Videos

Activity Outcomes

New Syllabus for the Australian Curriculum
Science & Technology
Develop knowledge and understanding about the Natural Environment including the Living
World, Earth and Space and the Physical World.

Stage 2
ST2-10NE - Describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features.
LW S2.3.1 - Describes how living things can be grouped, have life cycles and are dependent on each other and the environment to survive.
ST2-11NE - Identifies that science knowledge helps people understand the effect of their actions on the survival of living things.
PW S2.3.3 - Describes how heat and forces affect objects.
WS 2.1 - Investigates their questions and predictions by considering scientific information, collecting and analysing data, communicating and reflecting on their evidence and the process undertaken.
WT 2.2 - Applies a design process and uses some specialised tools, equipment, materials and techniques to produce solutions that address specific design criteria.

Stage 3
ST3-10NE - Describes how structural features and other adaptations of living things help them to survive in their environment
ST3-11NE - Describes the physical conditions of their environment that affect the growth and survival of living things.
WS 3.1 - Poses questions, including testable questions that they investigate scientifically to draw evidence-based conclusions and develop explanations.
WT 3.2 - Plans and implements a design process selecting specialised tools, equipment, materials and techniques to produce solutions that consider constraints.

Stage 2 & Stage 3
ST2-1VA, ST3-1VA - Shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities.
Explains how various beliefs and practices influence the ways in which people interact with, change and value their environment.

New Syllabus for the Australian Curriculum English Stage 2
Outcome EN2-11D – Expressing themselves
Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own
Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

Stage 3
EN3-2A – Reading and viewing
Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies.
* Respond to, read and view texts.
EN3-7C – Thinking imaginatively, creatively, interpretively and critically
- Justify personal opinions by citing evidence, negotiating with others and recognising opinion presented as fact [PSC].
ENLS-6A:
- Writes short texts for everyday purposes
- A wide range of factual texts that present information, issues and ideas
- Texts that include aspects of environmental and social sustainability

New South Wales Board of Studies H. S.I. E Syllabus
Stage 2
Relationships with Places
ENS2.6 - Describes people’s interactions with environments and identifies responsible ways of interacting with environments.

Activity Ideas

Research endangered or extinct insects. Design an advertising campaign to save one type of insects from becoming endangered or extinct. Your ad can be for newspapers, magazines, radio or TV or online.

Design and make a bug catcher. Wearing gloves collect an insect from the garden and observe it in detail. Research the species you have found before releasing it. How many insect types can you find in a park? Look carefully.

Working with a friend become super experts in one of type of insect. Role play this as a Q & A with your friend, imagine you are interviewing the insect, and then share your role play with the class. You may make costumes and dress up as the insect and a reporter.

Using your bug catcher, draw a picture or take a photo of the insects you catch before you release them. Develop a presentation on your insect. Go online and research the scientific name for the insect you have found and write three facts about the insect.

What insect would you like to be and where would you live? Create a 3D artwork, or a diorama, inspired by a spiders web or the environment of your favourite insect.

Research how ants find food and make a stop motion animation to demonstrate this.

Using materials from home, recycle them to create an artwork of your own imaginary insect. It may have the body of a stick insect, the head of an ant, the legs of a cockroach, be as creative as you can.

Research on the effect change or urban environments have on insects and the food chain.

Research three insects that have adapted or developed to their environments. How do insects defend themselves? Camouflage? What other techniques do they use?

Key

Idea Idea Idea Idea Idea Idea
  • Science & Technology
  • Human Society & its Environment
  • English
  • Mathematics
  • Arts
  • Personal Education