Animals animated incursion | Stage 1 Science and Technology

Program activities

Activities may change to suit student needs, timing and school arrangements.

Introduction

Students explore what animation is and how stop-motion sequences are created. Through a short example and class discussion, they identify the design opportunity: to create an animation that communicates accurate information about an invertebrate to an audience.

Students identify the main steps in the animation process and revise the meanings of external features and habitat.

Invertebrate investigation

In the school grounds, students work in small groups to safely search for and collect leaf-litter invertebrates. They discuss where invertebrates are found and use simple field equipment to investigate suitable habitats.

Indoors, students use magnifiers and identification charts to observe and identify their collected invertebrates. Each group selects an invertebrate as the subject of its animation.

Animation workshop

Students compose a short informative script using Tier 2 and Tier 3 vocabulary and descriptive noun groups to explain their invertebrate’s external features, movements and habitat. They storyboard scenes to match the script and organise their information in a logical sequence.

Students create movable plasticine models that represent the key features of their chosen invertebrate. They refine their models and plan how movement, props and setting will communicate information to an audience.

Animating

Students use iPads and stands to capture and save narrated stop-motion scenes outdoors, recording a sequence of in-focus images that follows their storyboard.

They retrieve and combine their clips in iMovie, add titles where appropriate and participate in a short movie-premiere screening if time allows. Completed animations are returned to the school through Google Drive.

Suggested timetable

Time	Activities
9.15–11.00	Introduction Invertebrate investigation Animation workshop
	Recess
11.30–1.00	Animating Editing
	Lunch
1.45–2.30	Editing continued (if required)

Times and session duration may vary depending on the school timetable and number of participating classes.

Include your school’s bell times in the notes section of the booking form.

Syllabus outcomes and content

Students will learn to

• observe and describe the external features, movements and habitat of an invertebrate
• use Tier 2 and Tier 3 vocabulary and descriptive noun groups to compose an informative script
• organise information into a script and storyboard
• apply steps in a design process to create and refine a movable model and animation
• use digital tools to capture, save, retrieve and edit images
• communicate information to an audience through stop-motion animation

The incursion directly supports the Science and Technology K–6 Syllabus (2024) through the creation of an informative digital solution.

Science and Technology K–6 Syllabus (2024)

Design and digital solutions are created through knowledge and understanding

Outcome

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

Content addressed

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

• Recognise that a design process breaks large projects into manageable, logical steps
• Apply one or more steps of a design process to make a product

Digital systems use inputs and algorithms to produce an output

• Use the basic features of common digital tools to capture, save and retrieve data

Creating written texts supports understanding of Science and Technology

• Use Tier 2 and Tier 3 vocabulary and noun groups to enhance the specificity of texts

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

Tier 2 and 3 vocabulary

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

Cost, class numbers and booking

Cost

DoE school – $27 per student, GST free

Non-government school – $37 per student, GST free, minimum charge $750 per class

A minimum charge of $750 per class applies to non-metropolitan schools.

Classes

A maximum of three classes can participate each day, with up to 30 students per class.

Program costs

Program costs may change. If program costs change after you book, you will be charged at the original cost.

Booking policy

Confirm final student numbers and classes 7 working school days before the program.

Book this Stage 1 Science and Technology incursion

Risk assessment and accessibility

View incursion risk assessments

Notify Field of Mars EEC before the incursion about medical, mobility, sensory, communication or other support needs so reasonable adjustments can be considered.

The school should ensure the selected indoor and outdoor learning spaces, furniture arrangements and movement routes are accessible and appropriate for participating students.

Classroom teachers are expected to attend and actively supervise students throughout the incursion.

View school incursion location information

Weather, cancellations and rescheduling

The incursion may be modified, postponed or cancelled if travel or program delivery is unsafe because of extreme weather or fire danger.

Cancellation or rescheduling with less than 30 school days’ notice before the booking date – $650

Cancellation with less than 14 school days’ notice before the booking date – full program cost

Cancellation due to unsafe weather or fire danger – $0

Learning space and access

Provide one extra-large indoor learning space, with a screen or projector, for all participating classes. The space must comfortably accommodate the participating students and remain available for the duration of the program day.

Ensure the room, outdoor learning area, gates and movement routes are unlocked and available when Field of Mars EEC staff arrive.

Provide clear visitor sign-in, school-entry and parking instructions before the incursion. Where possible, arrange parking or an unloading area close to the main learning space.

Outdoor learning area and class organisation

Reserve a suitable and accessible garden, planted area or other natural area within the school grounds for the invertebrate investigation and outdoor animation activities.

The area should provide access to leaf litter, plants or other suitable places where invertebrates may be safely investigated. Inspect the area before the incursion and remove or manage temporary hazards.

Organise students into groups of two or three before the program begins. Ensure participating teachers understand the boundaries of the outdoor learning area and the required supervision arrangements.