Science animated incursion | Stage 3 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, habitats and environmental relationships.

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 invertebrates. They describe external features and movement and consider how the habitat provides the food, water, shelter and space the 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 storyboard scenes so that the images clearly support the scientific information being communicated.

Students create movable plasticine models that represent the important external features of their selected invertebrate. They test and refine their models and plan 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 structural and behavioural features of invertebrates
• use evidence to explain how adaptations help invertebrates survive in their environments
• organise scientific information into a factual script and storyboard
• apply a design process to create, test, evaluate and refine a movable model
• use digital tools to capture and sequence images
• combine narration, images, titles and sound to communicate scientific understanding
• collaborate to plan, create and review a digital product

The incursion directly supports the Science and Technology K–6 Syllabus (2024) through an investigation of invertebrate adaptations and the use of design processes and digital systems to communicate scientific understanding.

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, identification information and scientific vocabulary as evidence to explain how the structural and behavioural adaptations of invertebrates support survival.

Design and digital technologies engineer sustainable solutions

Outcome

• Uses design processes to create, evaluate and modify designed solutions – ST3-DDT-01

Content addressed

• Develop design ideas to build a prototype using design criteria
• Test, evaluate and modify the prototype to meet the design criteria

Students apply a design process when planning, making, testing and refining their movable models and stop-motion animations.

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 compose a concise factual script and combine narration, models, images, movement and sound to create a multimodal explanation of an invertebrate’s 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, analyse, behavioural adaptation, camouflage, collaborate, communicate, design criteria, evaluate, evidence, explain, external features, frames, habitat, infer, invertebrate, model, prototype, refine, scene, script, sequence, setting, stop-motion animation, structural adaptation, storyboard, 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 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 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 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.