Hi everyone, my name is Ms. Panchal and I'm really excited you decided to join me on our next science lesson.

So, our lesson today is going to be all about protecting food chains.

And so, we're going to look at lots of different examples of things and how we can understand food chains, but also things that we can do to protect them.

This lesson is part of our bigger unit of learning on more about food chains.

So, let's get started with the lesson.

So, the outcome for our lesson today is I can describe different ways to protect plants and animals to prevent threats to food chains.

So, we've got some different keywords that we're going to use in our lesson today.

So, we've got habitat, threat, impact, protect, and secondary sources.

So, what I'd like you to do is pause the video here and taking turns with your partner to read out the key wards and it's definition.

Once you've done, click play and we'll continue with the lesson.

Brilliant reading, everybody.

Well done.

So, our lesson today is split up into two parts.

So, we're first going to look at protecting food chains and then we're going to move on to researching about how we can protect food chains.

So, Aisha and Alex are exploring their school grounds to observe different food chains.

So, we've got a buddleia plant, butterfly, thrush, and a fox, and we've got a sunflower, blue tit, and a sparrowhawk.

Aisha says, "There is an amazing variety of living things on Earth.

I am surprised at how many plants and animals can be found around our school." Alex says, "I have heard that some plants and animals are under threat." What does this mean? So, pause the video here and like to have a little bit of thinking time on your own and then share your answer with your partner.

What does it mean that some plants and animals are under threat? Great ideas, everybody.

Well done.

So, if a plant or animal is under threat, it may face problems or dangers that could impact its food chain in a negative way.

Alex says, "Removing tortoiseshell butterflies from our school garden could have a negative impact on the rest of the garden food chain that I observed." So, removing or changing one part of a food chain can actually, impact so many different things.

All living things in a food chain depend on each other.

A change to one living thing can impact other living things in the same food chain.

So, as I said, one change can have a huge impact.

Let's do a check of our learning.

A change to one living thing can, a, can only affect plants the same food chain, b, can only affect animals in the same food chain, or c, can affect plants and animals in the same food chain.

Which one do we think is the correct answer? Brilliant work if you could do that.

So, it's c.

So, a change to one living thing can affect plants and animals in the same food chain.

Brilliant work, everybody.

Let's move on.

So, a species of plant or animal might be under threat, if its habitat is being destroyed, meaning it could become endangered or extinct.

Alex says, "I don't want plants or animals to become endangered or extinct.

What can I do to stop this?" Do you know? So, pause the video here.

I'd like you to write down a few ideas.

What could we do to stop animals and plants becoming endangered or extinct? What could we do? Well done, everyone.

So, Aisha says, "We can help to protect the habitats that plants and animals live in.

This can also help to protect their food chains." But do we know how? So, how can this help to protect their food chains? Have a little think on your own.

Excellent ideas, everybody.

Well done.

So, some birds like blue tits struggle to find food in the winter as the seasons change.

So, we've got sunflower, blue tit, and sparrowhawk.

What might be the impact on this food chain, if there are fewer blue tits? So, pause the video here and I'd like you to have a talk with your talk partner.

What might be the impact on this whole food chain, if there are less blue tits? Brilliant ideas, everybody.

Well done.

So, if there were fewer blue tits, that's meat, there'd be less food for the sparrowhawk and other predators of the blue tits.

In addition to this, it might mean that there are more sunflowers, if the population of the blue tits decreases.

Well done for your ideas, everybody.

So, we now need to think about how could we help to protect this food chain.

So, I'd like you to have a discussion with your talk partner and maybe write down some ideas on a whiteboard.

How could we help protect this food chain? What could we do? Brilliant ideas.

Now, hold onto why those ideas, 'cause we're going to talk about it later on in the lesson.

So, Alex says, "We could make some bird feeders to provide an alternative food source for the blue tits and to help protect the birds that visit our school grounds and gardens.

This will help to protect the food chain too.

So, did you come up with a bird feeder idea as well? I think it's a brilliant idea.

Aisha says, "We already leave parts of our school field as a wild meadow.

This helps to encourage butterflies and insects into this habitat." So, we've got a buddleia plant, butterfly, thrush, and fox.

Alex says, "We could also make a minibeast hotel to protect insects and other small animals that live and shelter there.

We might have even encourage more animals to live in this habitat." So, having a wild meadow is a fantastic idea to encourage butterflies and insects into the habitat, but also creating a minibeast hotel sounds really exciting, but also a great way to protect insects.

But actually, it might encourage other animals to live in this habitat as well.

Did you get those ideas? I think you've all shared some brilliant ideas so far in the lesson.

Well done.

So, let's do a check of our learning.

Who do you agree with? Sam says, "Humans should help to protect plants and animals in their habitats." Sophia says, "Humans don't know how to protect plants and animals in their habitats." And Jacob says, "Humans cannot protect plants and animals in their habitats." Who do you agree with, Sam, Sophia, or Jacob? Great.

So, Sam is correct.

So, humans should help to protect plants and animals in their habitats.

Let's move on to the first task.

I'd like you to discuss different ways in which you can help protect food chains in your own environment, whether that's your garden or whether that's your school grounds.

So, pause the video here and you might want to write a paragraph, or you might even want to design a poster, or you may want to video yourself and your partner talking about the different ways that you can help protect your own environments and the food chains that are within them.

So, pause the video here, have a go at the task, and I look forward to hearing all of your wonderful ideas.

Off you go.

Brilliant ideas, everybody.

I can see you've worked really hard to think about different ways you can help to protect the food chains in your own environments.

So Alex says, "We can change a small area in our school grounds into a wildlife garden to provide a habitat to protect local wildlife in different food chains.

We could also set up a bug hotel to provide a habitat for many different types of insects." Another example could be creating a compost pile using food scraps reduces waste and creates healthy soil that helps producers in a food chain grow.

Did you think of the same ideas as Alex, or did you get some different ones? But well done for having a good go at this task, everybody.

I'm so impressed with your ideas.

So, we've come to the end of the first part of the lesson.

So, we've learned all about protecting food chains and things that we can do in order to protect the food chains, but we're now going to have a think about researching protecting food chains.

So, the children carry out some research to help them to find different ways that humans can protect living things in their habitats.

Aisha says, "We could visit different habitats to observe and find out about them." And Alex says, "Some habitats are a long way from us or are difficult to get to so we could use secondary sources of information to find out more." Which secondary sources could they use? So, pause the video here, have a think on your own, and then share your ideas with your talk partner.

Which secondary sources could they use to find out more information? Brilliant examples and ideas, everybody.

Well done.

So, Aisha says, "I found this book in the school library about protecting habitats and this might help us." So, in the book it says, "Plant more trees.

Trees provide shelter and food for many animals.

Planting more trees can help protect these animals." Also in the book it says, "Create wildlife-friendly gardens." So, this might mean planting flowers and shrubs can attract bees, butterflies, and birds, and they also provide a shelter for animals.

Let's move on.

Aisha says, "If we plant more trees, this will provide more places for birds and like magpies, to make their nests and also more shelter for other birds and animals." So, planting trees has many benefits.

What impact will planting trees have on this food chain? So, we've got grass, grasshopper, magpie, and fox.

So, pause the video here and I'd like you to think with your talk partner, what impacts will planting trees have on this food chain? So, if you've got more trees, what will happen to this food chain? Have a little think.

Brilliant ideas, everybody.

Well done.

So, the planting of more trees might mean that actually, there might be more birds, which means there might be a decrease in the number of grasshoppers, because there's more birds to eat the grasshoppers.

In addition to that, having more trees might actually, mean there's an increase in the variety of different plants and insects and this in turn might actually, lead to an increase in the grasshopper population.

In addition to that, if there are more trees being planted, it might mean that there's less grass as the trees will take the nutrients that is also needed for the grass.

In addition to that, there may be less magpies, if the population of the foxes also increases.

So, there's lots of different impacts that will be on this food chain, if more trees were planted.

Did you get the same ideas or did you get some different ones? Well done for having a good go.

And I think this example here really highlights to us that one change in an environment or habitat can actually, have a huge impact on a food chain.

Well done, everyone.

So, people who study habitats are experts and they can be used as the secondary sources of information to help us learn about how we can protect them.

Alex says, "My uncle is a conservation scientist.

We could ask him too." Alex's uncle says, "Observe animals from a distance.

Don't disturb them or their habitats.

This helps keep them safe and protected." Aisha and Alex use a website as a secondary source to find out how humans can protect food chains in different habitats.

The website says, "Recycling helps reduce waste, which means less pollution in the habitats of plants and animals.

Avoid using single-use plastic items like straws and bags.

Plastic can harm living things, if it ends up in their habitats and this can have a negative impact on their food chains.

Alex says, "Many sea animals such as sea turtles can be harmed by plastic waste that finds its way into our oceans." So, we've got an image there of a sea turtle in a polluted sea.

We can see there's lots of plastic, we can see some metal cans, and this can be really harmful to lots of different sea animals.

So, here we've got another food chain.

We've got algae, jellyfish, sea turtle, and a great white shark.

So, I would like you to have a think about this question.

What impact could plastic waste have on this food chain? So, think if plastic was involved in this food chain, how would that impact the other living things? Have a think with your talk partner and then we'll talk through some ideas soon.

Great ideas, everybody.

Well done.

So, if plastic waste was involved in this food chain, for example, if the sea turtle maybe got tangled up within the plastic, it means they may not be able to eat properly, which means their population may decrease.

Meaning the great white sharks won't have as much food to eat, so their population may decrease, whereas the jellyfish population will increase, 'cause they don't have as many turtles eating the jellyfish.

So again, here is another example of how one change can actually, have a huge impact on the food chain.

Let's do a check of our learning.

Which of these provide secondary sources of information about how we can protect plants and animals in food chains? a, people who work with plants and animals, b, books about different places, c, visiting different habitats to observe for ourselves.

Brilliant, the answer is a and b.

So, people who work with plants and animals and books about different places.

Super job, everybody.

Well done.

So, let's move on to the next task, shall we? So, I would like you to use secondary sources to research ways in which you can help to protect food chains in habitats beyond your school or home, for example, in a river or a farm.

Now, some examples of secondary sources could be websites, books, videos, documentaries.

There's lots of different places you can find information about habitats and different food chains beyond your school or home.

If you need to, ask an adult to help you do some research.

So, pause the video here and have a go at this task.

You may want to present your work and research in a poster, or you may want to create your own presentation on your research.

You can decide how you present your work.

Click pause here, have a go at the task, and click play when you're ready to continue and we'll go through an example answer.

Off you go.

Excellent research, everybody.

Well done.

I can see you've worked really hard to look at a range of different sources to help you research the ways in which you can help to protect the food chains in the habitats beyond your school or home.

So, well done.

So, for example, you could participate in cleanup days by joining community events to clean up parks, beaches, and other natural areas.

This helps to protect plants and animals in food chains in these habitats.

In addition to that, you could also use walking or cycling for short trips instead of cars.

This reduces the amount of pollution and helps keep the air cleaner for all living things.

In addition to that, your research might be similar or you may have found some different ideas.

So, here are just a few examples, but did you get some different ideas? Maybe you can compare your answer to another group's.

Did you get similar ideas or did you get different ones? But well done for doing really good and a really good job of doing research, because I know when researching there can be lots of information to take in.

So, well done, everybody.

Now, let's go through a summary of our learning as we've come to the end of our lesson.

So, all living things in a food chain depend on each other and a change to one living thing can affect other living things in the same food chain.

Humans should be encouraged to behave in ways that help to protect plants and animals.

And information about protecting food chains can be researched using secondary sources of information.

So, we've learned lots about how we can protect food chains and it's really important we all do something and little things to help protect our food chains and help the living things around us.

Now, huge well done to you all for your work today.

I've been so impressed with all of your questions, your answers, but also the activities that you have completed.

I hope you have a great rest of the day and I'm sure I'll see you really soon in the next science lesson.

Bye-bye.