Activity Introduction

Activity details: Students use their prior knowledge to create a storyboard to tell a story about a famous photographer stalking an animal and eventually getting (or not getting) a photo.

Key lessons and understandings of activity: Animals need their ecosystems if they are to survive. A sequence of events can be communicated using a storyboard.

Australian Curriculum content descriptions:

Year 5 Science:

  • Living things have structural features and adaptations that help them to survive in their environment (ACSSU043)

Year 5 English:

  • Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)

Year 6 Science:

  • The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094)

Year 6 English:

  • Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)

Syllabus Outcomes: ST3-10LW, ST3-11LW, EN3-7C.

Module: Biodiversity

Year levels: 5 and 6

Indoor or outdoor activity: Indoor

Duration of activity: 15 – 20 mins

Learning areas addressed: Science, English, The Arts.

Teacher input: Discuss how a storyboard is used.

Resources needed: Writing and drawing materials.

Homework and extension opportunities: None.

Keywords: storyboard, animals, ecosystems, survival.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher preparation

Storyboards are used in the film industry to show how a sequence of filming will tell a story.

Students are to use a storyboard to tell a story about a famous photographer stalking a famous animal and eventually getting (or not getting) a photo.

Students must have at least five frames in their story board but no more than ten.

In each frame, the student produces a sketch. Below the frame they write one sentence describing what is happening in the sketch. 

Things for students to consider:

  1. Which animal is being stalked.
  2. Where the animal lives.
  3. What kind of habitat it lives in.
  4. If there will be some kind of adventure occurring while stalking.

Give students only ten to fifteen minutes to complete the task, so they need to begin working quickly. (Give them a countdown so they feel they are under pressure, otherwise their sketches might take up too much time.) 

Once completed, ask students to form small groups and explain their storyboards in their gr

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Student Worksheet

Student activity sheet

Create a storyboard showing a famous photographer stalking a famous animal and eventually getting (or not getting) a photo.

Instructions:

1. You must have at least five frames in your story board but no more than ten.
2. In each frame, you are to sketch the scene.
3. Below the frame, write one sentence describing what is happening in the sketch.

Consider the following things:

1. Which animal is being stalked.

2. Where the animal lives.

3. What kind of habitat it lives in.

4. If there will be some kind of adventure occurring while stalking.

 

 

 

 

 

 

 

 

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