The fox is a consumerbecauseit cannot make its own food,so it has to eat.
Assessor witness Β· what the adult is watching for
Identified producer and consumer correctly.
Read the arrow as 'is eaten by'.
Built a correctly ordered food chain.
πΈ Capture: Photograph the pupil's completed chain strip with arrows drawn in.
π€ We Do 2 Β· sort, then write
Put it right
Sort, donβt guess. Match each card to the right answer.Matched 0/4
Grass β rabbit β fox
Fox β rabbit β grass
These chains start with a plant
Animals make their own food
CORRECT
WRONG WAY β arrows point to who does the eating
TRUE
NOT TRUE
βΈ STOP for today β label and keep your work. Wednesday P2 (10:10β10:50): use Resume period 2 on the title screen.
Use the remaining practice time: Use the final four minutes to reverse one arrow on purpose. Each learner can point to the food and eater, direct the repair and say what the arrow means before the reveal.
βοΈ Independent Work
Your turn β pick your tier
βΆ Wednesday P2 (10:10β10:50) β restart here. First recall the last lesson. This workshop has time to check and tidy up.
32-minute workshop. Follow the steps below. Choose a route with your adult. You can point, sign, draw or write. You can tell an adult what to do. Each way can show your science.
32:00
β Supported
Put grass, rabbit and fox in order with an adult. Build the leaves, caterpillar and robin chain too. You can tell an adult where to put each card. Find a wrong arrow and fix it. Cover the plant. Who loses a food source?
β² Standard
Build both chains. Add producer and consumer labels. Fix one arrow that points the wrong way. If there are fewer plants, what could change for the next two living things? Say why.
β Stretch
Compare both chains. If there are fewer plants, what could change for an animal that does not eat plants? Explain the steps. A real animal may eat other foods too. Why can this simple model not tell us the exact number of animals that will live?
Food-chain change investigation
4 min: Find Mondayβs chain of three. Follow an arrow. Say who gets the food.
20 min: Build both chains with the paper labels. Make one arrow point the wrong way. Use the feeding clues to fix it. Cover the plant in one chain. Predict what could change for the next two living things. Say why.
2 min: Pens down if you are writing; pause and check. Check an arrow and one prediction with an adult or a partner. Use the feeding clue. The order of the names alone will not tell us why.
6 min: Put the chain back or change it. Say one thing that could happen. Say one thing the model cannot tell us. Save a labelled picture. Clear the table.
Access and equipment: Use printed names of living things, arrow strips and a paper cover. Do not collect or feed real plants or animals. You can tell an adult where to move each card.
Feeding clue
Use it to check
Rabbits can eat grass; foxes can eat rabbits.
Which way does food pass?
Caterpillars can eat leaves; robins can eat caterpillars.
Which way does food pass?
Chain
Covered organism
What could change, and why?
Grass / rabbit / fox
________________
________________
Leaves / caterpillar / robin
________________
________________
My repaired arrow: ____________________
One limit of the chain model: ____________________
π Lundy Loop
Where what you say changes something
This is where your voice changes what happens next.
π‘ Space
Arrows are easy to draw the wrong way round. Getting it wrong first is part of the method here.
π£ Voice
Point, sign or say what you notice. Ask a question or say what would help you join in. You may pass or speak to the adult in private.
π Audience
Tell the adult who teaches this lesson. You can ask a partner to help pass on your message.
β Influence
The adult says what can change now. Agree one change to try. If it cannot happen, the adult says why. Check if the change helped. Ask before work is shown or shared.
π« Exit Ticket
Before you go
β Supported
Circle the producer: grass / fox
grass
β² Standard
What does the arrow in a food chain mean?
is eaten by
β Stretch
Explain why the two chains in this lesson start with a plant.
The green plant makes food using light. The animals in our chain get food by eating.
Slide 1/10
π πΈβοΈ
Animals Cannot Make Their Own Food β banked!
BUILD Science Β· Week 7 β
β I can say that plants make their own food.β I can say that animals must eat to get theirs.β I can put a simple food chain in the right order.
OPTIONAL EVIDENCE CHECK
Check one piece of evidence
Show an adult or chosen partner, or quietly check your own work against todayβs success: I can say that plants make their own food. and I can say that animals must eat to get theirs.. Keep or correct one thing using the evidence.
The planned two-minute check belongs inside the workshop. If this optional panel is opened manually, resume when ready and allow for the pause in the teaching plan.
Knowledge Organiser β Animals Cannot Make Their Own Food
BUILD Β· White Rose Science Year 3 Β· Week 7
Key word
What it means
food chain
A picture of who eats what, in order.
producer
The green plant in this chain. It MAKES food using light.
consumer
An animal. It EATS to get food.
energy
What passes along the chain when something is eaten.
Key facts
Plants make their own food using light. Animals cannot do this.
The food chains in this lesson start with a green plant.
The arrow in a food chain means 'is eaten by' and points the way the energy travels.
Grass β rabbit β fox. The grass made its own; the rabbit and the fox had to eat.
Success criteria
I can say that plants make their own food.
I can say that animals must eat to get theirs.
I can put a simple food chain in the right order.
Animals Cannot Make Their Own Food
Name: ____________________ Tier ringed by adult: β Supported β² Standard β Stretch Date:
Learning objective
I can explain that animals get their food by eating, and plants do not.
Teaching plan: Monday P3 (11:00β11:40) β Title through We Do 2: 40 minutes. STOP after We Do 2, label and keep the work. Wednesday P2 (10:10β10:50) β restart at Independent Work: 32-minute workshop, 4-minute pupil feedback, 4-minute Exit Ticket. Total: 40 minutes on each day; 80 across the week. Timers guide the plan and never advance a pupil automatically.
Today at a Glance
Producer or consumer
Read the arrow
Build a chain
Arrival task
Point to the plant in the food chain picture.
Write what a rabbit eats.
Write a two-step chain: something eats something.
We Do β Match each card
Grass β rabbit β fox → ______________________________
Fox β rabbit β grass → ______________________________
These chains start with a plant → ______________________________
Animals make their own food → ______________________________
WAGOLL
These chains start with a green plant. It makes food using light. The animals are consumers. They get food by eating.
Scaffolding β β Supported
Adult notes β access & sensory Bodies and food are personal. Teach every idea on the model, the diagram or the picture card β never on a pupil's own body, and never on what a pupil has eaten. If a pupil steps out, the diagram waits for them.
Sentence stems
Sentence shape: 'The fox is a consumer because it cannot make its own food, so it has to eat.' Because, so. Two joining words, one clear reason.
Word bank
food chain, producer, consumer, energy
Scaffolding β β² Standard
Sentence stems
Sentence shape: 'The fox is a consumer because it cannot make its own food, so it has to eat.' Because, so. Two joining words, one clear reason.
Word bank
food chain, producer, consumer, energy
Scaffolding β β Stretch
Sentence stems
Sentence shape: 'The fox is a consumer because it cannot make its own food, so it has to eat.' Because, so. Two joining words, one clear reason.
Word bank
food chain, producer, consumer, energy
Independent Work β β Supported
Task: Put grass, rabbit and fox in order with an adult. Build the leaves, caterpillar and robin chain too. You can tell an adult where to put each card. Find a wrong arrow and fix it. Cover the plant. Who loses a food source?
Food-chain change investigation
4 min: Find Mondayβs chain of three. Follow an arrow. Say who gets the food.
20 min: Build both chains with the paper labels. Make one arrow point the wrong way. Use the feeding clues to fix it. Cover the plant in one chain. Predict what could change for the next two living things. Say why.
2 min: Pens down if you are writing; pause and check. Check an arrow and one prediction with an adult or a partner. Use the feeding clue. The order of the names alone will not tell us why.
6 min: Put the chain back or change it. Say one thing that could happen. Say one thing the model cannot tell us. Save a labelled picture. Clear the table.
Access and equipment: Use printed names of living things, arrow strips and a paper cover. Do not collect or feed real plants or animals. You can tell an adult where to move each card.
Feeding clue
Use it to check
Rabbits can eat grass; foxes can eat rabbits.
Which way does food pass?
Caterpillars can eat leaves; robins can eat caterpillars.
Which way does food pass?
Chain
Covered organism
What could change, and why?
Grass / rabbit / fox
________________
________________
Leaves / caterpillar / robin
________________
________________
My repaired arrow: ____________________
One limit of the chain model: ____________________
Independent Work β β² Standard
Task: Build both chains. Add producer and consumer labels. Fix one arrow that points the wrong way. If there are fewer plants, what could change for the next two living things? Say why.
Food-chain change investigation
4 min: Find Mondayβs chain of three. Follow an arrow. Say who gets the food.
20 min: Build both chains with the paper labels. Make one arrow point the wrong way. Use the feeding clues to fix it. Cover the plant in one chain. Predict what could change for the next two living things. Say why.
2 min: Pens down if you are writing; pause and check. Check an arrow and one prediction with an adult or a partner. Use the feeding clue. The order of the names alone will not tell us why.
6 min: Put the chain back or change it. Say one thing that could happen. Say one thing the model cannot tell us. Save a labelled picture. Clear the table.
Access and equipment: Use printed names of living things, arrow strips and a paper cover. Do not collect or feed real plants or animals. You can tell an adult where to move each card.
Feeding clue
Use it to check
Rabbits can eat grass; foxes can eat rabbits.
Which way does food pass?
Caterpillars can eat leaves; robins can eat caterpillars.
Which way does food pass?
Chain
Covered organism
What could change, and why?
Grass / rabbit / fox
________________
________________
Leaves / caterpillar / robin
________________
________________
My repaired arrow: ____________________
One limit of the chain model: ____________________
Independent Work β β Stretch
Task: Compare both chains. If there are fewer plants, what could change for an animal that does not eat plants? Explain the steps. A real animal may eat other foods too. Why can this simple model not tell us the exact number of animals that will live?
Food-chain change investigation
4 min: Find Mondayβs chain of three. Follow an arrow. Say who gets the food.
20 min: Build both chains with the paper labels. Make one arrow point the wrong way. Use the feeding clues to fix it. Cover the plant in one chain. Predict what could change for the next two living things. Say why.
2 min: Pens down if you are writing; pause and check. Check an arrow and one prediction with an adult or a partner. Use the feeding clue. The order of the names alone will not tell us why.
6 min: Put the chain back or change it. Say one thing that could happen. Say one thing the model cannot tell us. Save a labelled picture. Clear the table.
Access and equipment: Use printed names of living things, arrow strips and a paper cover. Do not collect or feed real plants or animals. You can tell an adult where to move each card.
Feeding clue
Use it to check
Rabbits can eat grass; foxes can eat rabbits.
Which way does food pass?
Caterpillars can eat leaves; robins can eat caterpillars.
Which way does food pass?
Chain
Covered organism
What could change, and why?
Grass / rabbit / fox
________________
________________
Leaves / caterpillar / robin
________________
________________
My repaired arrow: ____________________
One limit of the chain model: ____________________
Exit Ticket
What does the arrow in a food chain mean?
Assessor Witness Statement
Pearson Entry Level Science 8939 (E1βE3); AQA UAS science units Records what was observed, and at which level of independence.
Pupil
____________________
Lesson
Animals Cannot Make Their Own Food β BUILD Science Β· Week 7
Date
____________________
Observed in this lesson
β Identified producer and consumer correctly.
β Read the arrow as 'is eaten by'.
β Built a correctly ordered food chain.
Assessor comment
Ring the tier the pupil actually worked at
β Supported
β² Standard
β Stretch
Assessor name ______________ Role ____________ Signature ______________ Date ________
Lundy Loop
Space: Arrows are easy to draw the wrong way round. Getting it wrong first is part of the method here.
Voice: Point, sign or say what you notice. Ask a question or say what would help you join in. You may pass or speak to the adult in private.
Audience: Tell the adult who teaches this lesson. You can ask a partner to help pass on your message.
Influence: The adult says what can change now. Agree one change to try. If it cannot happen, the adult says why. Check if the change helped. Ask before work is shown or shared.
What I said:
What changed because of it:
Animals Cannot Make Their Own Food β Feedback Sheet
Keep with your portfolio.
Pupil name:
Date:
WWW (What Went Well):
EBI (Even Better If):
Level worked at: Supported / Standard / Stretch
Evidence filed: Yes / Not yet
Pupil response β my next step:Ring this yourself — an adult may write your words if you ask.
How I answered it — ring one:👉pointed🗣said it✋showed🖼picture🔁tried again🎬filmedNothing yet is a real answer — leave it blank. Pass is always allowed.Filmed or photographed: work, not faces, unless consent is filed.R — adult initials that they received it: ____________