The students were given the following materials to complete this investigation a ruler a large foldback clip with the steel pin removed - this is the fulcrum several objects -small blocks, erasers, sharpeners etc easily sourced around the classroom. Plus a few heavier objects for investigation 3. Investigation 1 - First class lever The students set up their equipment to balance two objects Investigation 2 - Second class lever The students set up their equipment with the fulcrum at one end of the ruler and then balance two objects. Investigation 3 - Third class lever The students set up their equipment to lift a load. In their Science Journal the students choose two of the investigation and draw a diagram including these labels - fulcrum, object and ruler.

There are 8 slides in this powerpoint. The students are encouraged to look closely at a variety of images and make observations about the ancient drawings from the Kimberley region of Australia.

Delight your students with this chemical and physical changes quiz. Students can work in teams or individually to answer 10 quiz questions. The questions are presented on slides with images. Here is the answer key Perfume evaporating on your skin - physical. Butter melting - physical. Digesting food - chemical. Burning fuel in a lawnmower - this one is NOT a physical change. burn (combustion) - chemical, crumble - physical, melt - physical, rust - chemical, crush - physical, freeze - physical, grind - physical, rot - chemical Fogging a mirror with your breath - physical. Mending a broken bone - chemical. Paper ripping - physical. Glass cracking when placed in cold water - physical. Slicing potatoes to cook fries - physical

This is a design activity with the final goal making a set of shoes made from a variety of everyday materials. The students will test the following materials in this investigation. wood plastic sponge fabric cardboard There are 4 tests for the students to conduct. Investigation 1 - Heating and cooling Test each material by holding it against different surfaces for 1 minute and recording findings in a table. Investigation 2 -Friction Rub the material against different surfaces such as carpet, grass and paving for 1 minute to see if there is an effect on the material. Investigation 3 - Force Set a timer for 1 minute while standing on the material. Describe the material after standing on it. Investigation 4 - Water Immerse the material in water for 1 minute and recording findings in a table. To conclude the investigation the students share their findings and decide on the best materials to use to make their set of shoes.

As a whole class the students made playdough. I found this to be the best recipe as it did not require cooking. Ingredients · 2 cups plain flour · 2 tablespoons vegetable oil · 1/2 cup salt · 2 tablespoons cream of tartar · 1 and a half cups boiling water (adding it slowly until it feels just right) · food colouring (optional) · few drops glycerine (secret ingredient for stretch and shine!) Method Mix the flour, salt, cream of tartar and oil in a large mixing bowl. Slowly add boiling water into the dry ingredients. Stir continuously until it becomes a sticky, combined dough. Add the glycerine. Allow it to cool down then take it out of the bowl and knead it vigorously for a couple of minutes until all of the stickiness has gone. This is the most important part of the process, so keep at it until it’s the perfect consistency. If it remains a little sticky then add a touch more flour until just right. Before the students were given their blob of playdough, we conducted a class brainstorm about all the ways we could manipulate it. These were recorded in our Class Science Journal eg, press, pinch, squeeze, roll, flatten etc. Then the students were given time to get creative. Once the students had completed their model they were asked to use the words on the worksheet to describe how they formed and molded the dough. This is where the worksheet comes in handy as the students had a visual copy of the words. Students who struggle with literacy and to write a full sentence were encouraged to circle the words that they used to create their model.

Students will investigate the following question ‘How much soil is blown away when we use a straw to blow consistently on a landscape for 20 seconds?’ Students will take two containers and using a spoon fill each container to the top with soil from the garden. Then leave one container ‘dry’ and use a spray bottle to ‘dampen’ the soil in the second container so that it is moist. Students will weigh the dry soil and record the weight. To conduct the investigation one student places the dry container at the end of an A3 piece of paper and sets the timer to 20 seconds. The student places the tip of the straw at one end of the container and blows across the soil landscape for 20 seconds. They are modelling the effect of a strong wind. The student weighs the container a second time (after blowing) and records the weight Now repeat for the second (moist) container. The powerpoint explains how to conduct this activity and includes review questions.

This resource includes a powerpoint presentation to guide students as they investigate water with their fives senses. Some of the activities include shining a torch onto the cup of water and dropping a marble into the cup of water. Included is a worksheet for the students to record their findings about water.

This investigation provides students with a hands-on experience to demonstrate how gravity separated the planets. Students work in teams to conduct and record findings in a fair test investigation to demonstrate how the planets were separated in the Solar System. Each team fills three plastic cups with sand, rocks and water. The students take turns to gently tap each cup with equal force and then measure how far the contents spread. Students record their findings and data on the worksheet. The students use the data to construct a column graph. Final slide includes review questions.

This worksheet guides students as they work in teams to investigate the different properties of rocks. Each team is given a rock and worksheet. You will need th following materials to conduct the tests magnifiers digital scales tape measure water and pipette scissors torch vinegar and eye dropper

This product is a 7 slide presentation about owl pellets and how they are formed. It guides students to design and construct a small animal using Lego that could be a food source for an owl such as a rodent, frog, cricket, spider, moth, centipede. Students must build their animal and then create instructions by setting out the drawings of the Lego pieces on 1cm grid paper. You can also take a photo of their completed Lego animal to assist them with remembering how to build it. It conclude the lesson the students pull apart their Lego animal and pack it into a zip lock bag along with their instructions. In the follow up lesson the students swap their packages with another team and using the instructions and with help from the photos, try to build the animal.

This is an exciting lesson. I was able to set up a night activation camera in the hollow of a tree inhabited by a family of Southern Boobook Owls. Southern Booboook Owls live in Western Australia and they are the smallest owl on the Australian continent. These movies can be used to show the behaviours of any owl species. There are six owl movies. Movie 1 - the baby owlet rotates it’s head/neck 180. Movie 2 - the adult owl delivers a mouse to the owlets in the hollow. Movie 3 - the adult owl delivers an invertebrate (possibly a moth) Movie 4 - the adult owl delivers another invertebrate. Movie 5 - an adult owl enters the hollow. Movie 6 - a second adult owl enters the hollow. Here is link to the owl movies that have been uploaded onto my website. https://thescienceworkshop.weebly.com/southern-boobook-owls.html Use the accompanying worksheet to guide students as they view each movie. Students record what the owls are doing, what they eat and what goes on in an owl hollow in the middle of the night. It’s very busy!!

This worksheet activity guides the students through three weathering and erosion investigation activities. In the first activity this students are given a half cup of frozen water. The teacher will need to set this up the day before. Each team or pair of students will require a cup of frozen water. They will compare and make observations about a glacier freezing and melting. In the second investigation each team of pair of students is given a small container containing three sugar cubes. By shaking the container the students simulate wind. Particles of sugar will gather in the container. This is the wind weathering rocks. In the third investigation the students are given a small piece of chalk and a container with vinegar and a pipette. The slowly add drop of vinegar to the chalk and observe the changes. This is ‘acid rain’. There are a few photos on the second page and the students identify what type of weathering is happening in each one.

This is a detailed powerpoint on how to guide your students to make a ‘circuit’ bug. A circuit bug is an electronic/craft project using LED lights, a 3V disc battery, a peg, copper wire and pipe cleaners. Once the students have created their circuit they can work creatively to make a bug/minibeast. The possibilities are endless. The final slide in the powerpoint is a a set of review questions for the students to evaluate their learning experience.

The students work in teams of two to investigate ’How many times can the bottle be lifted to shoulder height in 30 seconds?’ This powerpoint explains how to set up the investigation. The final slide in the powerpoint includes discussion questions.

The “Catch a falling ruler” powerpoint explains to students how to conduct an investigation with a partner to explore their ‘reaction time’ when a 1 metre ruler is held at their eye level and then dropped. The student must grasp the ruler and record their results for 5 trials.

This is a powerpoint to guide students through an individual investigation where they explore their nervous system. To conduct the investigation the students will need one pin 1 paper clip ice a polystyrene cup hot water a fine tipped black texta a piece of 1cm grid paper The students will use a black pen to draw and 1cm grid on the back of their hand. In this grid they will use different materials to test out their sense responses. The students will make a duplicate grid on a piece of 1cm graph or grid paper. On this piece of paper they will record their responses using codes. The final slide in this resource includes discussion questions.

TIn this package you will find - a worksheet and an assessment rubric. To conduct this investigation you will need to collect several metal coat hangers and tie string to two ends of the coat hanger. Place students into teams of two. Each team has a set of materials to test using their coat hanger. The strings on the coat hanger are ‘draped’ around the students ears. This is how the student will pick up and sense the vibration. The student use the worksheet to record their findings. Each student will ‘tap’ a selection of materials onto the wire of the coat hanger and the other student will indicate if they sense the vibration.

The students investigate how many how metal objects it would take to change the temperature of a cup of water. The students work in their cooperative teams to make a prediction and set up a fair test investigation by measuring the temperature of the water before and after placing hot metals objects into the cup. The students evaluate the investigation by concluding whether the hot metal pieces are heat producers or heated by something else. To conduct this investigation the students will need a thermometer, tongs to pick up the hot bolts, a timer, a polystyrene cup and several hot bolts from a hardware store. The bolts need to be placed in the sun to heat up prior to the lesson. This resource includes a PowerPoint presentation explaining how to conduct the investigation, an accompanying worksheet to record findings and an assessment rubric.

This is a powerpoint, youtube clip and worksheet that explains to students how to set up a fair test to investigate coral bleaching. Students will take two marine shells, weigh each shell then place one shell in a bowl of tap water and the other shell in a bowl of vinegar. Over the next week the students make observations and record the changes to each shell. There is also a worksheet to accompany this powerpoint. The worksheet is called ‘Investigating Coral Bleaching student worksheet’ . The students will make their own conclusions about the effect of Carbon Emissions on our coral reef ecosystems. The worksheet can be adjusted so that the investigation runs over a sorter period eg, one week.

This is an interactive investigation where the students are taken to a bushland setting in Perth Western Australia or have access to a bushland area on their school site. The students use the worksheet to guide their investigation about the Nyoongar season of Kambarang which occurs in October/November Djeran which occurs in March/April Makuru which occurs in June/July Djilba which occurs in August/September There are several Nyoongar Six Season posters that can be purchased or found online. I purchased mine from SERCUL in Beckenham. I do not have a worksheet for Birak. This season is over the Jaunary/December period and Australian students are on their summer holidays at this time.