To use this resource firstly print off slides 2- 12. There are 10 stations. You will need to provide the materials at each station for the students complete the investigations. Here is what you need to prepare Slide 2 Iron filings and sand - in a tray add sand and a few spoons of iron filings. Students use a magnet to collect the iron filings. Slide 3 Fizzing tablet and water - glass of water and a fizzing tablet such as Aspro Clear. Slide 4 Inflate a balloon with vinegar - bottle, measuring cups, funnels, balloon, vinegar, bicarb soda. Slide 5 Glowsticks - 2 glow sticks, 2 large beakers, 2 thermometers, 2 pieces of black card, icy cold water from the fridge, hot water from a kettle. Slide 5 Burning candle - candle, large glass jar, matches. Slide 6 Autumn leaves - a tray of autumn leaves, crayons, lithograph paper Slide 7 Melting ice investigation - 2 petri dishes, ice cubes, salt, measuring spoons. Slide 8 Milk and lemon juice - lemon juice, pipette, milk, glass beaker. Slide 9 Investigating nails - 2 trays of nails (rusted and not rusted). Slide 10 Plasticine - various colours of plasticine. Slide 11 Chalk - various colours of chalk, paper Print the recording sheet on Slide 12. Allocate the students to the different stations and allow them to complete the investigation and record their findings on the worksheet. Gather students together to share findings. If you have time rotate students to another station. Gather students together and conclude by sharing the Conclusions on the PowerPoint.

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 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 Noongar season of Bunuru which occurs in February/March. There are several Noongar Six Season posters that can be purchased or found online. I purchased mine from SERCUL in Beckenham. Follow this link to my website for some detailed information about Bunuru. https://thescienceworkshop.weebly.com/bunuru.html

Bread mould investigation powerpoint This is a powerpoint to guide your students at setting up a bread mould investigation. It includes the following slides what do you know about mould and what things effect mould growth procedure for setting up the investigation prediction variables developing the investigation question presenting results and reviewing the investigation. Bread Mould investigation worksheet - this can be found as a free resource on my shop Students were placed into teams of three and given a slice of bread to place into a zip lock bag. We then discussed the different locations around the school where they could leave their investigation for a week to encourage bread mould to grow. Do you think bread mould would prefer warm, cold, moist or dry environments? During the week the students were encouraged to make daily observations. At the conclusion of the activity the students completed the remainder of the worksheet. Bread mould rubric This is a rubric to accompany my ‘free’ resource called ‘Bread Mould Investigation’. Some of the assessable outcomes include Student predicts the conditons and location that are best for mould growth. Student observes mould on bread samples with magnifier. Student attempts to draw a labelled diagram of mould growth. Student uses word wall to assist when spelling difficult or new words. Student evaluates findings and completes questions. Student works cooperatively in a team and performs team role.

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.

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.

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. 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.

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 rock art from different regions of Australia.

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. Put an X on the pictures that are not a robot and circle the pictures that may be a robot.

The students were taken on a discovery tour of our Australian school bushland to identify evidence of animal habitats. The students had to circle ‘yes’ of ‘no’ as to whether there was evidence that the depicted animals lived in the bushland. We then returned to discuss their findings. This resource could be used in any Australian school yard or alternatively take your students on an excursion to a local park.

This is a powerpoint of 11 slides. Each slide has a true or false question about robots eg, humans can go anywhere a robot can go, a robot could save your life one day and most robots are working out in space. The question on each slide provides a stimulus to encourage students to think about the diverse role of robots in the 20th century world.

This activity was introduced to start off a new unit on birds and to generate discussion and ideas about the student’s prior knowledge about birds. Students were placed in teams of two to work collaboratively. Some of the question triggers - List animals who fly? List animals who have beaks? List animals who make nests? List animals who sing? List animals who can sing?

This factual text contains the main features of ants. It includes body parts and structure release of pheromones how they use their different body parts the ant colony There are plenty of literacy and science activities that could facilitated with this text.

Commence the lesson sharing the story of the ‘little house with no doors or windows but with a star inside’. If you Google the story you will find plenty of versions on the internet. In this investigation each student is given one half of an apple and a ruler. The students complete the following tasks about the apple Label your drawing with these words leaf stem core flesh skin seed My apple has _____________ seeds. My apple is __________ high. My apple is ____________wide. Write two sentences describing your apple.

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 Noongar season of Birak which occurs in December/January. There are several Noongar Six Season posters that can be purchased or found online. I purchased mine from SERCUL in Beckenham. Follow this link to my website for some detailed information about Birak. https://thescienceworkshop.weebly.com/birak.html

The students work in teams with a torch to investigate if light penetrates through different materials such as bubble wrap, cardboard, clear plastic, coloured cellophane. Students record their findings on the worksheet. There is also a rubric to accompany the activity.

A rubric for assessing science presentations.

Assessing students prior knowledge and reflecting on what the students have learnt