Food Chains

Tune: Dem Bones

Words: Food chains, food chains, Food yummy chains Food chains, food chains, Food yummy chains Food chains, food chains, Food yummy chains

Now learn some food chains…

The * green leaf gets eaten by the * slug The * slug gets eaten by the *toad The * toad gets eaten by the *owl

And that’s a food chain!

*Children to input species to make their own versions

Food Chains

Curriculum Links EYFS C&L: Joins in with songs PSED: Form positive relationships with adults and other children M: Can describe position L: Hears a rhyme UW: Talk about features of their immediate environment EAD: Builds a repertoire of songs

National Curriculum Science: (Y2) Find out about and describe the basic needs of animals, including humans, for survival; Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other; Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. (Y3) Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat. (Y4) Recognise that environments can change and that this can sometimes pose dangers to living things; Construct and interpret a variety of food chains, identifying producers, predators and prey. (Y5) Describe the life process of reproduction in some plants and animals. (Y6) Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. Music: (KS1) Learn to sing and to use their voices, to create and compose music on their own and with others; use their voices expressively and creatively by singing songs and speaking chants and rhymes; listen with attention to detail and recall sounds with increasing aural memory. (KS2) Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression; Improvise and compose music for a range of purposes using the inter-related dimensions of music; Listen with attention to detail and recall sounds with increasing aural memory.

Teaching Points

This song could be used to reinforce the 4 requirements of all things alive.

Development

The children can input features of their outdoor environment which are alive.

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