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Science lesson plan · 4th grade (Year 5 in England) · 30 minutes

Environments change: human impact

Ecosystems and food chains

CCSS NGSS.4-ESS3-1CCSS NGSS.5-ESS3-1CCSS NGSS.MS-ESS3-3England: KS2 Y4 Living things and their habitatsEngland: KS3 Biology: Interactions and interdependencies

Objective and success criteria

Students will: Environments change: human impact.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Simple food chains

Leads to: How communities protect Earth's land, water, air and life; Living and non-living factors in an ecosystem

Materials: Food web cards, Arrows to build chains, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Simple food chains). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which living thing fills the gap in this food chain? ___ → zebra → lion (tadpole / krill / caterpillar / grass) → grassPrompt: A food chain starts with a plant.
  2. Where does the energy in a food chain first come from? (the rain / the soil / the top predator / the Sun) → the SunPrompt: What do plants need to make food?
  3. Which living thing fills the gap in this food chain? lettuce → ___ → hedgehog → badger (heron / algae / grass / slug) → slugPrompt: It must eat the thing before it in the chain.

Hook · 3 min

  • Show a food web and ask what would happen if one animal disappeared.
  • Share the objective: Environments change: human impact. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Does this help or harm wildlife: draining wetlands?
  • Step 1: Actions that destroy or pollute habitats harm living things.
  • Step 2: So the answer is: harms wildlife
  • Answer: harms wildlife
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Does this help or harm wildlife: planting native trees? (helps wildlife / harms wildlife) → helps wildlifePrompt: Does it make habitats bigger and cleaner, or smaller and dirtier?
  2. A new road is built through a wood. How might this affect the badgers that live there? (They will have more food / Their habitat is split and some may be hit by traffic / They will turn into a new species straight away / It will have no effect) → Their habitat is split and some may be hit by trafficPrompt: Badgers travel to find food.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. How can plastic in the ocean harm sea turtles? (Plastic makes the water warmer / Plastic is food for turtles / They can mistake plastic bags for jellyfish and eat them / Turtles use plastic to build nests) → They can mistake plastic bags for jellyfish and eat themPrompt: What do some turtles like to eat that floats?
  2. Does this help or harm wildlife: leaving wild areas for bees? (helps wildlife / harms wildlife) → helps wildlifePrompt: Does it make habitats bigger and cleaner, or smaller and dirtier?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Simple food chains.
  • Use concrete materials: food web cards.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: How communities protect Earth's land, water, air and life; Living and non-living factors in an ecosystem.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-4.

Free lesson plan from eurekami.com/lesson-plan-builder

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Environments change: human impact

Name

Date

Score/ 6

  1. Question 1

    A new road is built through a wood. How might this affect the badgers that live there?

    • A. They will turn into a new species straight away
    • B. Their habitat is split and some may be hit by traffic
    • C. It will have no effect
    • D. They will have more food

  2. Question 2

    Which action harms wildlife?

    • A. creating a nature reserve
    • B. recycling plastic
    • C. planting native trees
    • D. dumping plastic in the sea

  3. Question 3

    Does this help or harm wildlife: cutting down rainforest?

    • A. helps wildlife
    • B. harms wildlife

  4. Question 4

    Why is cutting down large areas of rainforest a problem?

    • A. Many animals and plants lose their habitat
    • B. Trees grow back in a day
    • C. It makes more rain
    • D. Rainforests have no animals

  5. Question 5

    Which is a natural change to an environment?

    • A. building a dam
    • B. a volcano erupting
    • C. building a car park
    • D. spraying pesticides

  6. Question 6

    Does this help or harm wildlife: leaving wild areas for bees?

    • A. helps wildlife
    • B. harms wildlife

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Answer key: Environments change: human impact

  1. 1. B. Their habitat is split and some may be hit by traffic

  2. 2. D. dumping plastic in the sea

  3. 3. B. harms wildlife

  4. 4. A. Many animals and plants lose their habitat

  5. 5. B. a volcano erupting

  6. 6. A. helps wildlife