Adaptations incursion | Stage 3 Science and Technology

Program activities

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

Invertebrate adaptations

Students observe a live phasmid and identify structural and behavioural adaptations such as camouflage, body shape, stillness and swaying movements. They discuss how these features and behaviours help the animal avoid predators and survive in its habitat.

Students may take part in gentle, supervised handling or observe the animal without handling it.

Invertebrate investigations

Students work in small groups to safely search for and collect invertebrates from suitable habitats in the school grounds. Depending on the available natural areas, investigations may include leaf-litter searches, tree shakes or sweep-net sampling.

Students record where each invertebrate was found and use observations of its body, movement and behaviour to make inferences about how it survives.

Adaptations journal

Students examine collected invertebrates using individual magnifiers and identification charts. Selected animals may also be magnified and displayed on a large screen so students can closely examine their external features.

Students record structural and behavioural adaptations through annotated scientific drawings and brief written explanations in an adaptations journal.

Suggested timetable

Time	Classes
9.00–11.00	Classes 1 and 2
11.30–1.30	Classes 3 and 4

This program works best in two-hour blocks. Some classes may need to begin recess or lunch earlier or later than usual.

Times and session arrangements may be adjusted to suit the school timetable and number of participating classes.

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

Syllabus outcomes and content

Students will learn to

• observe structural and behavioural adaptations of invertebrates
• explain how animal features and behaviours may support survival
• safely collect and examine invertebrates during a scientific investigation
• use observations and evidence to make inferences about the functions of animal features
• record scientific observations using labelled drawings, annotations and written explanations

The incursion directly supports the Science and Technology K–6 Syllabus (2024) through first-hand investigations of the structural and behavioural adaptations that help living things survive in their environments.

Science and Technology K–6 Syllabus (2024)

Knowledge of our world and beyond inspires sustainable solutions

Outcome

• Uses evidence to explain how scientific knowledge can be used to develop sustainable practices – ST3-SCI-01

Content addressed

Living things may change over millions of years, in response to their environments

• Observe behavioural and structural adaptations of plants and animals, and suggest how these may help them survive in their environments.

Data informs evidence-based decisions

Relevant outcome

• Interprets data to support explanations and arguments – ST3-DAT-01

Students use observations of invertebrate features, behaviours and habitat locations as evidence when developing explanations about survival.

Creating written texts in Science and Technology

Outcome

• Creates written texts to communicate understanding of scientific and technological concepts and processes – ST3-CWT-01

Content addressed

Creating written explanations of concepts and processes supports understanding of Science and Technology

• Use compound and complex sentences and labelled diagrams to create a text that explains a process, concept or investigation.

Students use annotations, labelled scientific drawings and brief explanations to communicate how selected adaptations support survival.

Science and Technology K–6 Syllabus© 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

argument, behavioural adaptation, camouflage, classify, compare, evidence, exoskeleton, explain, external feature, habitat, infer, invertebrate, species, structural adaptation, survival

Cost, class numbers and booking

Cost

DoE school $20 per student – GST free

Non-government school $26 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 four classes can participate each day, with up to 64 students in each session.

Schools with more than four classes will need to book an additional program day.

Schools requiring more than one program day should book consecutive days where possible.

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 3 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 for all participating classes for the duration of the day. The space must be large enough to accommodate multiple classes and must include a screen or projector that can be viewed by all students.

Provide Field of Mars EEC staff with clear school-entry, visitor sign-in and parking instructions. Where possible, arrange parking or an unloading area close to the main learning space.

Ensure the school office and participating teachers know when Field of Mars EEC staff will arrive and where the program will be delivered.

School grounds and session organisation

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

The area should provide access to suitable invertebrate habitats such as leaf litter, mulch, low vegetation, shrubs or trees. Inspect the area before the incursion and remove or manage temporary hazards.

Ensure participating teachers understand the boundaries of the investigation area and the required supervision arrangements.

Include the school’s bell times and information about the proposed outdoor investigation areas in the notes section of the booking form.

Advise Field of Mars Environmental Education Centre before the program if the school grounds have very limited vegetation, leaf litter or other suitable invertebrate habitats.