BUILD · Science · Week 7A · Explore
Animals Cannot Make Their Own Food
🎯 Learning objective: I can explain that animals get food by eating, while plants can make their own food.
✅ Success criteria
- State that animals cannot make their own food.
- Match animals to plausible food sources.
- Build a simple food-source path and explain it.
ArrivalStarterI DoWe DoI Do 2We Do 2IndependentExit
🧪 Food Finder⏱ 40 minutes🔁 Live Lundy loop
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
BUILD starts with safe participation and a familiar adult.
⏱ 4 min
🚪 Arrival · retrieve last lessonRetrieve the actual previous lesson: Aut1·W6 — food groups and balanced patterns; different foods can serve different roles.
New to this class, or not sure? Everything you need is in the box above — read it, then answer.
◆ Supported
1 · Last lesson: Point to one group you used on your plate model.
2 · Last week: Place one food card into its group.
3 · Older learning: Match one card to ENERGY.
4 · Lead-in: Point to an animal card. Point to something it might eat.
▲ Standard
1 · Last lesson: Say one change you made to your design and why.
2 · Last week: Name two food groups.
3 · Older learning: Name two jobs food does for a body.
4 · Lead-in: People get food from shops. Where do you think a wild animal gets food?
★ Stretch
1 · Last lesson: Explain how feedback improved your plate model.
2 · Last week: Explain what balance meant in our model.
3 · Older learning: Explain why variety matters for food jobs.
4 · Lead-in: Do you think a plant needs to eat? Say what you think and why.
Arrival retrieves. It does not assume today’s new concept.
BUILD Voice can be
☝ point / choose🗣 say / sign🧩 demonstrate / model✍ write / draw🔁 re-attempt
You can change how you answer. The Science goal stays the same.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Predictable retrieval; if access is blocked, change the mode before increasing demand.
⏱ 4 min
🌱 Starter · create the need to know🔍 Today’s puzzle
Plant and rabbit mystery: both are alive and need energy. Which one can make its own food, and which one must find/eat food?
Choose, point or say one idea. First ideas are never marked.
FRAME 1 / 4
PLANT OR ANIMAL?
Pause whenever pupil Voice changes what should happen next.
FRAME 2 / 4
WHO MAKES FOOD?
Pause whenever pupil Voice changes what should happen next.
FRAME 3 / 4
WHO MUST EAT?
Pause whenever pupil Voice changes what should happen next.
FRAME 4 / 4
BUILD THE FOOD-SOURCE PATH
Pause whenever pupil Voice changes what should happen next.
BUILD Voice can be
☝ point / choose🗣 say / sign🧩 demonstrate / model✍ write / draw🔁 re-attempt
You can change how you answer. The Science goal stays the same.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Pupil Voice opens the new question before the teacher supplies the explanation.
⏱ 5 min
👩🏫 I Do · picture first🧠 Watch the thinking — picture first, words after the idea lands.
🔤 Key wordsFOOD SOURCEwhere an animal gets food fromFOOD CHAINlinked food relationshipsEVIDENCEwhat supports a link
Word help shows an everyday bridge under each scientific word — the scientific word always stays. TA route: say the bridge, then fade it as the pupil uses the formal term.
STEP Compare a plant model and an animal model. Plants can make food using resources and light; animals cannot make their own food.
STEP Show wild animals finding food in habitats and pets/captive animals relying on appropriate food supplied by humans.
STEP Keep the rule simple: animal → must obtain food by eating.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Teacher models; support staff watch regulation, access and the moment the idea lands.
⏱ 5 min
🤝 We Do · everyone commitsCommit before reveal: Which statement is correct?
Choose, point or say an answer. First attempts are information.
BUILD Voice can be
☝ point / choose🗣 say / sign🧩 demonstrate / model✍ write / draw🔁 re-attempt
You can change how you answer. The Science goal stays the same.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Adult genuinely receives the response; the next explanation/question/scaffold changes because of it.
⏱ 4 min
👩🏫 I Do 2 · connect the second idea🧠 Watch the thinking — picture first, words after the idea lands.
STEP Match cow→grass, caterpillar→leaf, owl→small animal as examples — not as universal diet rules.
STEP Introduce a simple ‘food source path’ where arrows show what is eaten / food relationship.
STEP Model the sentence: ‘The ___ gets food by eating ___.’
✅ What this model helps us see
The chain shows what is eaten by what, one link at a time.
⚠ What this model does not show
A three-link chain is a simple model. Real feeding is a bigger web, and it can change.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Teacher models; support staff watch regulation, access and the moment the idea lands.
⏱ 4 min
🤝 We Do 2 · interactive labInteractive exploration: predict → manipulate → explain → adult receives → next move.
🌿 Habitat Link Lab
CHOOSE A CARDCOMMIT ITS PLACECHECKEXPLAIN
Arrow meaning: read the finished chain in words — food source → animal that eats it. The words carry the meaning, not the arrow alone.
1 · Choose a card. 2 · Press its place in the chain. Every control is a button — no dragging.
Frozen look: read the finished chain in words: food source → animal that eats it. The words carry the meaning, not the arrow alone.
Choose one card. The supplied evidence on the card tells you its place.
BUILD Voice can be
☝ point / choose🗣 say / sign🧩 demonstrate / model✍ write / draw🔁 re-attempt
You can change how you answer. The Science goal stays the same.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Adult genuinely receives the response; the next explanation/question/scaffold changes because of it.
⏱ 10 min
✏️ Independent · evidence of learning✏️ Independent product / demonstration
Food Finder. Match each animal card to a food source. The food must suit that animal. Then build one simple food-source path. Show your path to an adult. Explain each step in your own words.
🧪 PRACTICAL READY · HANDS-ON WHERE IT SERVES THE OUTCOME
EquipmentAnimal/plant/food cards; habitat mats; arrow cards; toy animals or models; optional outdoor photo observations.
Safety / sensoryNo live feeding or animal handling is required. Avoid personal food discussion. Use age-appropriate non-graphic predator examples.
Evidence targetYour matched strip and your words. An arrow model, an adult watching, or a voice clip if allowed.
10 minutes. Supported / Standard / Stretch are routes, not fixed identities.
◆ Match four animal-food pairs. Use the picture anchors. They will help you.
Give just two choices at a time. Then add one habitat clue.
Fade it: remove the first prompt no longer needed.
▲ Match six pairs. Then build one food path. Use three cards.
Stem: ‘The ___ gets food by eating ___.’
Fade it: remove the first prompt no longer needed.
★ Build two paths. Then take one food source away. What might change? Say what could happen next.
Say which animal depends on which food. Keep your words simple. Short words are fine.
Fade it: remove the first prompt no longer needed.
1 · Pupil decisionchoice, prediction, plan or classification
2 · Observable Sciencesort, model, demonstration, result or re-attempt
3 · Pupil meaningexplanation, justification or changed response
BUILD Voice can be
☝ point / choose🗣 say / sign🧩 demonstrate / model✍ write / draw🔁 re-attempt
You can change how you answer. The Science goal stays the same.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Pupil authors a choice, model or demonstration; staff fade prompting and receive the Science.
⏱ 4 min
🎫 Exit · adult Audience closes BUILD◆ Supported
Can animals make their own food: yes / no?
▲ Standard
Give one animal and where it gets food from.
★ Stretch
Explain the difference between how a plant and an animal gets food.
🔁 BUILD Lundy close
The pupil responds in a workable modality. The adult genuinely receives it — reads, listens or watches, and names back the Science they heard. The adult then calibrates the next learning move.
No extra pupil-written closure line is required for BUILD. If local policy uses an R code, it only belongs after genuine Audience; this file never adds it automatically.
BUILD Voice can be
☝ point / choose🗣 say / sign🧩 demonstrate / model✍ write / draw🔁 re-attempt
You can change how you answer. The Science goal stays the same.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
BUILD closes through genuine adult Audience. Influence is the next calibrated learning move.