Suitable for teaching 7-11s. What are food chains? Using beautiful wildlife footage and simple diagrams, this clip provides an overview on how energy is transferred through food chains and food webs via producers, consumers, predators, prey and decomposers.

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The energy that all living things get from food begins with the Sun's energy, and once it reaches Earth is transferred through food webs and food chains. In turn each part of the food chain is described starting with the producers, then the primary and secondary consumers, predator and prey. We look at several case studies from nature, including the frogfish, deer and peregrine falcons.

A frogfish is used as an unusual example of a top predator. We see how food chains can be disrupted by humans; for example, peregrine falcons’ eggs can be damaged by pesticides and herbicides. Populations within a food chain can change and the removal of part of the food chain can have a dramatic effect, as with deer in Britain. Not all animals eat one type of food and lots of food chains join up, which is demonstrated through graphics showing a food web and how this links to an ecosystem. But how does the story end and what happens to the energy and minerals in the top predator? This is where the decomposers come in!

This clip is from the BBC series Life Lessons. This series looks at seven important lessons from the natural world for Key Stage 2 and Second Level (Scotland) students.

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For Class Clips users, the original reference for the clip was p03nv0cm.

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Teaching Primary Science or Biology?

Prior to watching the clip, pupils could be asked where they think food comes from, and why we eat food. The clip could be paused after the question ‘Could you guess where that could be?’ to prompt discussion before continuing.

Pupils could be given pictures of various organisms and asked to put them in order of what eats what. After the clip the distinction between feeding and energy transfer could be introduced and pupils could be given additional labels such as 'consumer' to try and label their original food chain.

Pupils could then be asked if they can think of examples of food chains based on what they know already. After the question: ‘What do you think would happen if one plant or animal were removed from a food chain?’ The teacher could pause to let the pupils think about and answer the question before continuing.

This clip will be relevant for teaching Key Stage 2 or Second Level (Scotland) primary science.

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