7	7C	2	that different habitats have different features that different habitats support different organisms that the distribution of organisms in different habitats is affected by environmental factors, eg light, nutrients or water availability
Possible activities: Watch sequences from The Blue Planet and ask pupils to describe the physical features of the habitats they have seen and identify the major environmental factors, eg light intensity, oxygen availability and temperature range. Ask pupils to choose an organism that they have seen in any of the sequences and investigate how it is adapted to life in its habitat.

7	7C	2	that some animals are adapted to daily changes in their habitat how some animals are adapted to seasonal changes in their habitats that adaptations may be to avoid climatic stress
Possible activities: Discuss with pupils how organisms living in coastal areas, that are subjected to daily changes in their environment, are adapted to cope with the changes they encounter. Identify seasonal changes that are encountered by organisms seen in the series The Blue Planet and describe how they have adapted to cope with such variations. Provide pupils with key words such as insulation, migration and hibernation to help them with their discussions.

7	7C	2	that animals have features which are adaptations against predators that animals are adapted to a particular food source
Possible activities: Watch sequences from The Blue Planet that show predators in action. Ask pupils to describe how particular predators are adapted for finding, catching and killing their prey. Ask them also to describe how different species of prey are adapted for detecting and avoiding predators.

7	7C	2	about characteristics of predator and prey series that all organisms in a habitat can be linked together in food webs that food webs are made up of a number of food chains that start with plants that arrows in a food chain represent energy transfer
Possible activities: Having watched excerpts from The Blue Planet, challenge pupils to make as many food chains as possible. Within each one, ask them to identify the producers, consumers, herbivores and carnivores. Ensure that pupils know that the sun is the ultimate source of energy. Ask different groups of pupils to work together to build food webs from their individual food chains.

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to make careful observations of plants and animals and sources of evidence about animals’ food to link organisms together in food webs that some plants have adaptations to deter animals from feeding on them to interpret evidence about food sources and draw conclusions from it

7	7C	2	that factors influencing the number of organisms in one part of a food web have an effect on other parts of the web
Possible activities: Use food webs produced in a previous lesson to predict the effects of altering the number of various organisms in the food web.

7	7C	2	that factors influencing the number of organisms in one part of a food web have an effect on other parts of the web
Possible activities: Ask pupils to construct a paper and string model of the food web that they have made in an earlier activity. Remove one of the animal species from the web and get pupils to describe what will happen to the animals that feed on it. Pupils can be challenged to identify other effects on the food web. As an extension, ask pupils what effect a seasonal visitor may have on the food web, or to consider what other seasonal effects there might be.

7	7D	2	that individual members of a species may differ in many ways
Possible activities: Use excerpts from The Blue Planet to show pupils a variety of animals of a species, eg sharks or whales, and ask them to point out the differences. Also ask them to observe different individuals of the same species and identify any differences between them.

7	7D	2	how environmental differences can result in variations within a species
Possible activities: Ask pupils to suggest ways in which changes in the environment could result in variation within a species, for example dog whelk size on sheltered and exposed shores.

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that although individual members of a species differ in many ways, they have features in common

7	7D	2	to sort organisms into groups according to common features that there are different ways of classifying living things that newly discovered organisms may fit into an already existing system of classification or extend it
Possible activities: Provide pupils with a range of pictures of organisms encountered in The Blue Planet series and ask them to sort them into different sets, with common characteristics, giving reasons for their groupings. Provide them with an extra organism that they may not have encountered and ask them to place it into one of their existing sets.

7	7D	2	that scientific classification is important because it is a worldwide labelling system, and provides a systematic study of living things that two groups of living things are plants and animals that animals can be sub-divided into vertebrates and invertebrates that vertebrates include mammals, birds, fish, reptiles and amphibians that invertebrates can be further subdivided
Possible activities: Choose a selection of clips from The Blue Planet and ask pupils to classify the organisms they see into the correct groups using branching diagrams.

7	7D	2	to classify animals into the main taxonomic groups
Possible activities: Ask pupils to classify as many of the organisms that they have seen on The Blue Planet as they can into the main taxonomic groups.

8	8D	2	that organisms only survive in a habitat where they have all the essentials for life and reproduction that animals can be divided into vertebrates and invertebrates and that these groups can be further subdivided
Possible activities: Use excerpts from The Blue Planet to promote discussion into how organisms get all the things that they need to survive in their environment. Use species seen in the programmes to carry out a reminder exercise on classification into the major taxonomic groups.

8	8D	2	that different habitats support different living things that organisms show adaptations to environmental conditions that both plants and animals are adapted to ensure the survival of the species
Possible activities: Pupils could be asked to compare communities in two different habitats within the same locality, for example a rocky shore and a sandy shore. Ask them to prepare their findings in the form of a report that can be presented to the rest of the group. Ask pupils to describe how the conditions in the habitats they have observed influence the communities of the organisms that live there. Also ask them to explain how the animals and plants that live there have adapted to cope with the problems of living with particular conditions. For example, how does plant life in constantly moving water differ from that in still waters?

8	8D	2	that abundance of organisms in habitats is affected by environmental factors such as light availability, water and nutrients that distribution of organisms in an environment is affected by environmental factors that the size of a population depends on resources
Possible activities: Use examples from the The Blue Planet series to illustrate how environmental factors affect the numbers and distribution of organisms. Ask them to explain, using examples, how organisms affect each other within a habitat.

8	8D	2	that all feeding relationships within a habitat are interconnected that food webs are made up of a number of food chains to make predictions about the effect of different environmental factors on plant and animal populations
Possible activities: Provide pupils with food webs that illustrate the feeding relationships within habitats seen in the The Blue Planet series. Ask them to identify different food chains within the food web and to identify the producer and consumers within each food chain. Ask pupils to consider the knock-on effects of changes within the food chain, for example increasing the number of sharks within a marine habitat. Use computer simulation packages to demonstrate the effects of changing numbers of predators on population sizes in a habitat.

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that a pyramid of numbers describes the numbers of food plants, herbivores and carnivores in a habitat there is a flow of energy from the producer to the final organisms in the food chain