A STEM FUTURE: SUITABLE FOR STUDENTS AGED 79
Animal adaptations
STEM Learning activity resources
SUBJECT LINKS:
Science, mathematics, design
and technology, computing and
essential employability skills.
A STEM FUTURE: SUITABLE FOR AGE 79
Animal Adaptations
STEM Learning activity resources
Key information
AGE RANGE: 7–9
SUBJECT LINKS: Science, mathematics, design and technology, computing.
DURATION: Activities range from 20 to 90 minutes – at least 6 hours in total.
FLEXIBILITY: Complete the whole programme over a half term or choose
individual activities to suit the needs of your Club.
RESOURCES: Each activity includes a list of the resources required and a
comprehensive set of Club leader and pupil notes in the form of guides.
ESSENTIAL SKILLS: Each activity identifies essential employability skills as
recognised by the Skills Builder Framework
IMPACT MEASUREMENT: Each set of resources is designed to help evaluate
and assess the progress of Club-based learning on Club members. A useful set of
assessment tools are available at
www.stem.org.uk/enrichment/stem-clubs
ACHIEVEMENT: Pupils that successfully complete an entire set of activities can
be rewarded with the downloadable STEM Clubs certificate of achievement. Pupils
may be able to use these resources to work towards a CREST Discovery Award.
APPROPRIATE VENUES: Club leaders can run most activities in general spaces
e.g. classrooms, halls, and outdoor areas. If not, suggested locations are marked
clearly in the Club leader guide and in the table below.
SAFETY: Each activity includes details about significant health and safety
considerations, such as appropriate eye protection, gloves, etc. Club Leaders
should ensure that all equipment is handled with care, particularly sharp
instruments. Advice and guidelines are available from CLEAPSS and SSERC, or see
the STEM Clubs handbook (page 20). We recommend that practical activities are
risk assessed before commencing and Club Leaders must follow their employer
or organisation’s policies.
OTHER ACTIVITIES: Visit
www.stem.org.uk/resources/stem-clubs/ for a
wealth of ideas for STEM-related Clubs.
FURTHER SUPPORT: The STEM Clubs Best Practice Handbook can be found
at
www.stem.org.uk/stem-clubs/support A selection of careers information,
resources, programmes and guidance can be found at
www.stem.org.uk/stem-careers
Introduction
This programme has been
created by STEM Learning,
the largest provider of STEM
education and careers support
in the UK. It has been developed
in partnership with STEM Club
leaders and supports essential
employability skills and the
Gatsby Careers Benchmarks.
Animal
Adaptations
In this programme, pupils look
at how animals have adapted to
cope with all sorts of conditions.
They explore communication
strategies, travel, camouflage
and life in challenging settings,
and look at the way humans can
learn from animals.
2
Activities
LIVING IN THE DARK: Pupils explore how some animals have adapted to
life without light and how they solve problems like finding food.
50 minutes Page 4
LIVING DEEP DOWN: Pupils explore bioluminescence in sea creatures
and how it might be helpful for humans.
50 minutes Page 10
HEDGEHOG HIBERNATION: Pupils explore hibernation and create
hedgehog shelters.
40 minutes Page 14
BODY LANGUAGE: Pupils explore animal communication and use what
they learn to develop their own signalling system. (Land-based animals)
45 minutes Page 18
TALKING WITHOUT WORDS: Pupils explore animal communication
and use what they learn to develop their own signalling system. (Sea
creatures) (Computing focus)
50 minutes Page 22
MOVING TOGETHER: Pupils explore how large numbers of animals
move together without bumping into each other, as well as how we could
apply similar rules to human technology, including driverless cars.
50 minutes Page 24
LONGDISTANCE JOURNEYS: Pupils create gliders based on the wings
of migrating birds and use what they learn to help design an aircraft.
50 minutes Page 28
DISGUISES AND CAMOUFLAGE: Pupils observe different types of
animal camouflage and see how humans have tried to copy animals in
creating colour-changing materials.
30 minutes Page 33
BROKEN FOOD CHAIN: Pupils use computer modelling to simulate a
broken food chain.
30 minutes Page 36
SKILLS BUILDER FRAMEWORK: Introduction to the Framework that
uses essential employability skills to develop student learning across four
key domains: interpersonal, self-management, creative problem-solving
and communication skills.
Page 42
1
3
2
4
5
7
6
8
9
10
3
HEALTH AND SAFETY:
A suitable risk assessment must be carried out by the activity leader and any
significant findings recorded: if carried out in schools, guidance from CLEAPSS or
SSERC must be used where appropriate.
Check allergies before choosing materials to test.
Objective
In this activity, pupils explore how
some animals have adapted to life
without light and how they solve
problems like finding food.
TOPIC LINKS
Science: methods of catching
prey
Design and technology: creating
an effective ‘trap’ based on an
animal adaptation
ESSENTIAL SKILLS SUPPORTED
Listening, problem solving, teamwork
TIME
50 minutes
RESOURCES AND
PREPARATION
cotton or wool strings of varying
length and thickness
a cardboard box
honey/similar sticky substance
other liquids that are more or
less sticky (e.g. water, juice,
milk, etc.)
tissue paper (for the ‘bugs’)
elastic rubber pocket-money
toys, such as Mr stretch
(for extension)
DELIVERY
1
Ask pupils to think of animals that live in the dark. What might be more difficult
for these animals? How might they get around these problems?
2
Introduce the glowing spider worm that lives in caves in New Zealand. (See Useful
links for more information.) Explain that the spider worm larvae needs to be able
to catch bugs to eat – how can they do this if they have no light to see when a
bug flies by?
3
Give each group a cardboard box to represent the cave, some crumpled bits of
tissue paper to act as ‘bugs’, an assortment of strings, and a range of sticky and
less sticky liquids. Set pupils the challenge of using the materials they have to find
a way to help a spider worm catch bugs. To give some direction, explain that the
spider worm larvae is able to produce threads of silk and a sticky mucus
substance. They will test if their solution is effective by throwing the bits of tissue
paper in the cave, and seeing if they can get them to stick.
4
Pupils should first design their idea on paper, and then build their model cave.
5
Allow pupils time to experiment with their models. Is there anything they can
change to make their bug trap more effective? They might consider: Does it help
if the strings are thicker or finer? Longer or shorter? Which sticky substance is
most effective in trapping their prey?
6
Once they have found their optimal design, they can share their models and test
each other’s ideas. Is there anything else they would want to change to improve
their designs?
7
Ask pupils to think about whether humans might be able to learn something from
the glowing spider worm. Could anything they’ve observed help people exploring
dark places, or maybe for people with visual impairments?
CLUB LEADER GUIDE: SUITABLE FOR AGE 79
Animal Adaptations
1
Living in the dark
4
DIFFERENTIATION IDEAS
Support: limit the range of
materials you ask pupils to explore.
Explain how the spider worm
catches prey before they try to
design their own traps.
Challenge: don’t reveal the spider
worm’s solution until pupils have
tried their own ideas. Provide more
materials and variations for pupils
to test.
EXTENSION IDEAS
1
Pupils could research how other
animals see in the dark to catch prey
or avoid being caught. For example,
some nocturnal animals such as
owls, possums and bush babies have
very large eyes, to allow as much
light to their retinas as possible.
2
Pupils could research other animals
that use sticky substances to catch
their prey, such as frogs. Simulate
this by using stretchy rubber pocket
money toys to pick up paper objects
of different sizes and weights at a
distance across the space.
3
Ask pupils to research carnivorous
plants that trap insects, for example
the Venus Fly trap.
TIPS
Cover the table with
newspaper or something
protective to make cleaning
up a bit easier!
USEFUL LINKS
More about the glowing spider worm
www.sciencealert.com/watch-meet-the-carnivorous-worms-that-make-caves-look-like-the-night-sky
More about animals that live in perpetual darkness
https://news.nationalgeographic.com/2016/04/160415-life-in-the-dark-dumbo-octopus-glowing-squid-blind-salamander/
More about frogs’ sticky tongues
https://blog.nationalgeographic.org/2014/06/12/how-frogs-sticky-tongues-lift-giant-prey/
WHAT’S GOING ON?
Many animals have evolved to cope
with living in conditions without light,
such as the glowing spider worm. It
lives in caves in New Zealand, so it is
effectively blind. Its solution to food-
finding is to dangle sticky strings from
the roof of the cave to catch flying
insects. It deposits a droplet of mucus
at regular intervals on the string to
help trap prey.
5
1
The cockeyed-squid has mismatching eyes to help it see in
the dark. One looks upward to find shadows, and the other
looks down to look for prey.
2
Frogs’ tongues are extremely sticky and strong. A frog can
lift 1.4 times their own body weight with its tongue!
3
Some animals that live in darkness can create their own
light. This process is called bioluminescence and it happens
when an enzyme in their bodies combines with oxygen.
FUN
FACTS
Briefing
Some animals live
their whole lives in
dark places, like the
glowing spider worms
that live in caves.
But living without light
can be really hard.
How can they find
food if they can’t see?
You are going to design a
way to help one animal
make a trap to catch its
favourite food – bugs!
YOUR TASK Design and
make a bug-catching
trap inside a cave so the
spider worm larvae can
catch a tasty meal.
WHAT YOU NEED TO DO
1
Look at the items you have been given to solve the challenge. With
your team, talk about how you could use them to help the spider
worm larvae to catch bugs.
2
Work together to draw a design for your cave and label it. Now build
your model, remember to include a string coated in each liquid. Is
there anything you would like to change to make it better?
3
Make tiny bugs out of small balls of crumpled tissue paper, about the
size of a pea, you will need to make 30 bugs.
4
Test your model by gently throwing the bugs you have made at the
sticky strings. Use a tally chart to show how many balls of tissue paper
stick to each string.
5
Create a block diagram from your tally
chart data to show how successful the
strings are.
6
At the end of the activity, your team
can show your cave to the other teams.
Use the data you collected and your
drawings to talk about the design, how
many bugs were captured, what you
learned and what changes you would
make. Give helpful feedback to the
other teams on their designs.
STUDENT GUIDE: SUITABLE FOR AGE 79
Animal
Adaptations
1
Living in the dark
TIPS
Try different types of
string, and different
sticky liquids. Does it
help if they’re closer
together or farther
apart? What about if
they’re long or short?
6
Animal
Adaptations
1
Living in the dark
STUDENT GUIDE: SUITABLE FOR AGE 79
Design of my trap
Name:
7
Animal
Adaptations
1
Living in the dark
STUDENT GUIDE: SUITABLE FOR AGE 79
Tally table
Name:
Sticky Substance Length of String Number of Bugs
8
Animal
Adaptations
1
Living in the dark
STUDENT GUIDE: SUITABLE FOR AGE 79
Block Diagram
Name:
9
HEALTH AND SAFETY:
A suitable risk assessment must be carried out by the activity leader and any significant
findings recorded: if carried out in schools, guidance from CLEAPSS or SSERC must be
used where appropriate.
Ensure pupils take care when handling the powder, keeping it away from their faces.
Pupils may want to wear gloves and aprons to keep paint off their clothes and skin.
Ensure holes are cut in bags to allow pupils’ arms and heads to go through. Do not allow
pupils to place bags over their heads unsupervised.
Objective
In this activity, pupils find out
about a chemical reaction that
some organisms can control to
give out light: bioluminescence.
They also discover how scientists
are studying it to learn how
to apply the process to the
improvement of human life.
TOPIC LINKS
Science: animal
adaptations
(bioluminescence)
Design and technology:
designing items to keep
people safe in the dark
ESSENTIAL SKILLS
SUPPORTED
Listening, creativity,
staying positive
TIME
50 minutes
RESOURCES AND
PREPARATION
phosphorescent powder
or glow-in-the-dark
powder (available online
or from art supply shops)
black bin bags
ready-mixed paint or
clear acrylic gel
a container
paintbrushes
DELIVERY
1
Explain to pupils that bioluminescence is a natural phenomenon that is very difficult to
observe first-hand, but some aquariums have bioluminescent creatures. Watch a video
of bioluminescent fish/marine life
www.youtube.com/watch?v=9HXXQBz6Vv0
2
Ask pupils to think about the purpose of the light. For example, could it be to warn
predators that the creature is not good to eat, to lure prey, or to communicate?
3
Ask pupils to think about how bioluminescence could help humans (for example,
glow-in-the-dark coats could keep children safe when walking outside in the dark).
4
Their task is to design and create their own glowing ‘coat’. Ask them to create a design
and decide which colours and symbols would be most useful. They should be able to
talk about why they designed their coat the way they did.
5
Pupils can mix their own phosphorescent paint using one part phosphorescent powder
to five parts of paint/clear acrylic gel. (Club leaders could also do this step if it is not
appropriate for their pupils.) You can allow them to experiment to find the best
combination of paint or gel with powder.
Larger granules will glow more brightly, but the texture when dry will be grittier. Smaller-
sized granules will give a smoother appearance but will not glow as brightly. If they
would like their markings to be ‘invisible’ in the light, use a clear medium such as an
acrylic gel or paint.
6
Cut head and arm holes in bin bags to use as the coat and give to pupils to use with
the paint.
7
Allow the coats to dry, then turn off the lights and test them out. It may not be very visible
if there is not complete darkness, but do any of the designs work? Can pupils take a photo
of their coat in the dark that evening and share with the group in the next session?
CLUB LEADER GUIDE: SUITABLE FOR AGE 79
Animal Adaptations
2
Living deep down
10
DIFFERENTIATION IDEAS
Support: suggest markings that
can help people keep safe on
the road to pupils. What will
make other road users know
that pupils are walking there?
Challenge: allow pupils to
experiment with different
quantities of phosphorescent
powder and paint to find the
best ratio.
EXTENSION IDEAS
1
There are other applications for
bioluminescence also being researched,
including using trees as street lights,
smart crops that glow when they are
ready to be harvested, and even a test
for toxins, where a strong glow is
diminished in the presence of harmful
chemicals. How would tree street lights
be beneficial? Can pupils think of any
other uses for bioluminescence for
humans?
2
Try painting with light, using a camera
that can be set for a long exposure and
a glow stick. By allowing the camera
shutter to be clicked open for longer, a
glow stick can be moved around and all
the movement captured on one
photograph, appearing as a light
painting. A free app for slow shutter
and long exposure photographs is
available called ‘LongExpo’.
TIPS
Secure bin bags in place using
tape on the corners
The phosphorescent powder
requires light to ‘charge’ the
particles, so hold under a
bright light for a few minutes
USEFUL LINKS
How bioluminescence works
https://animals.howstuffworks.com/animal-facts/bioluminescence1.htm
Information on why some animals use bioluminescence
http://biolum.eemb.ucsb.edu/functions.html
Ideas for applications of bioluminescence (extension ideas)
www.popularmechanics.com/science/green-tech/g706/6-bright-ideas-for-bioluminescence-tech/?slide=1
WHAT’S GOING ON?
In the deepest part of the oceans,
sunlight cannot penetrate the water,
but the creatures are able to create
their own light with a phenomenon
called bioluminescence. Chemical
energy can be released as heat, but
in bioluminescent organisms, that
chemical energy can also be released
in the form of light. They also have
a unique compound called luciferin.
When this is exposed to oxygen, a
reaction takes place that emits light.
11
1
90% of deep-sea ocean creatures can
create their own light.
2
Animals can make different coloured
lights. Most animals in the deep ocean
make green-blue light because it’s the
easiest to see underwater.
3
Jellyfish can create the most amazing light
shows. Some can release tiny glowing
particles that look like plankton.
FUN
FACTS
Briefing
Deep in the ocean,
where it is very
dark, some animals
can create their own light
using a process called
‘bioluminescence’. Can you
take inspiration from them?
YOUR TASK Your challenge is
to make a coat that would
help you stay visible in the
dark, using the equipment
provided.
WHAT YOU NEED TO DO
1
What colours and designs will be
very easy to see in the dark?
Draw your idea below. Why did
you choose this design?
2
Mix your paints and create your
coat. How will you make sure the
paint is easy to see?
3
Test it out in the dark! Is there
anything you could change to
make it even better?
Animal
Adaptations
2
Living deep down
STUDENT GUIDE: SUITABLE FOR AGE 79
REPORT
Look at the other coat designs in the group.
Which are the most visible in the dark?
12
Animal
Adaptations
2
Living deep down
STUDENT GUIDE: SUITABLE FOR AGE 79
Design
Name:
13
HEALTH AND SAFETY:
A suitable risk assessment must be carried out by the activity leader
and any significant findings recorded: if carried out in schools,
guidance from CLEAPSS or SSERC must be used where appropriate.
Appropriate eye protection should be worn when handling materials.
Ensure pupils are handling materials carefully. Tiles, acrylic sheets,
etc. may have sharp edges.
Objective
In this activity, pupils explore
hibernation. They will also find
out about hedgehogs and create
shelters to protect them during
their winter hibernation.
TOPIC LINKS
Science: dormancy in animals
Design and technology: create a
hedgehog nest
Computing: use technology to
detect and monitor hibernating
animals
ESSENTIAL SKILLS
SUPPORTED
Creativity, problem solving,
teamwork
TIME
40 minutes
RESOURCES AND
PREPARATION
computers for research
natural materials for creating
a nest: dry leaves, straw, long
grasses, slate, wooden logs,
feathers, etc. collected as part of
STEM Club time
additional materials for nest:
plastic guttering, roof tiles, clear
acrylic sheets, etc
optional: equipment to monitor
the nest, e.g. Bluetooth camera
DELIVERY
1
Ask pupils to find out something about hibernation. Possible questions are:
a. What’s the difference between this and regular sleep? (Dormancy/hibernation
is the state that animals enter when facing stress from the environment such as
changing seasons.)
b. What are some animals that hibernate in the UK? (hedgehogs, bats, dormice)
c. What happens to the animal’s body during this time? (Their heart rate can reduce
by up to 90%, which conserves energy so they don’t need food.)
d. How long do animals hibernate? (It can be weeks or months, depending on the
animal and environment.)
2
In the UK, hedgehog numbers are falling very quickly, with a third of hedgehogs
lost since the year 2000. Pupils can find out more at www.wildlifetrusts.org/
hedgehogs. Tell pupils they are going to help protect the hedgehog by building
a safe place for them to spend the winter.
3
Instruct pupils to build a hedgehog shelter and create a hedgehog highway
across part of the land. They should research good shelters and places that will
be undisturbed. Pupils will need to be able to periodically check on the nest for
signs of life in a non-invasive way.
4
Show pupils the materials that are available. They should design a shelter that
uses mostly natural materials, but can have some plastic guttering, roof tiles or
even clear acrylic sheets to provide some structure to the shelter and to make
it as waterproof and windproof as possible.
CLUB LEADER GUIDE: SUITABLE FOR AGE 79
Animal Adaptations
3
Hedgehog Hibernation
14
DIFFERENTIATION IDEAS
Support: support pupils through
questioning to position the
softest materials in the centre
of the nest. Encourage pupils
to add a waterproof roof to
the nest – it will be more like a
burrow than a birds’ nest as the
hedgehog will be in a deep sleep
so needs to conserve heat.
Challenge: install a camera
and start a blog to keep others
informed of the nest. They may
wish to check weekly until it
is inhabited, then check and
report more often.
EXTENSION IDEAS
1
Hibernation helps some animals to
survive when food is scarce, such as
during winter. Magicada don't
hibernate, but they do spend up to
17 years underground, then all of
them emerge at the same time.
Ask the pupils to research Magicada
and discover why this might be a
survival technique.
2
Can pupils find out about aestivation
(dormancy during the summer
time)? What are some of the
similarities and differences between
hibernation and aestivation?
TIPS
where signs of life (even if in deep
sleep) are discovered, make sure
the area is well signed to avoid
disturbance, particularly if there is
public right of way across the land
for dog walkers, for example
if signs of life are discovered,
you may wish to install a remote
camera that can be activated by
Bluetooth technology to check
on the inhabitants of the nest
without needing to disturb it again
record dates that the nest was
made, checked, inhabitants found
or not, as useful feedback for the
Hedgehog Street campaign
USEFUL LINKS
Information about hibernation and aestivation
https://animalsake.com/difference-between-hibernation-and-other-types-of-dormancy
Hedgehog Street (a campaign to protect the hedgehog)
https://www.hedgehogstreet.org/about-our-hedgehog-street-campaign/
Information about magicicadas
www.cicadamania.com/cicadas/cicada-myths/
5
Pupils draw their ideas first then
work in teams to compare ideas
and decide which aspects of the
ideas will be put together to make
a final design.
6
Working in teams the pupils build
their structure, taking it in turns
to lead on different aspects to
complement their skill sets.
Encourage them to review their
design as they build, and to adapt
the structure to make the best use
of building materials. Is there
anything they need to change
now that they’re using real
materials?
7
Once everyone is happy with their
structures, set them up outside, if
possible. Don’t forget to check
back on the shelter during the
autumn and winter months to see
if any hedgehogs have moved in!
15
1
The black bear can gain
13.5kg a week during its
pre-hibernation binge!
2
Some species of bat can
lower their heart rate from
1000 beats per minute to less
than 25 and they only take
breaths every two hours!
FUN
FACTS
Briefing
Many animals
like the hedgehog
hibernate during
the winter. They need
a safe place to stay.
You are going to build
a hedgehog shelter to
help keep them safe!
YOUR TASK Build a
hedgehog shelter and
highway for a hedgehog
and design it so that
it can be regularly
checked for residents!
WHAT YOU NEED TO DO
1
Look at the materials you have. How could you use them to
make a safe winter shelter for a hedgehog?
2
Remember that you will need to check on the shelter later to
see if a hedgehog has moved in. How can you design your
shelter so you can check it without disturbing the hedgehog?
3
Draw your design in the space provided. With your team
compare the designs, find a good idea in all of them and talk
about which ideas could work well together. As a team draw
the final design for your shelter.
4
Once you’re happy with your design, start building! Work
together to make the shelter, take it in turns to lead and be
supportive of each other. Is there anything you need to change
now that you’re using real materials?
5
Set your shelter up outside.
Animal
Adaptations
3
Hedgehog Hibernation
STUDENT GUIDE: SUITABLE FOR AGE 79
THINGS TO THINK ABOUT
1
Where do hedgehogs normally hibernate? Can your shelter be
similar to that type of space?
2
How big is a hedgehog? How big will your shelter be?
3
How will you know if a hedgehog has moved in?
16
Animal
Adaptations
3
Hedgehog Hibernation
Design of shelter
Name:
STUDENT GUIDE: SUITABLE FOR AGE 79
17
HEALTH AND SAFETY:
A suitable risk assessment must be carried out by the activity leader and any
significant findings recorded: if carried out in schools, guidance from CLEAPSS or
SSERC must be used where appropriate.
Be sure to check for allergies before using essential oils or giving pupils sweets.
Objective
In this activity, pupils learn
how animals communicate
non-verbally, including
through chemicals and
movement. Pupils use these
ideas to develop their own
signalling system.
TOPIC LINKS
Science: animal
communication
Design and
technology: design
a code based on
animal adaptations
ESSENTIAL SKILLS
SUPPORTED
Problem solving,
leadership, teamwork
TIME
45 minutes
RESOURCES AND
PREPARATION
honey or sweets
4–5 different
essential oils or
scents
paper or card
DELIVERY
1
The pupils will work in teams and will
need to elect a leader. The team leader
will need to make sure everyone works
together and that they solve each aspect
of the challenge on time.
2
Set timings for each aspect of the
challenge for example:
5 minutes to watch the video and
discuss what they have seen
10 minutes to work out their
instructions and test them
5 minutes for the 'bee' to find the
nectar etc
3
Explain that you are going to investigate
how animals communicate with each
other when they can’t speak. Tell pupils
they are going to play some games
today to find out about this and devise
their own type of non-verbal
communication.
4
Introduce the Bee waggle dance.
a. Watch the video (see Useful links), then
give pairs or small groups of pupils some
time to think of their own six movements
that can communicate instructions. For
example, a figure 8 movement means go in
that direction. An up-and-down movement
means higher or lower.
b. Select a pupil from each group to send
out into the hallway while you hide some
‘nectar’ (sweets) around the room.
c. When they return, their group should use
their ‘dance’ to help them find the nectar.
5
Introduce Ant communication.
a. Before the session, spray or drop different
scents (essential oils) on identical pieces
of paper or card. Make sure each scent is
used on two cards. You could also put a
secret marking system on them so you can
identify correct pairs once the pupils have
attempted the game.
b. To test out their own ability to recognise
scents, mix up the scented cards. The
pupils should now try to match the cards
using their sense of smell.
6
Now pupils have played both games, ask
them to use the ideas to develop their
own secret code to signal where hidden
sweets are to others. Give them time to
CLUB LEADER GUIDE: SUITABLE FOR AGE 79
Animal Adaptations
4
Body language
18
DIFFERENTIATION IDEAS
Support: give pupils ideas of
which signals they should give,
e.g. turn right/left, go forward,
look up/down, etc.
Challenge: allow pupils to
come up with their own ideas
as to which signals will be
most helpful.
EXTENSION IDEAS
1
Some humans communicate non-
verbally using sign language like British
Sign Language or Makaton. Can pupils
find out how to sign their names using
fingerspelling? Can they find out the
signs for the words for ‘happy’ ‘danger’
and ‘food’?
2
Humans have also invented many codes
so secret messages can be passed on,
such as Morse code. Try this Morse code
translator. Pupils need to complete the
challenges in order to translate
the code.
www.101computing.net/
morse-code-encoder/
TIPS
Don’t prepare the essential oils too
far in advance or the scents will mix
and be impossible to match!
USEFUL LINKS
National geographic video of bee waggle dance
https://video.nationalgeographic.com/video/weirdest-bees-dance
DK Find out – information on ant communication
www.dkfindout.com/uk/animals-and-nature/insects/how-do-ants-communicate/
BSL fingerspelling alphabet
www.british-sign.co.uk/fingerspelling-alphabet-charts/
work out some codes or
movements, then test it out.
How easily could they get their
message across? You may want to
time them (or ask them to time
themselves).
7
After one attempt, allow them to
refine their communication
system. Repeat the test. Did their
modifications help? Can they
finish the task more quickly the
second time?
WHAT’S GOING ON?
Bees communicate the whereabouts of
nectar-rich flowers through a waggle
dance. This communicates flower type,
distance, direction from the sun and
angle from the hive so other bees can
accurately find the nectar.
Ants can communicate through
chemicals they produce called
pheromones. These are produced by
hormones in their body. Other ants
smell them and understand the scent
signature. Different pheromones
are produced if the ant is in danger,
compared to if they are finding food.
19
1
British Sign Language was first
founded in 1760 by Thomas
Braidwood. He ran the UK’s first
school for the deaf.
2
In 1973, a German professor was
awarded the Nobel prize for his
research about the waggle dance.
FUN
FACTS
Briefing
Some animals do
not communicate
through sound but
use other methods of
communication such as
their bodies and senses.
You are going to learn to
create your own method
of secret communication!
YOUR TASK Create your
own code, based on
how bees and ants
communicate, to direct
your group to a goal.
WHAT YOU NEED TO DO
1
You are going to work in teams to solve this
challenge. One of you will lead the team to make
sure you complete the tasks on time. Your team
leader needs to be good at telling the time and
good at helping others. Ask your club leader to help
you select your team leader.
2
What sort of code would be best? A visual code
using body movements? A way to use scents to
tell people where to go? Something else?
3
How many signals will you need?
4
Test out your code. Time yourself while you try to
do a task. Can you communicate your message?
Is there anything you can change
to make it better?
4
Make changes and try again. Is it easier this time?
Animal
Adaptations
4
Body language
STUDENT GUIDE: SUITABLE FOR AGE 79
20
Animal
Adaptations
4
Body language
STUDENT GUIDE: SUITABLE FOR AGE 79
REPORT
Record your bee dance movements, notes on the scent
activity and the secret code you have invented.
Name:
21
HEALTH AND SAFETY:
A suitable risk assessment must be carried out by the activity leader and any
significant findings recorded: if carried out in schools, guidance from CLEAPSS or
SSERC must be used where appropriate.
Objective
In this activity, pupils learn
how animals communicate
non-verbally, including through
chemicals, movement and light
or chemical signals. Pupils use
these ideas to develop their own
signalling system that could be
used as a simple code.
TOPIC LINKS
Science: animal
communication
Computing:
programme your own
light signals
ESSENTIAL SKILLS
SUPPORTED
Listening, problem
solving, staying positive
TIME
50 minutes
RESOURCES AND
PREPARATION
computer program
such as Scratch to
code signals
DELIVERY
1
Show pupils the short video about squid communicating by skin colour changes
(see useful links). Ask them what the different signals are and what they are for.
2
Ask pupils to create a program where a fish can change colour to show that there’s danger.
3
Start with this Scratch program –
https://scratch.mit.edu/projects/192183395/ – to give
pupils an idea of what to create. Ask pupils to follow the instructions in the pupil guide to
code their fish to change colour.
DIFFERENTIATION IDEAS
Support: allow pupils to follow
the step-by-step instructions in
the pupil guide. Give them only
one message to communicate
through colour change.
Challenge: some pupils may
want to experiment on their
own before getting a full set of
instructions.
You could also add challenge
by asking pupils to create more
than one signal. For example, a
pink fish could be happy and a
red fish could be danger. Pupils
would select ‘h’ or ‘d’ as their
button to press.
EXTENSION IDEAS
1
Pupils create their own code
using light or sound and create a
key. Ask them to program a
secret message and see if they
can communicate it to a friend!
Top tip: Keep the message short!
USEFUL LINKS
Wired article and video about squid chemical and colour communication
www.wired.com/2017/02/squid-communicate-secret-skin-powered-alphabet/
CLUB LEADER GUIDE:
SUITABLE FOR AGE 79
Animal
Adaptations
5
Talking without words
22
1
We often think of fish as silent, but some actually
make sounds like clicks or croaks.
2
Some species of fish can flare out their gill plates
the same way a cat would raise the hair on its back.
FUN
FACTS
Briefing
Squid can
communicate
really well,
even though
they don’t
have voices
to speak!
Today, you are
going to use
a computer
program to
create your
own visual
signals.
YOUR TASK
Code your fish
so it changes
colour when it
sees danger.
WHAT YOU NEED TO DO
1
Click Create on the Scratch
homepage. Select 'new
sprite' and choose the fish.
Delete the cat sprite.
2
Select the costumes tab
and right click the fish in the
new costume menu, select
duplicate. You now have
two fish in the costume
menu. Select 'fish2' and use
the tools on the right to
change the colour of the
fish or to add a pattern.
3
Select 'fish1' in the new
'costume' menu and get
ready to add some code.
4
Click on the ‘scripts’ tab and
go to the ‘events’ menu.
5
Add ‘when space key is
pressed.’ Change this to ‘d’
for ‘danger’.
6
Click on the looks menu
and choose 'switch
costume' to 'fish2'.
7
You need the fish to
switch back to its normal
colour once the danger
has passed. Add the same
‘switch costume’ coding
block, but select ‘fish 1’ to
choose the original colour.
8
Test the program by
clicking the green flag. Did
it work? The fish changes
colour, but is too quick for
you to see, think about
how you could fix this.
Could you add another
block of code from the
'control' menu? Which
code should you choose?
9
Choose 'wait 1 secs' and place
it between the two switch
costume blocks. Think about
how many seconds the fish
should show the 'danger'
colour? Change the number
in the 'wait' block.
10
If you want to make the
fish appear to flash, add a
‘repeat’ block from the
‘control’ menu. Remember
to include another 'wait'
code block below 'switch
costume to fish1'.
11
Now select a background,
click 'new backdrop' and
choose an image.
Remember to delete the old
background. Press the green
flag to check the code
works. If it doesn’t, you may
need to debug. Can you
think of adding extra code
to make the fish do
something extra?
Animal
Adaptations
5
Talking Without Words
STUDENT GUIDE: SUITABLE FOR AGE 79
THINGS TO THINK ABOUT
1
What sorts of things might fish have
to react to?
2
Can you think of any other ways fish
could send a signal to another fish?
23
HEALTH AND SAFETY:
A suitable risk assessment must be carried out by the activity leader and any
significant findings recorded: if carried out in schools, guidance from CLEAPSS or
SSERC must be used where appropriate.
Ensure you have plenty of space to carry out this activity. Instruct pupils to walk,
not run, so as to minimise the risk of collisions.
Objective
In this activity, pupils
learn how large numbers
of animals move together
without bumping into each
other, and consider how
we could apply the simple
rules learned to human
technology.
TOPIC LINKS
Science: working
scientifically, using
observations and
ideas to suggest
answers to questions
ESSENTIAL SKILLS
SUPPORTED
Presenting, aiming high,
teamwork
TIME
50 minutes
RESOURCES AND
PREPARATION
enough space for pupils
to move around in
(optional) remote
controlled device –
could be a car
or spider
DELIVERY
1
Show a short video of a huge flock of starlings (see Useful links).
2
Ask pupils to think about how so many of them travel closely together, but never have a
crash—even when they change direction.
3
Put pupils in small groups, and designate a space for each group. Tell them that they are
going to move around their space, constantly changing direction. But they must not
collide with or touch the other group members. Give them a few seconds to try it out,
then ask how easy or difficult it was.
4
Now ask them to create one or more ‘rules’ that could help them do this more easily. For
example, can they always move in a certain direction when they find they’re too close to
someone?
5
Pupils should now test out their system – is it easier to move around the space using their
rules? What might they need to adjust about their rules? (e.g. wait until you are a certain
distance from a possible collision before turning, reduce your speed if you’re on a collision
course, etc.). Give them one more chance to test it out.
6
Now ask groups to share their solutions with the other groups. Are there any similarities?
Which one has been particularly effective? Do they work better if there are more or fewer
rules? Choose (or allow them to choose) one of the more effective set of rules. Now the
wider group will all try together to see if it still works with more people.
7
Give them a chance to refine their system once more once they’ve tested it out.
8
After completing the exercise, ask pupils how this could help humans. For example, is
there anything we could learn from this that we can apply to things like programming
drones or driverless cars?
CLUB LEADER GUIDE: SUITABLE FOR AGE 79
Animal Adaptations
6
Moving together
24
DIFFERENTIATION IDEAS
Support: keep the groups
smaller. Remind pupils of the
solution the birds have come
up with to guide them in
making up their own rules.
Challenge: give pupils less
guidance as they come up
with their rules.
Don’t have the class agree
on a single set of rules before
combining small groups after
their initial tests. They can see
if their original systems still
work, or refine it together as a
larger group.
EXTENSION IDEAS
1
Add a ‘predator’ in the form of a
remote-control vehicle. The aim
is to separate the flock, and will
test if their rules still work even
if there’s a shock to the system.
2
Similar ideas are being applied
to driverless car technology.
This very simple simulation
https://madewithmonsterlove.
itch.io/error-prone shows how
cars that are programmed to
keep a set distance from each
other are very reliable – but if a
person tries to take control it
gets harder!
TIPS
Designating a space for each group
will help avoid chaos and collisions,
especially in small spaces.
USEFUL LINKS
Starlings swarm over Rome
https://www.youtube.com/watch?v=3w90X92pDSs
Article on how birds avoid collisions
http://www.independent.co.uk/news/science/how-do-birds-fly-not-crash-mid-air-budgies-study-a7338916.html
WHAT’S GOING ON?
Scientists have discovered that birds tend
to always veer to the right (and sometimes
move up or down) when they find themselves
on a collision course – this simple rule helps
them consistently avoid collisions.
In addition, it’s proposed that birds in a flock
can anticipate a move or change in direction
ahead of time. Birds’ field of view is quite
large, so they focus on the bird several feet
away, as opposed to the one next to them.
By the time they need to change direction,
they can do it in time. It is a bit like a Mexican
wave – it builds in momentum so that you
can see it coming, and by the time it gets
to you, you are able to jump up in time. You
could demonstrate a Mexican wave to the
pupils to help them understand.
25
1
A swarm of honeybees can reach 30,000 individuals,
but there is still only one queen.
2
You are more likely to see large flocks of birds in the
evening as they make their way to roost for the night.
A bright moon can trick birds into staying out!
3
When a school of fish want to defend themselves from
predators, they pack tightly together to form a ‘bait
ball’. Only a few fish are exposed, so most of them
stay safely in the middle.
FUN
FACTS
Briefing
Have you ever noticed that
animals don’t have crashes?
Flocks of birds, shoals of fish
and swarms of insects travel without
ever bumping into each other, even
when there are thousands of animals
involved! How do they do it?
YOUR TASK Come up with a system
or some rules that help you avoid
collisions in your group. For example,
‘If someone is coming towards me,
I will always
___________________________________.’
THINGS TO THINK ABOUT
1
Are there any rules that will always
(or almost always) work?
2
Is it easier if you have lots or rules,
or only one or two?
Animal
Adaptations
6
Moving together
STUDENT GUIDE: SUITABLE FOR AGE 79
26
Animal
Adaptations
6
Moving together
STUDENT GUIDE: SUITABLE FOR AGE 79
NOTES
Test 1 – Write down your rules, then test them out.
Name:
Test 2 – What can make them better? Write your new rules.
Test 3 – What can make them even better? Write your new rules.
27
HEALTH AND SAFETY:
A suitable risk assessment must be carried out by the activity leader and any significant
findings recorded: if carried out in schools, guidance from CLEAPSS or SSERC must be
used where appropriate.
Instruct pupils to take care when using scissors or craft knives to cut the cardboard.
Objective
In this activity, pupils learn about
birds that migrate enormous
distances to reach breeding
or feeding grounds. They will
compare their size and body
mass to the distance they travel
and be astounded! Pupils will
then make a glider and test how
wingspan can affect its flight.
They will use what they learn to
help design an aircraft.
TOPIC LINKS
Science: migration
of birds
Design and technology:
create a glider
Mathematics:
calculating the mean
ESSENTIAL SKILLS
SUPPORTED
Problem solving,
creativity, teamwork
TIME
50 minutes
RESOURCES AND
PREPARATION
cardboard
scissors or craft knives
rubber bands
glider template
optional: different types
of card or paper to test
DELIVERY
1
Explain to pupils that some animals, especially birds, travel long distances every year.
This is called migration.
2
You could give pupils the information in the table about different migrating birds.
It should be a surprise that some of the smaller birds make longer flights!
CLUB LEADER GUIDE: SUITABLE FOR AGE 79
Animal Adaptations
7
Long-distance journeys
1. Bird Species 2. Wingspan (cm) 3. Body mass (g) 4. Distance migrated (miles)
Bar tailed Godwit 80 630 7,145
Arctic Tern 85 127 44,000
Northern Wheatear 32 25 18,000
Sooty Shearwater 100 790 40,000
Albatross 330 850 13,670
3
Tell pupils they are going to work in groups to design an aircraft that will fly as far as
possible. A longer flight time should mean fewer fuel stops and therefore a more energy-
efficient flight. They should use a glider to help them experiment with wing sizes.
4
Give pupils the template in the pupil guide, and ask them to trace and cut out each piece,
and assemble as indicated. This is the control group. Ask pupils to throw their glider
several times, record the flight distances, and find the average.
5
Now ask pupils to make a change to the design to see if they can make it fly further.
Can they increase the size of the wings or body? What if they change the shape of the wings?
6
Ask them to re-test their new design and record their results as before. What difference
has it made? What else can they try? Repeat the process a few times.
7
Ask pupils to compare their results. Which group’s design flew the farthest?
28
DIFFERENTIATION IDEAS
Support: ask pupils to only focus on how the size of the wings affects the glider. You
may want to scale the template up and down and provide them with the standard
wing shape in three sizes to test.
Challenge: provide the basic template to pupils, but ask all of them to explore their
own ideas for modifying the initial design.
EXTENSION IDEAS
1
How could this knowledge affect passenger plane design? Time how long it takes
to get each wingspan size a certain distance and see if pupils can conclude which
will be the fastest design.
2
Are there any animals they think would make inspirational design for an aircraft?
Could they design a helicopter based on a dragonfly?
TIPS
to ensure a fair test, try to launch
the gliders in a large room where
wind will not be a factor
ask the same person to throw
each glider
USEFUL LINKS
Amazing migrators! Bird species
www.treehugger.com/slideshows/natural-sciences/nature-blows-my-mind-6-longest-bird-
migrations/page/2/#slide-top
Animals that inspire aircraft design
https://blog.privatefly.com/how-animals-inspire-aircraft-design
Instructions to make a glider including template
https://www.instructables.com/id/DIY-Glider/
WHAT’S GOING ON?
Birds migrate to and from places to avoid
consuming all the available food in a
place if they stayed there permanently.
Their winter/summer cycle means food
stocks have time to replenish. Densely
populated colonies of birds are also
susceptible to disease. If disease spreads
in a permanent colony, it would be more
difficult to survive.
Birds make use of air currents – rising
warm air that helps to keep the birds
gliding with minimum effort. Albatrosses
in particular take advantage of these air
currents.
Research has found that longer wingspan
does not directly link to the length of
migration. Instead, some scientists
believe that larger wings for larger birds
mean the bird is less able to prepare
(fatten up) for it migration, as it will have
to carry much more weight than a smaller
bird with smaller wingspan. This is why
the smaller birds migrate huge distances
compared with larger birds. Other
scientists believe wingspan is related to
the food available in the habitat they will
be arriving in. If food in feeding grounds
is in short supply, the birds have shorter
wingspans, so they are masters of both
long and short distance flight.
29
1
Bar headed geese are the highest flying migratory birds, flying at 5.5
miles above sea level!
2
The Arctic Tern flies an enormous 44,000 miles a year! Over its
lifespan of 30 years, that is roughly the same as three trips to the
moon, and back.
3
The Great Snipe flies for 4,200 miles at around 60 miles per hour,
seemingly without using the wind to assist it.
FUN
FACTS
Briefing
You’re in charge
of designing an
aeroplane that can
travel further using
less energy. You know
that some birds can
travel very far, so
you want to see how
the size and shape of
their wings could help
you choose the best
wings for your own
aeroplane.
YOUR TASK Design and
build a glider that will
fly the furthest.
THINGS TO THINK ABOUT
1
Cut out all the pieces of the glider and follow the
instructions to put it together.
2
Test how far it can go. Write your results in the table.
3
Make a change to your glider. For example:
make the wings bigger or smaller
change the shape of the wings
4
Test again and record your results. Did it fly further?
5
Make another change and test again. Which design
makes your glider go the furthest?
Animal
Adaptations
7
Long-distance journeys
STUDENT GUIDE: SUITABLE FOR AGE 79
RESULTS
Look at the designs from other groups. Whose can go the furthest?
What is different about their design that makes it so effective?
30
Animal Adaptations
7
Long-distance journeys
STUDENT GUIDE: SUITABLE FOR AGE 79
1
Cut out each shape.
Instructions
2
Tape or glue the outer body on
both sides of the inner body.
3
With the tail pointing up, line up
the flat end of the stabiliser with
the end of the body, and glue or
tape it below.
4
Now attach your wings. Place
a rubber band underneath the
body of the plane.
5
Put the wings on top, a little
in front of the rubber band.
Pull the rubber band up over
the back of the wings, up over the
top of them, and loop it around the
nose of the plane.
6
Make sure the wings are tight, but
not tight enough to crush your
wings. Now take it for a test flight!
Horizontal Stabilizer
Winglet Winglet
Centre wing section
Horizontal Stabilizer
Inner Fuselage
Tail
Outer Fuselage
Outer Fuselage
Rubber band
Tail
Horizontal Stabilizer
Winglet Winglet
Centre wing section
Horizontal Stabilizer
Inner Fuselage
Tail
Outer Fuselage
Outer Fuselage
Rubber band
Tail
31
Animal
Adaptations
7
Long-distance journeys
STUDENT GUIDE: SUITABLE FOR AGE 79
Name:
Changes
Describe what you changed
Distance for each test Average distance
Design 1
(control)
Test 1
Test 2
Test 3
n/a 1.
2.
3.
Design 2 Test 1
Test 2
Test 3
1.
2.
3.
Design 3 Test 1
Test 2
Test 3
1.
2.
3.
32
HEALTH AND SAFETY:
A suitable risk assessment must be carried out by the activity leader and any
significant findings recorded: if carried out in schools, guidance from CLEAPSS or
SSERC must be used where appropriate.
If you feel it is inappropriate for your group to use images of themselves, you
could use pictures of animals or other scenes.
Objective
In this activity, pupils learn about
animals that can adapt to their
surroundings by changing the
way they look. Pupils then find
out how humans have tried to
copy animals to create colour-
changing materials and use
nature for inspiration to create
other inventions that we now
simply couldn’t live without.
TOPIC LINKS
Science: materials that
change colour to mimic
the environment
Design and technology:
design a disguise
ESSENTIAL SKILLS
SUPPORTED
Listening, problem solving,
creativity
TIME
30 minutes
RESOURCES AND
PREPARATION
computer
thermochromic paint
(available online)
portraits of each pupil
hairdryer
DELIVERY
1
Ask if pupils know of any animals that use camouflage to escape predators. Some animals,
such as stick insects, are well disguised because they look like their environment.
2
Some animals change to adapt to their environments. This type of disguise is called
adaptive camouflage. The arctic hare changes the colour of its coat from white in winter to
brown in summer. Some animals react even more quickly, including the chameleon and
many species of octopus.
3
Explain that humans may not be able to change their own appearance, but they’ve been
able to create disguises and camouflage, including special paints that respond to the
environment.
4
Show pupils an image that you’ve painted over with thermochromic paint. Ask them to
explore how they can reveal the image beneath. They might try holding it up to the light,
looking from different angles, etc. Guide them if needed; use the hairdryer to warm the
thermochromic paint, and demonstrate that heat can make the paint become transparent.
5
Pupils will now use thermochromic paint to disguise their own image.
6
Using printed portraits of each pupil, get them to add disguises (e.g. sunglasses, hats or
moustaches) to the pictures. Once their designs are complete, mix them up and show them
to the class. Can they identify the person in the photo? Use the hairdryer to reveal their
true identity. Whose disguise was most effective?
CLUB LEADER GUIDE:
SUITABLE FOR AGE 79
Animal
Adaptations
8
Disguises and camouflage
33
DIFFERENTIATION IDEAS
Support: allow pupils to disguise their image however they like.
Challenge: give pupils more constraints to increase the
challenge. For example, can they still make an effective disguise
if they can’t cover the eyes?
EXTENSION IDEAS
1
Apply some of the thermochromic paint to mugs.
The message will disappear when filled with hot liquid.
2
Sit outside and ask pupils to observe nature. What do they
find amazing or fascinating? Why is this? They will need to
be guided to appreciate small-scale things. For example,
is it the way water runs down the centre of a leaf? Is it
the way animals dig burrows or tunnels without them
collapsing? Is it the way trees are able to pump water
high into the air, so the tree tops are able to get water?
How can humans learn from this?
TIPS
Allow time to mix the
thermochromic paint.
Something to be aware of
when researching ‘adaptive
camouflage’: there are many
search engine results with links
to military research into this
technology.
WHAT’S GOING ON?
Thermochromic paints
contain leucodyes which
change structure when they
are heated. The leuco and
non-leuco forms absorb
and reflect light at different
wavelengths appearing to
change colour.
34
1
An octopus can change the
colour and texture of its skin
to blend into its environment
in less than a second.
2
Chameleons change their
colour to reflect or absorb light
so they can regulate their body
temperature, not for camouflage.
3
Many amphibians such as frogs
and toads have very similar
colours and skin patterns to
their surrounding environment.
FUN
FACTS
Briefing
Many animals
can adapt to their
surroundings by
changing the way they
look. Some animals can
even change the colour of
their skin to blend in. You
are going to look at how
humans have tried to copy
animals in this way.
YOUR TASK Design a
disguise so no one can
recognise a picture of you.
WHAT YOU NEED TO DO
1
Your STEM Club leader will show you
a picture with a hidden image. Can you
work out how to reveal the image?
2
Once you know how it’s done, it’s time
to make your own disguise! Use the
paint to create a disguise for the image.
3
Show the rest of the group your design.
Can anyone guess what’s hidden?
THINGS TO THINK ABOUT
1
Which animals use camouflage?
How does it help them?
2
Do humans ever use camouflage?
Where and when? How does it
help them?
Animal
Adaptations
8
Disguises and camouflage
STUDENT GUIDE: SUITABLE FOR AGE 79
35
HEALTH AND SAFETY:
A suitable risk assessment must be carried out by the activity leader and any significant
findings recorded: if carried out in schools, guidance from CLEAPSS or SSERC must be
used where appropriate.
Objective
In this activity, pupils learn
that a food chain is a delicate
ecosystem that is linked. Pupils
will use computer modelling to
see what happens when a food
chain is broken.
TOPIC LINKS
Science: food chains
Computing: model
the effects of a broken
food chain
Mathematics: angles
and movement within
Scratch program, if
used
ESSENTIAL SKILLS
SUPPORTED
Listening, presenting,
problem solving
TIME
30 minutes
RESOURCES AND
PREPARATION
drawing pins
wool
scissors
card for labels
computers with Scratch
DELIVERY
1
Ask pupils what they know about food chains. Provide the example in Guam with
coconut trees - insects - lizards and the brown tree snake. (See Useful links.)
2
Stick labelled pins into a pin board to represent each link in the food chain. Join these
together by looping a piece of wool around them. Tie it off after the tertiary consumer.
Ask a pupil to select another food chain from the food web. Place pins in the board and
join with wool as before. Where there is already a labelled pin, use the existing one. (An
alternative way of doing this by having the children represent each of the items on the
food web. They hold string instead of the pins and drop out as they are eaten. This is a
more interactive way of completing the activity.)
3
Repeat twice more.
4
Explain that in Guam, the brown tree snake is a non-native species. It was introduced by
accident and has had huge effects on the ecosystem. It has eaten most of the native birds
and their eggs on Guam. Cut the wool next to the pin marked ‘birds’, and watch the wool
unravel. Explain that the food web is severely affected. Without the birds to spread their
seeds, many of the plants on Guam are dying out.
5
Explain that you are now going to simulate what Guam will be like if nothing is done to
stop the spread of the brown tree snake, using the computer to help you imagine.
6
Use this Scratch project as a starting point:
https://scratch.mit.edu/projects/209744964/#player
The completed program can be found here for reference:
https://scratch.mit.edu/
projects/209693919/#player
7
With this starting point, pupils will see a balanced ‘ecosystem’—the birds eat the spiders
when clicked, but the spiders reproduce quickly and maintain an equilibrium.
CLUB LEADER GUIDE: SUITABLE FOR AGE 79
Animal Adaptations
9
Broken food chain
36
DIFFERENTIATION IDEAS
Support: give pupils the link above and ask them to look only at the snake
instructions in the pupil guide.
Challenge: clear out all the scripts (but don’t delete the sprites!) and have pupils
create the blocks for all three of the sprites.
EXTENSION IDEAS
1
Select a different food chain to model using the computer.
TIPS
Explain that this is a simplistic
model of what could happen,
but there are many more factors
involved.
USEFUL LINKS
Guam food web
https://prezi.com/odiu5ru-rge-/guam-rainforest-food-web/
Advantages and disadvantages of biological control
https://owlcation.com/stem/Advantages-Disadvantages-of-Biological-Control
Hedgehogs introduced in Orkney
http://www.scotsman.com/lifestyle/spiky-issues-1-692845
Rabbits introduced in Australia
http://all-that-is-interesting.com/bunny-rabbits-australia
8
Explain that pupils will now
create the script for the brown
tree snake, to show that when a
non-native species arrives, it will
throw off the balance. Pupils
should follow the instructions in
the pupil guide to set up their
program. Note: the guide
contains instructions for all three
sprites, but if using the link
above without changing, pupils
will only need to look at the
instructions for the snake.
37
1
Organisms that can make their own
food are called producers. Producers are
usually plants.
2
There are four types of consumer in a
food chain: carnivores, herbivores,
omnivores and scavengers.
3
It’s common for birds to eat fish, but the
giant trevally fish can flip the food chain
– they’ve been known to eat birds!
FUN
FACTS
Briefing
Food webs are systems where
every animal or plant affects
every other animal or plant.
Sometimes, when an ‘alien’ species
enters the ecosystem, huge problems
start. But getting rid of them isn’t
easy either. You are going to see what
happens when a new species arrives.
YOUR TASK Use the computer, with
some help from your STEM Club
leader, to find out what happens
when the brown tree snake is left
alone in Guam.
STUDENT GUIDE: SUITABLE FOR AGE 79
Animal
Adaptations
9
Broken food chain
TIPS
Make sure to look at the colours of the coding blocks.
38
Animal
Adaptations
9
Broken food chain
STUDENT GUIDE: SUITABLE FOR AGE 79
PARROT
1
Click on the parrot sprite to open the script area.
2
Can you explain what the different blocks do?
39
Animal Adaptations
9
Broken food chain
STUDENT GUIDE: SUITABLE FOR AGE 79
SPIDER
1
Click on the spider sprite to open the script area.
2
Can you explain what the different blocks do?
3
Test out your program. You should see that when you click the parrots, they ‘eat’ some spiders, but the spiders grow quickly.
This keeps a nice balance in the environment.
40
Animal Adaptations
9
Broken food chain
STUDENT GUIDE: SUITABLE FOR AGE 79
SNAKE
1
Now find out what happens when a new species arrives! Click on the snake sprite to open the script area. Add these coding
blocks so that when you hit the space bar, the snake is introduced.
2
Can you explain what the different blocks do?
3
Test out the program. You’ll know it works correctly if you have a screen full of snakes after a short time!
4
If it doesn’t work, look back at the coding blocks. Is there anything you need to change?
5
Can you remix the project? Maybe you could make more parrots disappear, make the spiders move around, or even add
another animal to the mix!
41
A
A
I
I
M
M
I
I
I
N
G
G
G
H
I
G
G
H
H
A
S
S
T
A
TT
Y
Y
Y
A
I
N
N
N
N
G
P
P
O
S
I
T
T
I
V
E
T
T
T
E
E
A
A
A
M
M
W
W
W
O
R
K
K
L
L
E
E
A
A
A
A
D
D
E
E
E
R
R
S
H
I
I
P
P
P
P
R
R
E
E
E
E
S
S
S
E
E
E
N
N
T
I
N
N
G
G
S
S
T
A
C
C
C
R
R
E
E
E
A
A
T
T
T
A
I
I
V
I
T
Y
Y
P
P
R
O
B
B
B
L
L
E
E
E
M
M
S
S
S
O
L
L
V
V
I
N
G
L
L
L
I
I
S
S
S
T
E
E
E
N
N
N
I
N
G
G
Animal Adaptations
10
The Skills Builder Framework
CLUB LEADER GUIDE: SUITABLE FOR AGE 79
ABOUT THE SKILLS BUILDER PARTNERSHIP
The Skills Builder Partnership brings together educators, employers and skills-
building organisations around a common approach to building eight essential
skills. Their programmes include training and resources, supporting schools and
colleges to embed a rigorous approach to building skills and achieve the Gatsby
Benchmarks. As an individual teacher or Club leader, you can freely access a
suite of online teaching tools and resources, designed by their team of teachers
to build essential skills. The suite includes learning activities, supporting videos,
classroom resources, assessment tools and the Skills Builder Framework, which
you can use in STEM clubs and classroom teaching.
THE SKILLS BUILDER FRAMEWORK
The Skills Builder Framework breaks down eight essential skills into 16
teachable and measurable steps, providing a common set of expectations and
a roadmap for progression. Step 0 is for the least experienced learners and Step
15 represents a highly skilled adult. The Framework can be used by teachers
and Club leaders to talk to students about their skill strengths and areas for
development and is a useful tool for framing conversations about careers and
employability. Focusing student learning through the Framework, enables
students to recognise their own essential skill levels and work to master them
over time. The Framework can provide a language for students to articulate
this progress to helping to develop employability skills and prepare students for
future careers.
Skills Builder also provide multiple online assessment tools, including a
student self-assessment, student-by-student teacher assessment and class-
level formative assessment through the Skills Builder Hub. This means that
programmes can be differentiated and focused to meet individual needs.
The Activities and
Employability Skills
Each activity within this
resource pack has identified
the essential employability
skills it supports and
develops in students.
These skills have been
mapped to the essential
skills identified by the Skills
Builder Framework, which
breaks down eight essential
skills into 16 teachable and
measurable steps. Club
leaders and teachers can use
the activities to promote
good practice and enhance
each student’s individual
learning curve. Helping to
promote transferable skills
key to their education and
future employment.
42
CLUB LEADER GUIDE: SUITABLE FOR AGE 79
Animal Adaptations
10
The Skills Builder Framework
You can find out more about essential skills and the
Framework on the Skills Builder website,
https://
www.skillsbuilder.org/framework
and you can access
resources on the Skills Builder Hub
https://www.
skillsbuilder.org/hub
You can find additional support and information
on careers and employability skills on the STEM
Learning Careers pages,
https://www.stem.org.uk/
stem-careers. You can also download the free Skills
Builder toolkit from the STEM Learning website
https://www.stem.org.uk/rxfum6
EIGHT ESSENTIAL SKILLS
The eight essential skills broadly break down
into four domains we know both teachers and
employers value.
Communication
1
Listening – ability to listen and understand
information
2
Presenting – vocal communication of
information or ideas
Creative Problem solving
3
Problem Solving – ability to find a solution
to a complex situation or challenge
4
Creativity – use of imagination and the
generation of new ideas
Self-Management
5
Staying Positive – ability to use tactics to
overcome setbacks and achieve goals
6
Aiming High – ability to set clear, tangible goals
and devise a robust route to achieving them
Inter-personal
7
Leadership – supporting, encouraging and
motivating others to achieve a shared goal
8
Teamwork – working cooperatively with others
towards achieving a shared goal
43
For more information on the
programmes and publications
available from STEM Learning,
visit our website www.stem.org.uk
STEM Clubs Programme, led by STEM Learning
Achieving world-leading STEM education
for all young people across the UK.
44
