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 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.

This activity is about the frogs in the area where you live. The students choose one frog commonly found where they live. In their journals or a piece of paper they divide their page into quarters like shown on the powerpoint. The students read through the text for their chosen frog and then sort the information into habitat, description, noise and food by recording the information into each box.

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 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.

To conduct this activity you will need to purchase about 10-12 Hexbug Nanos. I recommend fishpond.com. Explain to the students that Hexbug Nanos are robotic toys that move and react with sensors. Explain to the students that they will be working in teams of three to construct and create their own maze. Firstly get the students to draw a maze design that they will be able to build. Give each team the lid from a box of A4 photocopy paper. Cut an entry and exit opening for the students. Get them to make a mark where they want the opening to be cut. Pre cut several strips of hard cardboard with a guillotine (this will make it easier and quicker for the students to commence construction). Students construct their mazes using the strips of cardboard and masking tape. When their maze is complete they can test it out with their Hexbug Nano. On the worksheet the students can measure and record the distance travelled by their Hexbug. Then the students are ready to conduct their trials. For each trial the students place their Hexbug at the entry point and using a timer record how long it takes for the Hexbug to travel through the maze and out through the exit. If the Hexbug gets ‘stuck’ they re to record at which point it gets stuck and then make improvements to the maze. The goal is to continually improve the maze so that the Hexbug improves it’s travel time with each trial. The worksheet includes further questions on evaluating their investigation.

The students make their own Scribblebots in teams of three. Once the students have completed their Scribblebot’s conduct a brainstorm with the students and record their ideas on how they could test out their Scribblebot’s performance. Give each team very large piece of paper. Use the worksheet to plan the investigation and record data. At the conclusion of the activity each team presents their findings to the class and gives a demonstration on how they conducted their challenge.

This is an activity investigating friction using remote control cars. For this lesson I purchased three different remote control vehicles from K Mart - a four wheel drive, a sports car and a jeep/buggy. Use the powerpoint to guide the students through the learning activities which include writing a prediction, conducting a fair test and recording their findings. The powerpoint also includes a procedure explaining how to set up the investigation on your school grounds. Accompanying the powerpoint is a worksheet for these students to record details of their investigation and to record their findings and data on a table.

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.

This is a great activity to follow on and consolidate my other resource 'Jump for robots'. Students carefully examine the pictures and ONLY colour in those pictures that they think are a robot.

Students will learn that everyday tasks that seem easy to us are difficult for a mechanical robot to perform. Students will investigate this by using a robotic toy hand. As a class we will discuss the limitations and challenges that robots face in grasping tools and manipulating them. To conduct this lesson you will need to purchase up to 12 or 14 robotic toy hands. This can be purchased at Toys R Us for about $7(Australian dollars) each. There are plenty of youtube clips that you can show the students prior to the investigation that cover the use of robotic arms in industry and on the ISS. Once you have your equipment then you can use the powerpoint to guide the students through two investigations. Part 2 and Part 3 of this package is the worksheet to accompany the investigations.

This powerpoint guide prepares students for a design task. Discuss with students what they have read or observed about robots helping to improve the quality of life of people with disabilities, or for use in medicine or in hospitals. The task is to design a robot that can help someone. Students label each of the robot’s parts or features and then write a paragraph on how their design could have a positive impact on the quality of a human’s life. Students include a comment predicting whether humans will accept or reject the new robot and why.

This is a 15 slide powerpoint that takes students step by step through an investigation into lava viscosity. Students will work in teams to mix different viscosities of flour and water then pour their mixture onto a paper plate to investigate flow. This investigation leads into a discussion on how different volcanoes take their shape dependent on lava flow. The powerpoint concludes with a focus on the possibility of past volcanic activity in Australia.

Students will examine images about Uluru to see how it has been affected by weathering, erosion and human activity. Students will carefully examine 6 images and describe the possible causes for the shape of the landform. Which type of weathering or erosion has caused the landform to change? Students record their ideas on the worksheet. Students draw a diagram predicting how the landform of Uluru might look 100 years into the future. At completion of the written task gather the students together to share their findings. This activity could be used as an assessment task to conclude a unit of work on erosion and weathering.

This erosion investigation can be carried out in the school sand pit to investigate the effects of water on sand. Students can investigate what happens to a sandcastle when they pour differing amounts of water onto it. The powerpoint details the steps required for students to conduct their investigation. Students use the 'investigation planner' to determine variables and record their measurements and findings.

Students set up a bug zapper in the evening at their own home to conduct their own 'fair test'. All the information you need is explained on the word document - investigation question, materials, procedure, analysing and explaining the results and extension ideas.

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.

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.