This is powerpoint explains how a 2 stroke engine operates. It explains the difference between a 2 stroke and a 4 stroke engine. There are definitions explaining the parts of a 2 stroke engine - spark plug, air filter, carburettor, crank shaft and piston.

The students were placed in teams to view Robots in Industry from this website (cut and paste this address) . This website has been crated and designed by Crickcrick which is me an author and seller on TES http://thescienceworkshop.weebly.com/year-6-robots-in-industry.html Each team viewed a set of youtube clips about a type of robot or drone. Some examples are - car manufacturing, drones, marine robots, surgical robots, autonomous vehicles, NASA robots and robots for manufacturing. After viewing the video clips students work in their teams to discuss the questions on the worksheet about the role and task of robots and the positives and negatives of robots in our society and for the future.

After viewing the Squawks in the Night powerpoint the students were given this worksheet. The task was to sort out the nocturnal and diurnal animals and then draw an animal of their own- preferably an Austrlaian animal.

This is a Frog Quiz to be used at the end of a unit or topic on frogs. All the images are of frogs in the Perth region. Perth in Western Australia. However, the quiz could be used to review frogs in any part of the world. Students work in teams to write their answers.

This resource is a powerpoint to teach students about fish adaptations and how fish survive in their habitat. Teachers could use this tool in several ways As a factual text with each student choosing one species and conducting their further research about the adaptations of their chosen fish. Drawing a detailed picture of the fish with annotations to explain the adaptations. Teachers could get their students to draw a table in their Science Journals and use the information in the slides to classify different features for each fish eg how is the body covered, how does it move, where is it found (in rock pools or deep ocean), how it finds it’s food etc

Heat producers or heated by something else?? This lesson package includes 1. A powerpoint presentation to identify and discuss with students when an object producers it's own heat or is heated by something else. 2. A hands on team investigation to identify various heat sources set up around the classroom using objects sourced in the classroom or brought in by the students or class teacher. 3. This task is the assessment component. Students need to identify images that produce their own heat and images that are heated by something else and sort them onto their T chart. 4. An assessment rubric to accompany the worksheet component.

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.

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 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.

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 activity template could be used for research on any Australian animal. It is a digital learning activity. The file was shared with each student via Google Drive but could be shared using whatever other digital learning platform that you use at your school. The students had to choose one of the informational sites from this my own website designed by Crickcrick herself! http://thescienceworkshop.weebly.com/bandicoot.html They then had to sort the information into the four text boxes on their digital learning file. The students had to describe a bandicoot, list possible threats, describe a bandicoot habitat and list the foods that a bandicoot eats. the students had the choice to upload their own photo of a bandicoot or use the one on the file.

Students were shown different materials buried in a ‘see-through compost container’. The materials in the container were - a banana skin, plastic knife and paper egg carton. Students then engaged in a discussion about how long it would take the different materials to rot. The students then conducted their own investigation. Students chose one material either; fruit or vegetable scrap, plastic, paper or Chux cloth. Students placed their material in the bottom of a round take away container then covered the material with potting mix. A few weeks later the students uncovered their material and recorded their findings on the worksheet. Resource also includes an assessment rubric.

This is an activity that is part of a unit on Our Five Senses. To set up the activity gather together up to 17 small film canisters or similar small jars. Place a cotton ball in each container. Use an eye dropper to add a few drops of the following food essences or aromatherapy oils to the containers - peppermint, lemon, orange, vanilla and rose. Mix up a small amount of coffee and pour a ew drops into one of the containers and to the final container add a few drops of vinegar. Place an adhesive dot on each container and then number them. Make a list of the scents and their matching number. This comes in handy for remembering what each scent is. Conduct a discussion with the students about our sense of smell. Invite them to the table that you have set up with the Scent Pots. The students use the worksheet to identify the smells that they recognise and place the correct number next to the scent. Place a cross through any scents that they did not identify.

1. Ask students to define stormwater. Record their ideas in the Class Science journal or on the whiteboard. 2. Show students a video clip explaining what is stormwater. This youtube clips called 'Freddie the Fish teaches about stormwater' is a highly recommended. https://www.youtube.com/watch?v=jjPfLhJbdc0 Discuss the need to keep our waterways free from pollution. 3. Take students on a tour around the school to identify drains, gutter, downpipes and grates etc. 4. Use the powerpoint to guide students through their written responses.

Heat producers or heated by something else?? This lesson package includes 1. A powerpoint presentation to identify and discuss with students when an object producers it's own heat or is heated by something else. 2. A hands on team investigation to identify various heat sources set up around the classroom using objects sourced in the classroom or brought in by the students or class teacher. 3. This task is the assessment component. Students need to identify images that produce their own heat and images that are heated by something else and sort them onto their T chart. 4. An assessment rubric to accompany the worksheet component.

Investigate the surface tension of liquids by following the lesson steps on this set of slides. You will need milk shallow dish detergent food colouring cotton bud or popstick When the cotton bud touches the milk, the colours shift and swirl away from the deterent and a colourful pattern is formed. This is because the detergent breaks the surface tension of the liquid.

The students collected ants in the school yard to bring back to class and observe more closely. Students were given this text on ants to read. The students then, completed a written task about the ants text in their science journals. They had to write about the body structure of an ant, their habitat and how ants protect themselves from predators.

This is a powerpoint of fungi images found in Perth Bushlands in Western Australia. It accompanied the IWB lesson on mushrooms from the Children's University of Manchester. Students were given several specimens of &'shop bought mushrooms&'; to draw and label.