KablamMy collection
Use pictured resource records to predict effects of a small habitat change.
Use observation to explain effects of a local habitat change.
Year 2 · 6–7 years · 30 challenges
Use each before/after record. Pictures identify resources; labels describe what changed.
Match each recorded change or plan to the stated need. Keep missing observations separate.
Discuss a supported effect and a low-disturbance next step. Do not invent later animal outcomes.
These are supplied before/after records, not images measuring a real site. Pictures identify the named resources. Everyone predicts before a representative acts. Observe real wildlife only with an adult and disturb it as little as possible. Full bank 30–45 minutes; choose short rounds.
Give everyone time to think and discuss before one pupil acts at the board. The class explains and confirms together; hints and explanations stay until you move on.
Use an up-to-date browser on a computer connected to a whiteboard or shared display. Touch, mouse and keyboard; optional audio and reduced motion. No pupil accounts or personal devices.
Choose from 5 challenges up to the full activity. Discussion determines the duration: you set the pace.
Rock record: unchanged
Flower record: nectar removed
Log record: cover remains
Pond record: water remainsThe flowers’ nectar resource was removed. The other records say their resources remain. Picture cards identify a record; they are not a photograph of the changed site.
What other observation could show how the bee responds?
Log gap: covered but dryRock gap: damp and covered
Open wet place: no coverGroups: Meets this need · Misses part of this need
Only the recorded rock gap meets both conditions. The dry log and uncovered wet offer each miss one part. A preferred picture cannot replace the condition record.
How could this guide the next adult observation?
The observation describes one visit. The removed flowers may affect food, but the record does not establish permanent absence or every remaining flower’s condition.
How could another observation make the explanation stronger?
Homes for living thingsYear 2 · FreeMatch organisms to local habitats/microhabitats and basic needs.
Food chainsYear 2 · FreeIdentify plant-based energy links in simple producer–consumer chains.
Living, dead or never aliveYear 2 · FreeClassify examples using life-process evidence, handling wooden objects carefully.