly nymph to the pond weed? Which direction is the energy being transferred? Can you tell your screen now? Well done, the energy is being transferred from the pond weed to the consumer, which is the mayfly nymph. So draw your arrow on now. Okay, you should be up to speed with me on your food web, if you're not pause the video and have some time to catch up. If you also noticed in the same box of the diet of the mayfly nymph, it also says microscopic algae. So that means that the mayfly nymph also eat microscopic algae. So it doesn't just eat one thing, and we know that's true for many organisms. So let's go back and think, this may fly nymph, not only it's pond weed, it also eats microscopic algae. So what do I need to add? Well done, I need an arrow. Do I transfer the energy from the algae to the mayfly or the other way round? Can you tell your screen? Well done, it gets transferred from the microscopic algae to the mayfly nymph, because again, the mayfly nymph is the consumer. Pause the video and add on your arrow now. Well done, you guys have done that so well, I'm just going to turn off my visualiser for a moment so I can see you. Okay, well done team Now that's not the end of our food web, we've not finished, but that's how to get started withdrawing a food web. I now I'd like you to finish that food web, using the information in this table. You need to read through the diets of each organism and then just like I did draw the arrows on as you go. So pause the video, use the table and finish your food web, off you go. Okay, pause the video if you need more time on that table and finishing your food web. I'm going to show you the answers one by one, are you ready? Okay, so the food web that we had is as follows, the pond weed was eaten by the mayfly, algae was also eaten by the mayfly, and it was also eaten by the shrimp. So from the algae, you should have also have two arrows off. The mayfly was also eaten by the dragon fly, the shrimp is also eaten by the dragon fly, which also gets eaten by the brown trout, the brown trout also eats the dragon fly and the mayfly. Now, although there's lots of arrows on that food web, if you want to, you can go back and watch the video, step-by-step again, not only to watch me just start drawing my food web, but also to check that you've got all of those answers correct? I'm sure you have team and you've done really well because that's quite a tricky thing to do. You've now drawn a food web all by yourself, you are such an excellent scientist. Well done everyone you've done really well today. I'm really proud of your learning in ecosystems. We've done food chains and food reps. We've got one more lesson to go and I can't wait. So see you next time, bye.

In this lesson we will learn about the main factors that are affecting food webs and changing our planet's ecosystems.

What can cause disruptions to food webs?

﻿Hello, everybody. Welcome to your final lesson on ecosystems with me, Miss Roberts, I am so happy to be back here for your final lesson. I've really enjoyed teaching you this unit and I hope you've enjoyed learning about it. Today's lesson is all about what can cause disruptions to food webs. So let's find out. I've got Lenny the lion here with me and he is going to help me for our final lesson. If you need to get and get the resources that you need you're going to need a pencil or pen a ruler and a notebook. And if you want to your favourite teddy, pause the video and go and get the things you need now. Okay, let's get started. So my turn, your turn. Star words, star words, star words. Good job. That first word is energy transfer. You're turn. The next word is producer. You're turn. The next word is primary consumer. You're turn. You're an expert. All of these now team, well done. The next one is food web. Your turn. Good job. The next word is consumer. Your turn. Well done. And the last coward is tertiary consumer. Your turn. What does tertiary mean again team? Third, well done. So it's the third consumer in the food chain. Okay, so let's get started. In this food chain, I wonder what would happen if there was no producer, maybe there'll be no rainfall and the tree died. So what do you think would happen? If we got rid of the leaf so that the caterpillar couldn't eat it, there'll be no caterpillars for the voles to eat. And if there was no voles to eat, then the owl would die. So what would happen? This knock on effect would mean that all the organisms in this food chain would die. The only reason they might not, is if they could move to another habitat. For instance if an owl didn't have any voles to eat where it was living it might be able to fly somewhere else, set up a new habitat and live there where there's food to eat. So with this in mind, let's just do a quick recap of what a food web is. A food web is where you have a series of interlocking food chains. For instance, in this food web we had the grass that transferred energy to the deer. It also transferred energy to the vole and the vole transferred energy to the fox and the hawk. Can you tell your screen which organisms did the fox transfer energy to? What were those two on the right? Well done the wolf and the hawk, good job. So this food web is represented, if all of these organisms are healthy and living, however, sometimes there are disruptions to a food web. Disruptions means change. So there may be a case where there is no grass the grass is either killed or something happens so that it is not there anymore. We'll look at those reasons in a moment, so don't worry. If there was no grass in this food chain all of the organisms would die because the grass is the producer, and without to producer, you can't have a food web, because if there was no producer, there'll be no deer. If there's no deer, there'll be no wolf. If there was also no grass, there'll be no vole. And so the fox and the hawk would not be able to eat in which case all of the food is decreased, so all of the organisms would decrease and they would all eventually die.

Hi, my name's Miss Simpkin. I'm sorry to interrupt your lesson on food webs. But Miss Roberts has asked me to pop in because I'm a marine biologist, somebody who studies animals who live under the sea. And she's asked me to give you another example of a food web, a marine food web. I am currently studying different marine animals in Madagascar. I'm putting my scuba kit on every day and I'm diving down to the coral reefs and I'm counting all of the different species that I see. And something that I've noticed is that the number of octopuses on our coral reef, the number of octopuses in our coral reef food web is decreasing. And I wonder if today you can help me think of some different reasons why that might be happening. What the disruptions to my food web might be, that are causing my number of octopuses to decrease. So, here's my research centre behind me. You are going to help me be research scientists today. And I am going to explain to you the food web that we are going to look at in this example. So Ms. Roberts has already given you an example of a food web. Here is another one. So we're starting with our octopus and our octopus eats crabs and lobsters and our lobsters and our crabs in my marine food web eat a type of animal called a sea urchin. My turn, sea urchin. Sea urchins have spiky spines on them. So look a little bit like underwater hedgehogs and our sea urchins eat sea grass. Sea grass is the producer of our food web. It makes its own food and provides the energy for all of the other organisms up the food web. So, I've told you what eats what, I wonder if you control your own food web now because it's going to be helpful to have it in front of you for the rest of the example. So if it was me, I would draw a picture. I've put them in the right place for you as a hint of each of these marine organisms, or you could just write sea grass, sea urchin, crab, lobster and octopus, if you prefer. And then can you draw the arrows to connect your food web? Remember the arrow goes in the direction of what is eaten by what? So if the sea grass is eaten by the sea urchin, then the arrow will go from sea grass to see urchin. Can you pause the video and have a go at drawing your food web for this, for these organisms now. Great, I'm going to show you a correct version. Don't worry if you made some mistakes but can you check your answer? So you should have an arrow going from sea grass to sea urchin an arrow going from sea urchin to crab and lobster because the sea urchin is eaten by both the crab and the lobster, and then add two arrows one going from crab to the octopus and one going from a lobster to the octopus, because they're both eaten by the octopus. If you need to edit your food web can you pause the video and do that now? Okay, brilliant. So this is the food web that I've been studying. And as Miss Roberts explained sometimes animals can be removed from the food web for different reasons. And she's going to tell you more about those different reasons later. But that can have an effect on other animals in our food web. And so that's what I think is happening to my octopuses. They're decreasing in numbers. I've noticed on my dives, I'm seeing fewer and fewer octopuses. And so I think it might be because of disruption somewhere in the food web, we're going to look at some different examples and make some predictions of why that could be happening. So the first thing we're going to think about is what do you think might happen if we remove the sea grass from this food web? Can you make a prediction for me? Remember, our sea grass is our producer. Remember Miss Roberts example of what happened when she removed the producer in the last food web. Can you write down this prediction using this sentence? If sea grass was removed from the food web, I predict that, because, pause the video and do that for me now, please. Great, let's see if your prediction is similar to mine. So if we remove sea grass from the food web, then the numbers of all of the other organisms in our food web will decrease as well. That means there'll be less of them, that's why we've got a down arrow. And this is because the sea grass is the producer. Give yourself a tick, if you wrote an answer similar to that. Great, so that could be one reason why the number of octopuses in my coral reefs out here are decreasing. That's one scenario that makes sense, maybe there's a reason why the sea grass has been removed and that's causing my octopus numbers to decrease. Hmm. On my dives, when I'm underwater counting my different organisms what evidence would I have then that this scenario might be taking place? That's right, I'd see less sea grass and I'd record less sea grass. So maybe that's something I need to look out for in my research over the coming month. Okay, let's look at a different scenario now. Can you have a think, what would happen if the sea urchins were removed from my food web? So you've got your food web in front of you, so use that to help you imagine that the options aren't there what's going to increase and what's going to decrease. You can use this sentence stem to write your prediction. If sea urchins were removed from the food web I predict that the amount of sea grass would mm, but the numbers of mm mm and mm would mm. Pause the video and write your prediction now. Brilliant. Let's go through this scenario. So if we remove the sea urchins, then the numbers of crabs and lobsters are going to decrease because they have less food to eat. And that means that the number of octopuses will decrease because they will have less crabs and lobsters to eat. But, the number of sea grass, well the amount of sea grass will actually increase because there's less sea urchins eating it. So that's another scenario that could be causing my octopuses to decrease. What evidence would I need to look for on my dives to see if maybe this scenario was the case. What do you think? Say it to your screen. I'd have to count the number of sea urchins, and if I couldn't see many sea urchins, then that could be evidence, but also need to see that the amount of sea grass was increasing. So if on my dives, I see more and more sea grass then this could be what's happening. This might be why my octopuses are decreasing. Wow, this is really helpful. So you can mark your answer that you've written with your green pen. The missing words were increase or sea grass, increase crabs, lobsters, octopuses, and decrease. If you need some time to tick or fix your answer you can pause the video and do that now. Brilliant, okay. So here's another scenario we could think about we're kind of working our way up the food web here. We've thought about what would happen if we removed the sea grass to sea urchins. Now, let's think about what would happen if we removed the crabs, this is a bit more complicated. Well, if I remove the crabs then maybe the octopuses will decrease because they have less food. But actually what's more likely to happen is that the number of lobsters will decrease because the octopuses won't have any crabs to eat. So they have to eat many more lobsters. And if the number of lobsters decreases, what do you think's going to happen to the sea urchins. If there's no crabs to eat them and fewer lobsters to eat them, what's going to happen. The number of sea urchins might increase and then what's going to happen to the sea grass if there's lots more sea urchins eating them? The amount of sea grass is going to decrease. Can you think about a really similar scenario for me now? So this time, instead of removing the crab let's remove the lobster. What do you predict will happen? So remember, you can use your food web that you've drawn to help you. If lobsters were removed from the food web I predict that the number of crabs would mm, the number of sea urchins would mm, and the amount of sea grass would mm. Pause the video and complete your prediction for me now, please. Great, good job. So let's think about that scenario. If we remove the lobsters, then the number of crabs is going to decrease and the number of octopuses, but the number of sea urchins will increase which means the amount of sea grass would decrease. Well done if you figured that out. So this could be another reason why my octopuses are maybe decreasing. What evidence would I have to look for on my dives in order to see if this was the case. I'd have to see if the number of sea urchins was increasing. So if there are a lot more sea urchins and this could be one of the possibilities of what's affecting my number of octopuses. You can mark your answers with your green pen now. So the answer was decrease, increase, decrease, pause the video to mark your work now. Brilliant. Thank you so much for your help. That's given me lots to think about different scenarios of why my number of octopuses could be decreasing. I'm going to hand you back over to Miss Roberts now, who's going to talk to you about the different reasons why an animal might be removed from a food web. So what's causing what could be causing those different animals to decrease in numbers. Thanks for your help today, enjoy the rest of your lesson, bye.

So now that we've thought about what would happen to food chains and food webs, if there was disruption, I wonder if we can think about what causes disruption. So what are the things that may affect the trees or the grass that we've already looked at. So I'm going to talk you through them. The first one would be deforestation and this is where lots and lots of trees are cut down. It's normally for human use, for uses such as resources like building. Global warming is another factor that can affect a food web. Can you think why? What happens during global warming? Well done, everything is warming up. So that means the icebergs might be melting and that's a habitat for some creatures and organisms. So that would be a reason that food web might have to adapt and change. And pesticides. Pesticides are chemicals that are used in fields and crops to help things grow in a certain way. This can be very damaging for the organisms that live there such as insects. So although they help the crops to grow the insects might be killed. So if the caterpillars in our food web were killed, that would have affected the birds. So that is an effect that might cause disruption. Okay, there are a few more. Rainfall is another one. Now this could go two ways. Sometimes you might have too much rainfall. In which case, there will be flooding. What can flooding do to plants and crops in fields team? What would happen if there was too much rain, they might die yes, because they might get swamped, equally they may be not enough rainfall in which case there'll be a drought and that would also kill plants and animals because all living things need water to survive. So drought would be where the land dries out and there'll be no water left. The other thing that can affect food webs is humans. We do a lot of farming and sometimes we like to farm things that we like to eat, but this can be damaging if we farm them too much. For instance, avocados take a lot of water to be grown. And this is not natural if we grow them in fields and fields and fields. So this can cause disruption to food webs where avocados weren't growing before. Okay, I have a task for you. I'm going to turn around my visualizer because what I'd like you to do is you've worked so hard this unit that I'm going to give you something nice to do. I would like you to do the following. Let me show you. So in my book, what I've got is I got a bubble and I've written causes of disruption to food webs. I've done the first one for you, which was deforestation. Now what I'd like you to do is see if you can remember all of the other causes of disruption to food webs that I've just talked about, making sure you're using your neatest handwriting and using lines coming off your bubble like this. See if you can remember all of them from memory because it really tests your short-term memory which helps your long-term memory. If you really can't, then you can go back to the video and watch the rest and jot down your answers once you go through the video. Let me just turn off my visualizer now that you know what to do. Okay, so pause the video and have a go at your task now. Okay, well done everyone. I'm really impressed with that. What you need to do is you need to go and re-watch those so that you can have the answers so you can tick yourself. Or if you want to, you can add in the ones that you've missed. So well done, everyone. That is the end of our unit on ecosystems. You are a hero. You are absolutely amazing, what fantastic learning you've done. I am so impressed. And Lenny the lion here wants to give you an awesome cheer. Because he is also really impressed with your learning. I hope you've made some useful notes and I hope you've enjoyed learning about ecosystems. It's really important to think about our planets and how we live in it. So join me again for more science learning, I really enjoyed being your teacher, bye everyone.

In a food web, what do the arrows represent?

Is pond weed a producer or a consumer?

If a ladybird gets its energy by eating aphids and small insects, does this make it a consumer or producer?

What do food chains always begin with?

If a shark is the third consumer in a food chain, this makes it the _______?

What is the definition of an organism?

Which of these is NOT an example of a microorganism?

If an organism only eats meat, they are _____?

Which of the following is a herbivore?

Which of the following is NOT a carnivore?

Which of these is NOT a producer?

When a living organism eats food in order to obtain energy, it is in the role of producer or consumer?

Which of these is NOT a cause of disruption to food webs?

Unit Overview: Ecosystems

National Curriculum

Unit Question

Lessons: