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 taken on a discovery tour through or school woodland. Each pair of students were given the worksheet and a clipboard. The students were to look for evidence that the animals featured on the worksheet may inhabit the woodland. We returned to class to discuss their findings.

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 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.

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.

I organised to borrow a fossils kit from Scitech Perth. The kit contained various fossils - pleuroceras,ammonite, tribolite. The students had to examine the fossils and then record their findings on the table.

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.

This is a lesson plan, powerpoint and an accompanying worksheet about water pressure. The first investigation is with the teacher demonstrating how water stops flowing out of a plastic cup that has holes in it when it is dropped from a height. In the second investigation the students conduct their own trial by allowing water to be released from a hole in the bottle one at a time and measuring how far the water comes out at. There is also a challenge activity for the students to discuss on youtube.

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.

A guide to setting up hydroponics using a 2 litre bottle. Materials e.g. cocopeat or clay balls, pH digital monitor and nutrient mix to be purchased at a hydroponics store. This is the first part in a series of three files. This as part of a unit of work looking at how humans will be providing food for the future. Students considered implications of growing our own food on Mars as in 2025 the first human settlement is planned for Mars through the Mars One project. Students can learn more about this by exploring the Mars One website. The first file explains the method involved in setting up a hydroponics system. The second file is a daily recording sheet to monitor water levels and pH. The third file is to conclude the activity after the students have been nurturing their plant for several weeks and it is a journal to record their findings. I referred to the Epic Gardener website for many of the ideas and found it most helpful.

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.