Science:
Biophysics
Unit 2 – Energy
Unit 2.4 – Energy and Living Things
20/01/2025
Welcome back everyone! Lesson Objectives
Let’s write down our date and Identify our keywords
title in our notebooks to get
needed for understand
ready for our lesson!
energy transfers in food
chains.
Explain where living things
get their energy from.
Identify the difference
between consumers and
producers. Draw a food
chain.
Non-Example Example
Help me citizens!
What should the
desks of study
heroes look like?
Hogwarts Dojo
Dear witches and wizards.
Work hard and help your house to
prove it’s worth. Earn 75 points
and
receive your reward. Good Luck!
5A01 4A06 3A04
5A06 3A02 3A05
Rules and Instructions
Caesar’s Edict
1. Only water is allowed during
lessons.
2. Speak English in the classroom.
3. Look, listen and sit nicely.
4. Ask your teacher if you need to
leave the classroom.
5. Class only ends when the
teacher has said you can go.
Non-Example Example
Students! How do
study heroes answer
questions?
Howdy kids!
Homework: Remember, we
don’t have enough
Workbook time to do
everything in class!
Questions 2.4 Play the games on
the LMS and do the
homework.
LMS:
Quizzes and Bonus
Games
Retrieval Practice
Recall the content
from our previous
lessons.
https://wordwall.net/pl
ay/36532/903/892
Alright everyone, Unit 2.4 (Part 1)
let’s what we can 20/01/2025
learn from part
one of our lesson! Lesson Objectives
Identify our keywords needed for
understand energy transfers in
food chains.
Explain where living things get
their energy from.
Identify the difference between
consumers and producers. Draw a
food chain.
Success Criteria!
Can explain to others
Frogs the differences
Exceeding between the vocab
words covered.
Tadpoles Can describe the all of
Meeting the vocab we covered.
Eggs
Can identify some of
Approachi the vocab we covered.
ng
Vocab
Time!
In Depth!
Hey kids! Get ready
to learn some new
words.
We gather all of the information that we need in order to learn.
Non-Example Hello students!Example
Which of my edicts
do you think we need
here?
Pronounce and understand today’s keywords
Food Chain
Producer Consumer
s
We gather all of the information that we need in order to learn.
Pronounce and understand today’s keywords
Herbivore
s
We gather all of the information that we need in order to learn.
Pronounce and understand today’s keywords
Omnivore
s
We gather all of the information that we need in order to learn.
Pronounce and understand today’s keywords
Carnivore
s
We gather all of the information that we need in order to learn.
Pronounce and understand today’s keywords
Predators
Prey
We gather all of the information that we need in order to learn.
Answer the
teacher’s
questions.
Let’s see which
house going to get
the most
classroom dojo
points!
https://wordwall.net/play/365
31/258/959
We process information to help us to understand it more effectively.
Identify the correct definitions of the keywords.
Let’s complete a definition match!
https://wordwall.net/play/36530/989/101
We process information to help us to understand it more effectively.
Success Criteria!
Can explain to others
Frogs the differences
Exceeding between the vocab
words covered.
Tadpoles Can describe the all of
Meeting the vocab we covered.
Eggs
Can identify some of
Approachi the vocab we covered.
ng
Collaboration
Time!
Make sure
to listen
carefully!
Unit 2.4 (Part 2)
Who’s ready to gain 20/01/2025
the knowledge from
part two? Lesson Objectives
Identify our keywords needed for
understand energy transfers in
food chains.
Explain where living things get
their energy from.
Identify the difference between
consumers and producers. Draw a
food chain.
Success Criteria!
Can explain to others
Frogs an example of energy
Exceeding transfer in a food
chain.
Can describe how
energy is transferred
Tadpoles from the sun to
Meeting producers to
consumers.
Eggs
Can state that living
Approachi things need energy.
ng
Discovery
Learner’s
Book Time!
Okay gang, let’s do
some reading! Find
your book and turn
Page Number: to the correct page!
43-46
We process information to help us to understand it more effectively.
Key Points!
Okay kids,
let’s see
what we
have
learned!
We process information to help us to understand it more effectively.
Key Points!
Okay kids,
let’s see
what we
have
learned!
We process information to help us to understand it more effectively.
Key Points!
Okay kids,
let’s see
what we
have
learned!
We process information to help us to understand it more effectively.
Key Points!
Okay kids,
let’s see
what we
have
learned!
We process information to help us to understand it more effectively.
Myth Buster!
Be careful kids, The arrows in a
many people
make mistakes
food chain show
here! who eats who.
We process information to help us to understand it more effectively.
The arrows show
the transfer or
energy.
Grasses do not
eat mushrooms
but they do use
the energy left in
the soil when the
mushrooms die.
We process information to help us to understand it more effectively.
Task
Time!
Time for tasks
kids. Let’s work
hard like this
guy!
We gather all of the information that we need in order to learn.
Think Pair
3 Mins - 3 Min – Talk in
Shar
e
Answer teacher
Silence twos
Solo Check
Work answer
! s!
Class
discussio
n!
Differentiation Levels!
State if you think there
are more herbivores or
predators in the world.
Explain your reasoning.
They use photosynthesis to produce their
own food (chemical energy) from light
energy.
They consume other living things.
Predators kill and eat animals. Prey are the
animals killed and eaten by predators
Rabbit, Hawk)
Both are consumers.
No, because they don’t eat meat.
State if youEach
Herbivores. thinkpredator
there are will
morekillherbivores
many or
predators in the world. Explain your reasoning.
herbivores so there must be more
We apply our learning to demonstrate understanding and then reflect on this.
Success Criteria!
Can explain to others
Frogs an example of energy
Exceeding transfer in a food
chain.
Can describe how
energy is transferred
Tadpoles from the sun to
Meeting producers to
consumers.
Eggs
Can state that living
Approachi things need energy.
ng
Unit 2.4 (Part 3)
Hello little ones, let’s 20/01/2025
crack on with the
final part of our Lesson Objectives
lesson.
Identify our keywords needed for
understand energy transfers in
food chains.
Explain where living things get
their energy from.
Identify the difference between
consumers and producers. Draw a
food chain.
Task
Time!
Time for tasks
kids. Let’s work
hard like this
guy!
We gather all of the information that we need in order to learn.
Think Pair
3 Mins - 3 Min – Talk in
Shar
e
Answer teacher
Silence twos
Solo Check
Work answer
! s!
Class
discussio
n!
Differentiation Levels!
Give your own example
of an omnivore and
describe the advantages
of being an omnivore.
Palm Tree, Rice Tiger, Snail, Cow,
plant Crocodile, Person
Snail, Cow Tiger, Crocodile
Person - We eat fruit and other plant
stuff
Give your own example of an omnivore and
Can eat lots of different things
describe the advantages of being an omnivore.
(flexibility)
We apply our learning to demonstrate understanding and then reflect on this.
Tomato -> Bird ->
RiceCatPlant -> Grasshopper -> Frog ->
Snake
Grass -> Cow ->
Human
The direction of the movement of energy between living things.
4. Create a different food chain using your own
examples.
We apply our learning to demonstrate understanding and then reflect on this.
Success Criteria!
Can explain to others
Frogs an example of energy
Exceeding transfer in a food
chain.
Can describe how
energy is transferred
Tadpoles from the sun to
Meeting producers to
consumers.
Eggs
Can state that living
Approachi things need energy.
ng
