AR adaptations incursion | Stage 3 Science and Technology

Program activities

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

Adaptations lab

Students explore suitable natural areas within the school grounds and safely search for invertebrates. They observe where each animal was found and examine its external features, movement and behaviour.

Students record evidence in a fieldwork journal and make inferences about how particular structural and behavioural adaptations help the animal obtain food, avoid predators, move through its habitat or respond to environmental conditions.

Digital drawing and script

Using an iPad and digital pencil, students create a detailed digital drawing of a selected invertebrate. They include observable structural adaptations and explore opportunities to represent bilateral symmetry accurately.

Students organise their field observations and information from supporting resources into a concise script for an informative video. Their narration explains selected structural and behavioural adaptations and how these may support survival.

Students use augmented reality, animation and video applications to bring their digital drawing to life through narration, images and movement.

Adaptations studio

Students use cinematography and editing techniques to assemble and refine their augmented reality explanation. They review how effectively the narration, digital drawing, animation and video communicate scientific understanding.

Completed videos and digital drawings are shared with the school through Google Drive.

Suggested timetable

Time	Activities
9.15–11.00	Session 1 Adaptations lab
Recess
11.30–1.00	Session 2 Digital drawing and script
Lunch
2.00–3.00	Session 3 Adaptations studio

Times and session durations may vary depending on 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 adaptations
• record scientific observations using notes, annotations and labelled drawings
• plan and compose an informative scientific narration
• combine writing, digital drawing, animation, video and augmented reality to create a multimodal text
• review and refine a digital explanation for an audience

The incursion directly supports the Science and Technology K–6 Syllabus (2024) through first-hand investigation of adaptations and the creation of a multimodal scientific explanation.

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

Relevant outcome

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

Students use observations of invertebrate structures, behaviours and habitat locations as evidence when explaining how selected adaptations may support 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.
• Use notetaking, journalling, annotations and labelled images to create a multimodal text that documents the design processes involved in developing a solution.

Students use field notes, annotations, a digital drawing and a concise narration to create a multimodal explanation of an invertebrate’s structural and behavioural adaptations.

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

adaptation, augmented reality, behavioural adaptation, bilateral symmetry, communicate, design, environment, evaluate, evidence, explain, external feature, habitat, infer, invertebrate, justify, multimodal text, narration, refine, structural adaptation, survival

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 two classes can participate each day, with up to 32 students per class.

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

Schools should arrange additional adult support where required for particular students or groups and in accordance with school supervision requirements.

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, with a screen or projector, for all participating classes. The space must comfortably accommodate all participating students and remain available for the duration of the program day.

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

Provide clear school-entry, visitor sign-in and parking instructions before the incursion. 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.

Natural areas and class 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 potential 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 area 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.