Animals animated incursion | Stage 1 Science and Technology | Field of Mars EEC

Cost and details

Cost 2026	DoE $27 per student – GST free Non-gov $37 per student – GST free, min charge $750 per class
Risk assessment	Risk management plan
Classes	Maximum 3 classes per day with up to 32 students per class.
School preparation	This is a full day program. Schools to provide one extra large learning space, with a screen or projector, for the duration of the day. The space needs to comfortably accommodate all classes. Organise students into groups of two or three.
Welfare	For medical or special needs notify staff prior to program.
Extreme or wet weather	Program may be modified, postponed or cancelled due to predicted extreme temperatures, bush fire danger, heavy rainfall, high winds or dust storms.
Booking policy	Confirm student numbers and classes 7 days in advance.
Cancellation fee	Less than 30 working school days – $600 Less than 7 working school days notice – full cost Weather or fire danger cancellation – $0

Activities

Activities may vary depending on student needs, timing and weather.

Introduction

Students begin by exploring what an animation is and how it is created. Through a short discussion and viewing an example, students identify the steps for the day and revise the meaning of external features and habitat.

Invertebrate investigation

In the school garden, students work in small teams to safely search for and collect leaf litter invertebrates. Students discuss where invertebrates are found and make safe choices while using simple field equipment.

Back in the classroom, students use magnifiers and identification charts to observe their collected invertebrates. Students describe external features, identify the animal and select one invertebrate as the main character for their animation.

Animation workshop

Students compose a short information script using clear, descriptive sentences about their invertebrate’s features and habitat. Students then storyboard scenes to match each sentence, ensuring the sequence is logical and the message is easy to follow.

Students create plasticine models that represent the key features of their chosen invertebrate and can be moved for animation. Students refine models and plan how movement will show behaviours and habitat use.

Animating

Students use iPads and a stand to record narrated stop motion scenes outdoors, taking a sequence of in-focus images to match their script. Students then combine clips in iMovie, add titles where appropriate and share a short movie premiere viewing with peers (time permitting).

Completed animations will be returned to school via Google Drive.

Suggested timetable

Time	Activities
Session 1	Invertebrate investigation Developing a script, storyboard and props
Session 2	Creating an animation
Session 3	Editing an animation

Please include your school's bell times in the notes section of your booking form.

Tier 2 and 3 vocabulary

sequence, plan, collaborate, create, edit, describe, narrate, stop-motion animation, invertebrate, external features, habitat, camouflage, storyboard, scene, setting

Syllabus outcomes and content

Science and Technology K-6 Syllabus (2024)

Investigations of changes provide knowledge and understanding

Outcomes

• Poses questions based on observations and information to investigate cause and effect ST1-PQU-01
• Measures and describes changes in living things, materials, movement, Earth and the sky ST1-SC1-01

Content

Living things change over time

• Collect data about the variety of living things in a local habitat, group them and justify the groupings
• Describe the changes in a plant as it grows using data and scientific models
• Describe the changes in an animal as it goes through its life cycle using data and scientific models

Design and digital solutions are created through knowledge and understanding

Outcomes

• Uses technologies and materials to design and make products to address user needs or opportunities ST1-DDT-01

Content

A design process is used to define user needs and create solutions

• Recognise that a design process breaks large projects into manageable, logical steps
• Pose questions and test how materials with different properties contribute to the effectiveness of a product
• Apply one or more steps of a design process to make a product

Science and Technology K-6 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024