Science animated incursion | Stage 2 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 steps involved in creating an animation and connect the task to science learning about invertebrate features, movement and habitat needs.

Invertebrate investigation

In the school grounds, students work in pairs to safely search for and collect invertebrates from leaf litter, vegetation and other suitable habitats. They use simple fieldwork equipment and make responsible choices while investigating where small animals live.

Indoors, students use magnifiers and identification charts to observe and identify their collected animals. They classify the animals as invertebrates with no spine and distinguish them from vertebrates with a spine. Students describe external features and movement and identify how the habitat provides the food, water, shelter and space each animal needs to survive.

Animation workshop

Students compose a short factual script describing their chosen invertebrate’s external features, movement and habitat. They organise their information into a logical sequence and communicate their design ideas through a storyboard so that the images clearly support the scientific information.

Students create movable plasticine models that represent the important external features of their selected invertebrate. They test construction methods and materials, evaluate whether the model can be moved while retaining its features, and refine it before planning how movement, props and setting will communicate information.

Animating

Students use iPads, stands and iStopMotion to record narrated scenes. They move their models in small steps and capture a sequence of in-focus images that follows their script and storyboard.

Editing

Students export their stop-motion clips and use iMovie to sequence scenes, improve sound and add titles or music where time allows.

Students participate in a short movie-premiere screening. Completed animations are returned to the school through Google Drive.

Suggested timetable

Time	Activities
9.15–11.00	Invertebrate investigation Developing a script, storyboard and props
	Recess
11.30–1.00	Creating an animation Editing an animation
	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.

More than three classes will need to book an additional program day.

Syllabus outcomes and content

Students will learn to

• observe and classify animals as invertebrates or vertebrates
• describe an invertebrate’s external features, movement and habitat needs
• organise scientific information into a factual script and storyboard
• generate and communicate design ideas
• construct, test, evaluate and refine a movable model
• use digital tools to capture and sequence images
• combine narration, images, titles and sound to communicate scientific information
• collaborate to plan and create a digital product

The incursion directly supports the Science and Technology K–6 Syllabus (2024) through animal classification and the use of a design process to communicate scientific observations.

Science and Technology K–6 Syllabus (2024)

Physical and living systems depend on energy

Outcome

• ST2-SCI-01 – uses information to investigate the solar system and the effects of energy on living, physical and geological systems

Content addressed

Body systems work together to enable movement

• Recognise that all animals are either invertebrates with no spine, or vertebrates with a spine

Design processes and digital systems are used to create solutions

Outcome

• ST2-DDT-01 – uses a design process to create products to address user needs or opportunities

Content addressed

Design is a process of creating and innovating

• Generate, develop and communicate design ideas
• Test construction methods and materials to build a designed model
• Build, test and evaluate a designed model

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

explain, sequence, plan, create, refine, collaborate, communicate, stop-motion animation, frames, script, storyboard, scene, setting, model, invertebrate, external features, habitat, ecosystem, camouflage

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 2 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.

Students who are unwell should not attend.

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 pairs before the program begins. Ensure participating teachers understand the boundaries of the outdoor learning area and the required supervision arrangements.

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