As part of British Science Week, children from Early Years to Key Stage 2 participated in an engaging assembly focused on this year’s theme: Change and Adaptation. The assembly introduced the concept of how living things, including humans, must adapt to their environments to survive. Through interactive discussions and thought-provoking questions, children explored real-world examples of adaptation in animals, humans, and technology.
Following the assembly, the children participated in a series of engaging activities that helped them further explore and apply their understanding of the topic. Through a variety of activities such as discussions, role-play and debates, the children deepened their knowledge of how living things, including humans, adapt to their environments.
Each year group participated in age-appropriate tasks that included discussing how the world changes around us, how animals and humans adapt to different seasons, and how technology is shaping the way we live. The children also explored real-life examples, such as how they change their clothing in different seasons, how animals like bears hibernate or how birds migrate, and how technology evolves to help us adapt to new challenges.
These hands-on activities allowed the children to actively engage with the concepts presented in the assembly, providing them with opportunities to demonstrate their learning and develop a deeper understanding of the processes of change and adaptation in both the natural world and human society.
Early Years
Early Years children engaged in a discussion about how the weather changes throughout the year and how this affects the clothes we wear in different seasons. They explored the types of clothing needed for warm and cold weather and considered why we dress differently in summer compared to winter. The children also shared their thoughts on which season they find the easiest to adapt to and explained their reasons, reflecting on factors such as temperature, clothing choices, and outdoor activities.
“In winter my hands get so freezing. I don’t like it!” Lucca, YR “I don’t like getting up in the dark.” Isabella, YR “In the summer I wear a summer dress.” Verity, YR
Key Stage One
Key Stage 1 children learned about animal adaptations and why they are essential for survival. They discussed how different animals have evolved to thrive in their habitats and then brought these adaptations to life by acting them out. Examples included:
- A hedgehog curling into a ball – Children tucked into a ball to “protect” themselves from predators.
Penguins huddling for warmth – They stood close together and waddled to mimic staying warm in cold environments.
Bears hibernating – Children stretched, yawned, and curled up as if preparing for a long winter’s sleep.
Bird migration – They stretched their arms like wings and ‘flew’ to a warmer place.
Squirrels storing food – They scurried around pretending to collect and bury food.
Foxes growing thicker fur – They mimicked shivering and puffing up to stay warm.
“Growing thicker fur in winter is important to keep animals warm.” Beatrice, Y1 “It is important to go to warmer places because if super cold weather comes there will be no food. The animals will die.” Harley, Y1 “Hibernation is important because they can eat lots of food and have a big sleep. They will be okay after a big sleep. It is not cold after hibernation.” Jack Y2 “They need food in winter.” Frankie, Y2
Lower Key Stage Two
Children in Lower Key Stage 2 examined how humans would need to adapt if they lived in extreme environments. They discussed the challenges and solutions for adapting to different conditions:
- The Freezing Arctic: Needing warm clothes, building igloos to trap heat, consuming high-fat foods for energy, and moving carefully on ice.
- A Very Hot Country: Wearing loose clothing to stay cool, drinking lots of water, seeking shade during the hottest parts of the day, and designing homes to keep cool.
- A Dense, Humid Rainforest: Wearing waterproof clothing, using mosquito nets, building homes above the ground to avoid flooding and predators, and learning survival skills like hunting and gathering food.
- A Dry, Sandy Desert: Wearing loose clothing for airflow, covering the head and face for protection from the sun, traveling at night to avoid extreme heat, and always carrying water.
“I could adapt to a dense humid rainforest. There are loads of animals I could eat to survive.” Mason, Y3 “A dense humid rainforest would be good for me. There is not much sun” Alfie, Y3 “I would find it hard to adapt to the Artic because there is hardly any food and not many trees to make a fire. It might take a day or two to build an igloo to keep warm.” Lucas, Y4 “I would adapt to a very hot country. I think there would be more resources there to survive.” Donovan, Y4
Upper Key Stage Two
Children in Upper Key Stage 2 participated in a debate exploring the question: “Do you think technology helps us adapt more, or are we adapting to technology?” They discussed:
- How technology helps us adapt:
- Weather-resistant homes (air conditioning, heated floors).
- Transportation advancements (cars, planes, trains making travel easier).
- Assistive technology (voice-to-text, hearing aids, smart devices).
- How we are adapting to technology:
- Changing how we communicate (texting, video calls, social media).
- Evolving job skills due to automation.
- Reduced attention spans due to fast digital information.
- Relying on technology for memory (GPS, search engines replacing knowledge retention).
- A cycle of change:
- Automation in workplaces requiring new skills.
- Self-driving cars potentially changing traffic laws and human roles in transportation.
- Smart homes adapting to us while we adjust our habits to use them efficiently.
- Artificial intelligence assisting with work but requiring human adaptation.
- Other ways we adapt beyond technology:
- Indigenous communities and survivalists thriving without modern technology.
- Essential human skills like problem-solving, creativity, and teamwork.
- The risks of over-reliance on technology—if it fails, can we still function?
“I believe we are becoming so used to technology that we don’t even realise how much we rely on it. We use our phones every day, no longer need maps when we drive, and use self-checkouts in supermarkets without even thinking.” Connie, Y5
“We are adapting to technology but we are still learning how it can be used.” Jake, Y5
“It is a little bit of both. We are using AI to answer questions but we need to use common sense to know when the answer might not be right.” Lucas, Y6
After exploring the concepts of change and adaptation, the children applied their understanding to respond to a question related to these topics.
Year one – Teeth
In this exciting workshop, children explored the science of teeth and their role in both humans and animals. They began by investigating why we have different types of teeth—such as incisors, canines, and molars—and their specific functions in eating and chewing. They also learned about the structure of teeth and how to care for them to maintain good oral health.
The session introduced the concept of animal classification through teeth. By examining skulls and jaws, the children discovered how the shape and arrangement of teeth can reveal an animal’s diet and lifestyle. This hands-on investigation encouraged curiosity and critical thinking.
To extend their learning, the children crafted their own “take-home teeth sets.” They could later decorate these models by colour-coding teeth based on their functions or illustrating the effects of decay and debris. This creative activity provided an opportunity for them to share their learning with friends and family, combining education with imagination.
Y2 Adaptation and camouflage
In this dynamic workshop, children discovered how animals and humans adapt to their environments to survive. Through vibrant visual aids and hands-on activities, they explored fascinating examples of adaptation, including how camouflage helps organisms blend into their surroundings to avoid predators.
The workshop journey delved into how animals develop physical traits and behaviours over time that are perfectly suited to their habitats. Children investigated these survival strategies and connected them to real-world examples in nature.
As a creative extension, each child designed a unique habitat for their own butterfly, combining science with art. These creations provided an engaging and memorable way to study a key curriculum area.
Y3 colour of light
In this illuminating workshop, children explored the fascinating “colour of light” through a variety of hands-on experiments. They investigated light absorption and lasers using specialist equipment, learning that light is made up of seven colours.
Through practical activities, children discovered that the colours we see are those not absorbed by the objects a light shines upon. This interactive approach helped them understand key scientific principles in a fun and engaging way.
To extend their learning, each child created their own colour spinner to take home, allowing them to continue exploring the concepts introduced in the workshop. Expertly tailored for KS1 and KS2, this session was perfectly adapted to suit the children’s age and abilities, making it an ideal addition to light topic learning.
![y3 1]](https://malvernprimaryschool.co.uk/wp-content/uploads/2024/11/y3-1.jpg "y3 1]")
![y3 1]](https://malvernprimaryschool.co.uk/wp-content/uploads/2024/11/y3-1-100x100.jpg "y3 1]")
Y4 Electricity and circuits
In this hands-on Electricity and Circuits workshop, children explored the exciting world of electricity through a variety of engaging experiments. Tailored for KS2 learners, the session brought electricity to life, helping children understand how it powers everyday appliances, including those that light up, heat up, produce sounds, and move.
Through practical activities, children learned essential concepts, including:
- Electricity as a flow of energy and its dependence on complete circuits.
- How switches control circuits by breaking or completing them.
- The role of voltage as the “push” that moves the current.
- The difference between conductors, which allow electricity to flow, and insulators, which block it.
They also investigated how to change the brightness of bulbs and observed how circuits act as maps for current to follow. Emphasis was placed on safety when handling batteries and electrical sources.
This engaging workshop combined interactive learning with practical applications, making it an ideal way to deepen KS2 children’s understanding of electricity and circuits in a fun and memorable way.
Y5 Rocket Challenge
In the KS2 Rocket Challenge workshop, children explored the principles of forces and energy through exciting hands-on activities. They began by learning about the science behind rockets, including how forces like thrust and gravity affect motion. Using this knowledge, the children worked collaboratively to design and build their own rockets.
Once their rockets were ready, they participated in test flights, analyzing how their designs performed and making adjustments to improve them. The workshop concluded with a lively rocket-flying competition, where they showcased their creations and celebrated their efforts.
Y6 Heart dissection
In the heart dissection and circulation workshop, children explored the structure and function of the heart and how blood circulates through it. They started by learning about the importance of the heart in pumping blood and ways to keep it healthy through lifestyle choices.
They examined the anatomy of the heart, including the roles of different parts such as the atria, ventricles, valves, and major blood vessels, to understand how each part contributes to circulation.
In the hands-on portion, the children carefully dissected a lamb’s heart under guidance, learning safe techniques and identifying key structures they had studied. This practical activity allowed them to observe real heart anatomy, reinforcing their understanding of the heart’s complex design. They also discussed common heart diseases, such as holes in the heart, and how surgeons can repair these defects, linking their observations to real-world medical applications.
Year One – Will it Float?
Why do some things float? The children learned about the properties of every day items. What does and does not float? How do up thrust, buoyancy, and forces help?
Year Two – Adaptation and Camouflage
This adaptation and camouflage workshop brought to life how animals and humans adapt to survive. The children used lots of fascinating visual aids and had great practical experiences too. Children could Identify that most living things live in habitats to which they are suited and could describe how different habitats provide for the basic needs of different kinds of animals and plants.
Did you know that over time animals also develop physical characteristics and behaviours which are best suited to their habitat?
Year three – Massive Magnets
The children investigated the Earth’s amazing magnetic field. They explored the properties of magnets, plotted their flux patterns and behaviours. The children focused on magnets, magnetic fields and materials and the role of magnets in travel. Why does the earth have a magnetic field? What is the journey of a flux line in a bar magnet? Can a magnet create a force? What role did lodestones play in navigation before compasses were invented? After children explored these questions every pupil made their own compass to experiment with.
Year four – Surprising sounds
Children identified how sounds are made. They linked the sounds with vibrations. Then they experimented with how vibrations translate into sound in our ears. The children found patterns between the pitch of a sound and features of the object that produced it. Children discovered patterns between the volume of a sound and the strength of the vibrations that produced it. Children recognised that sounds get fainter as the distance from the sound source increase.
Year five – Colourful Candels
The colourful candle workshop introduced Heat, Light and Chemical Energy. the children learn about hydrogen, oxygen and carbon. The children investigated why the candles burn and different energy sources. The children looked at what respiration and candles have in common. What are high energy materials? Why do we need to make candles out of high energy materials? Every child made a candle to take home. The children investigated why the candles burn and different energy sources. The children looked at what respiration and candles have in common. What are high energy materials? Why do we need to make candles out of high energy materials? Every child made a candle to take home.
Year six – CSI bloodspatters
The children looked at how blood spatters evidence and use of forensics can help reconstruct the events that took place at a crime scene. They discovered if the victim is indeed innocent, using a range of pupil led investigations.
