Ocean Smart Schools Enquire Now Join us for an exciting live show at your school designed for primary students to dive into the fascinating world of marine science! Discover how abiotic factors—like temperature, pressure, light, and sound—shape life underwater and our climate Plus, learn about technologies that support ocean sustainability. Ocean Smart Schools is more than a science show, it’s a powerful educational experience that strengthens young people’s connection to the ocean and their role in protecting it. By bringing the wonders of the sea into classrooms, we spark curiosity, build understanding, and empower students to see why a healthy ocean matters, not just to the planet, but to their own lives. This program gives children tools and inspiration to take positive action, nurturing the next generation of ocean-conscious leaders. Brought to you in collaboration with the Ocean Lovers Festival Trustpilot Quick Links Past projects Requirements Cost per Science Show Free Science Resources Back to Primary Science Visits 150 Free Experiments Fizzics in the Media Australian Curriculum Mapping for all science workshops & shows Australian National Curriculum Mapping for all our science incursions Australian ACARA Content Outcomes: Science F-10 Version 9.0 Foundation observe external features of plants and animals and describe ways they can be grouped based on these features AC9SFU01 explore the ways people make and use observations and questions to learn about the natural world AC9SFH01 pose questions and make predictions based on experiences AC9SFI01 Year 1 identify the basic needs of plants and animals, including air, water, food or shelter, and describe how the places they live meet those needs AC9S1U01 Year 2 explore different actions to make sounds and how to make a variety of sounds, and recognise that sound energy causes objects to vibrate AC9S2U02 Year 1 & 2 describe how people use science in their daily lives, including using patterns to make scientific predictions AC9S1H0, AC9S2H01 pose questions to explore observed simple patterns and relationships and make predictions based on experiences AC9S1I01, AC9S2I01 compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance AC9S1I05, AC9S2I05 Year 3 compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals AC9S3U01 Year 4 explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships AC9S4U01 Year 3 & 4 examine how people use data to develop scientific explanations AC9S3H01, AC9S4H01 consider how people use scientific explanations to meet a need or solve a problem AC9S3H02, AC9S4H02 pose questions to explore observed patterns and relationships and make predictions based on observations AC9S3I01, AC9S4I01 compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions AC9S3I05, AC9S4I05 Year 5 identify sources of light, recognise that light travels in a straight path and describe how shadows are formed and light can be reflected and refracted AC9S5U03 examine how particular structural features and behaviours of living things enable their survival in specific habitats AC9S5U01 Year 6 investigate the physical conditions of a habitat and analyse how the growth and survival of living things is affected by changing physical conditions AC9S6U01 Year 5 & 6 investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions AC9S5H02, AC9S6H02 pose investigable questions to identify patterns and test relationships and make reasoned predictions AC9S5I01, AC9S6I01 compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions AC9S5I05, AC9S6I05 Australian National Curriculum Mapping for all our science workshops & shows NSW SCIENCE SYLLABUS CONTENT for all our incursions NSW K – 10 Science Syllabus mapping for all our incursions NSW Science & Technology Syllabus Content A student: STe-3LW-ST explores the characteristics, needs and uses of living things ST1-4LW-S describes observable features of living things and their environments ST2-4LW-S compares features and characteristics of living and non-living things ST3-4LW-S examines how the environment affects the growth, survival and adaptation of living things NSW Science and Technology K–6 Syllabus (Implementation from 2027) For explanatory points & implementation advice for each dot point, please visit the NESA Science and Technology K–6 Curriculum site Early Stage 1 STE-SCI-01 identifies and describes characteristics of living things, properties of materials, and movement Identify the sense organs and describe their functions Identify and use tools to aid and extend sensory observations Describe how living things get air, water and energy to survive in their environment Examine animal bodies, their body coverings, and how and what they eat Observe and group animals based on their characteristics and justify the grouping Pose questions to compare the characteristics of living things and non-living things Objects are made of materials that have observable properties Recognise that properties of materials can be observed using the senses Pose questions about materials and describe how they are used in everyday objects STE-PQU-01 poses questions based on observations to collect data Stage 1 ST1-SCI-01 measures and describes changes in living things, materials, movement, Earth and the sky Living things change over time Describe the changes in an animal as it goes through its life cycle using data and scientific models Light and sound interact with materials in different ways Recognise that light and sound can travel through air, water and some solids and are affected by those materials Pose questions, test and describe how light can be reflected, refracted, dispersed or absorbed by materials ST1-PQU-01 poses questions based on observations and information to investigate cause and effect Stage 2 ST2-SCI-01 uses information to investigate the solar system and the effects of energy on living, physical and geological systems Living things depend on energy and materials to survive Describe the relationship between habitat, ecosystem and environment Describe the transfer of energy between plants and animals using food chains, Tier 2 and Tier 3 vocabulary Describe ways in which plants and animals depend on each other for survival Describe how the needs of living things are provided by the atmosphere, hydrosphere and lithosphere Heat energy can be transferred Recognise that heat energy can be transferred from warmer to cooler objects by conduction, convection and radiation Recognise that temperature is a measure of hotness or coldness, measured using a thermometer and often expressed in degrees Celsius ST2-PQU-01 poses questions to create fair tests that investigate the effects of energy on living things and physical systems Stage 3 ST3-SCI-01 uses evidence to explain how scientific knowledge can be used to develop sustainable practices Living things may change over millions of years, in response to their environments Observe behavioural and structural adaptations of plants and animals, and suggest how these may help them survive in their environments Earth’s climate is affected by natural and human activities Explain the effects of natural events and human activities on climate ST3-PQU-01 poses questions to identify variables and conducts fair tests to gather data NSW K – 10 Science Syllabus mapping for all our incursions Print a PDF which details K to 6 mapping of all our science visits VIC Curriculum F–10 Version 2.0 For explanatory points & implementation advice for each dot point, please visit the VIC Curriculum F-10 site. Foundation to Level 2 plants and animals have observable features that can be used to group them in different ways. VC2S2U01 plants and animals have basic needs, including air, water, food and shelter; the places where they live meet those needs. VC2S2U02 plants and animals have external features that perform different functions to enable their survival; in plants these features include roots, stems, leaves, flowers, fruit, bulbs, trunks and branches while different features in animals enable them to move, breathe, eat and respond to their environment. VC2S2U03 sound can make materials vibrate and vibrating materials can make sound; different actions can be used to produce sounds of varying pitch and volume VC2S2U12 experiences can be used as a basis for posing questions to explore observed patterns and relationships, and to make predictions. VC2S2I01 observations, findings and ideas can be shared with others by using everyday and some scientific vocabulary. VC2S2I06 Levels 3 & 4 plants and animals have different life cycles; offspring are similar, but not identical, to their parents. VC2S4U02 living things have characteristics that distinguish them from non-living things and things that were once living, including fossils. VC2S4U01 heat energy can be generated from different sources; temperature changes may happen when heat is transferred from one object to another VC2S4U09 scientific investigations to answer questions or test predictions can be planned and conducted using provided scaffolds, including identifying the attributes of fair tests, and considering the safe use of materials and equipment. VC2S4I02 Levels 5 & 6 organisms have evolved over time, as seen in fossils and scientific records; the structural features and behaviours of living organisms enable them to thrive in their environments. VC2S6U02 light can be produced from many sources; light travels in a straight path, can form shadows, and can be absorbed, transmitted, reflected or refracted by objects VC2S6U08 repeatable scientific investigations to answer questions can be planned and conducted, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests, considering potential risks, planning for the safe and ethical use of equipment and materials, and obtaining permissions for investigations conducted on Country and Place or in protected areas. VC2S6I02 VIC F – 6 Science Syllabus mapping for all our incursions Print a PDF which details P to 6 mapping of all our VIC science visits What you'll learn ✅ How oceans regulate our climate ✅ How ocean acidification impacts coral reefs ✅ The role of heat and salt in driving ocean currents ✅ How pressure changes underwater affect marine life and scuba divers ✅ Why light fades as you go deeper—and what that means for deep-sea creatures ✅ How whales and dolphins use echolocation to find food ✅ The latest technologies that are helping scientists protect our oceans and more! Includes the Ocean Smart Activity Booklet Filled with fun facts, games, and engaging activities that complement the Ocean Smart Schools Program, this booklet encourages students to think about the impact of humans on the ocean environment and how their actions can help ocean sustainbility. Bonuses! Join the Fish Tank & Litterarty Waste Art competition Inspire creativity and participation through the Ocean Lovers Festival FishTank and Litterarty Waste Art Competitions, empowering and allowing students to express their ideas and solutions for a healthier ocean. Gain Priority Access Gain priority access to the exciting, Sea Science-packed annual school excursion held each March at the iconic Bondi Beach, where students can connect their learning with hands on ocean experiences! Requirements Appropriate for Years K to 6 with a maximum of 240 students per science show Access to 2 electrical power sockets and 3 tables Chairs are not required Each show duration is 60 minutes, set up time 45 minutes and pack up time 45 minutes. Ability to darken the room for some of the demonstrations *Some science experiments may be varied depending on the age of the attending audience During Social Distancing – Contact us and we’ll tailor a program to suit both your school and the State’s social distancing requirements. Further details here Cost The full day fee is $1950 inc GST per day. We can run up to 3 shows per day from Kindergarten to Year 6 This covers the science show, digital workbook and access to competitions with lesson plans, travel expenses in Sydney & Melbourne (please contact us if in a regional area for a quote). In a regional area? Find out how we can attend your school as part of a country science tour! Call 1300 856 828, or click below to make a booking for your primary school. Print a PDF for mapping of all our K to 6 science visits Trustpilot Find out more here Enquire Now Fizzics Education Awards Related Shows Digital Microscopy Years 3 to 6 Maximum 30 students School workshop (NSW & VIC) 60 minutes Victoria Year 3 Year 4 Year 5 Year 6 Biological Science Digital Technologies Human Endeavor Science Inquiry New South Wales Read More Enquire Now Liquid Nitrogen Show Years K to 6 Maximum 60 students Science show 45 minutes Online Class Available New South Wales Victoria Australian Capital Territory Kindergarten Year 1 Year 2 Year 3 Chemical Science Year 4 Human Endeavor Year 5 Physical Science Year 6 Science Inquiry Read More Enquire Now CSI Forensics Lab Years 3 to 6 Maximum 30 students Workshop (NSW & VIC) 60 or 90 minutes Online Class Available Victoria Year 3 Year 4 Year 5 Year 6 Biological Science Chemical Science Human Endeavor Physical Science Science Inquiry New South Wales Read More Enquire Now
Australian National Curriculum Mapping for all our science incursions Australian ACARA Content Outcomes: Science F-10 Version 9.0 Foundation observe external features of plants and animals and describe ways they can be grouped based on these features AC9SFU01 explore the ways people make and use observations and questions to learn about the natural world AC9SFH01 pose questions and make predictions based on experiences AC9SFI01 Year 1 identify the basic needs of plants and animals, including air, water, food or shelter, and describe how the places they live meet those needs AC9S1U01 Year 2 explore different actions to make sounds and how to make a variety of sounds, and recognise that sound energy causes objects to vibrate AC9S2U02 Year 1 & 2 describe how people use science in their daily lives, including using patterns to make scientific predictions AC9S1H0, AC9S2H01 pose questions to explore observed simple patterns and relationships and make predictions based on experiences AC9S1I01, AC9S2I01 compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance AC9S1I05, AC9S2I05 Year 3 compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals AC9S3U01 Year 4 explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships AC9S4U01 Year 3 & 4 examine how people use data to develop scientific explanations AC9S3H01, AC9S4H01 consider how people use scientific explanations to meet a need or solve a problem AC9S3H02, AC9S4H02 pose questions to explore observed patterns and relationships and make predictions based on observations AC9S3I01, AC9S4I01 compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions AC9S3I05, AC9S4I05 Year 5 identify sources of light, recognise that light travels in a straight path and describe how shadows are formed and light can be reflected and refracted AC9S5U03 examine how particular structural features and behaviours of living things enable their survival in specific habitats AC9S5U01 Year 6 investigate the physical conditions of a habitat and analyse how the growth and survival of living things is affected by changing physical conditions AC9S6U01 Year 5 & 6 investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions AC9S5H02, AC9S6H02 pose investigable questions to identify patterns and test relationships and make reasoned predictions AC9S5I01, AC9S6I01 compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions AC9S5I05, AC9S6I05 Australian National Curriculum Mapping for all our science workshops & shows
NSW K – 10 Science Syllabus mapping for all our incursions NSW Science & Technology Syllabus Content A student: STe-3LW-ST explores the characteristics, needs and uses of living things ST1-4LW-S describes observable features of living things and their environments ST2-4LW-S compares features and characteristics of living and non-living things ST3-4LW-S examines how the environment affects the growth, survival and adaptation of living things NSW Science and Technology K–6 Syllabus (Implementation from 2027) For explanatory points & implementation advice for each dot point, please visit the NESA Science and Technology K–6 Curriculum site Early Stage 1 STE-SCI-01 identifies and describes characteristics of living things, properties of materials, and movement Identify the sense organs and describe their functions Identify and use tools to aid and extend sensory observations Describe how living things get air, water and energy to survive in their environment Examine animal bodies, their body coverings, and how and what they eat Observe and group animals based on their characteristics and justify the grouping Pose questions to compare the characteristics of living things and non-living things Objects are made of materials that have observable properties Recognise that properties of materials can be observed using the senses Pose questions about materials and describe how they are used in everyday objects STE-PQU-01 poses questions based on observations to collect data Stage 1 ST1-SCI-01 measures and describes changes in living things, materials, movement, Earth and the sky Living things change over time Describe the changes in an animal as it goes through its life cycle using data and scientific models Light and sound interact with materials in different ways Recognise that light and sound can travel through air, water and some solids and are affected by those materials Pose questions, test and describe how light can be reflected, refracted, dispersed or absorbed by materials ST1-PQU-01 poses questions based on observations and information to investigate cause and effect Stage 2 ST2-SCI-01 uses information to investigate the solar system and the effects of energy on living, physical and geological systems Living things depend on energy and materials to survive Describe the relationship between habitat, ecosystem and environment Describe the transfer of energy between plants and animals using food chains, Tier 2 and Tier 3 vocabulary Describe ways in which plants and animals depend on each other for survival Describe how the needs of living things are provided by the atmosphere, hydrosphere and lithosphere Heat energy can be transferred Recognise that heat energy can be transferred from warmer to cooler objects by conduction, convection and radiation Recognise that temperature is a measure of hotness or coldness, measured using a thermometer and often expressed in degrees Celsius ST2-PQU-01 poses questions to create fair tests that investigate the effects of energy on living things and physical systems Stage 3 ST3-SCI-01 uses evidence to explain how scientific knowledge can be used to develop sustainable practices Living things may change over millions of years, in response to their environments Observe behavioural and structural adaptations of plants and animals, and suggest how these may help them survive in their environments Earth’s climate is affected by natural and human activities Explain the effects of natural events and human activities on climate ST3-PQU-01 poses questions to identify variables and conducts fair tests to gather data NSW K – 10 Science Syllabus mapping for all our incursions Print a PDF which details K to 6 mapping of all our science visits VIC Curriculum F–10 Version 2.0 For explanatory points & implementation advice for each dot point, please visit the VIC Curriculum F-10 site. Foundation to Level 2 plants and animals have observable features that can be used to group them in different ways. VC2S2U01 plants and animals have basic needs, including air, water, food and shelter; the places where they live meet those needs. VC2S2U02 plants and animals have external features that perform different functions to enable their survival; in plants these features include roots, stems, leaves, flowers, fruit, bulbs, trunks and branches while different features in animals enable them to move, breathe, eat and respond to their environment. VC2S2U03 sound can make materials vibrate and vibrating materials can make sound; different actions can be used to produce sounds of varying pitch and volume VC2S2U12 experiences can be used as a basis for posing questions to explore observed patterns and relationships, and to make predictions. VC2S2I01 observations, findings and ideas can be shared with others by using everyday and some scientific vocabulary. VC2S2I06 Levels 3 & 4 plants and animals have different life cycles; offspring are similar, but not identical, to their parents. VC2S4U02 living things have characteristics that distinguish them from non-living things and things that were once living, including fossils. VC2S4U01 heat energy can be generated from different sources; temperature changes may happen when heat is transferred from one object to another VC2S4U09 scientific investigations to answer questions or test predictions can be planned and conducted using provided scaffolds, including identifying the attributes of fair tests, and considering the safe use of materials and equipment. VC2S4I02 Levels 5 & 6 organisms have evolved over time, as seen in fossils and scientific records; the structural features and behaviours of living organisms enable them to thrive in their environments. VC2S6U02 light can be produced from many sources; light travels in a straight path, can form shadows, and can be absorbed, transmitted, reflected or refracted by objects VC2S6U08 repeatable scientific investigations to answer questions can be planned and conducted, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests, considering potential risks, planning for the safe and ethical use of equipment and materials, and obtaining permissions for investigations conducted on Country and Place or in protected areas. VC2S6I02 VIC F – 6 Science Syllabus mapping for all our incursions Print a PDF which details P to 6 mapping of all our VIC science visits
✅ How oceans regulate our climate ✅ How ocean acidification impacts coral reefs ✅ The role of heat and salt in driving ocean currents ✅ How pressure changes underwater affect marine life and scuba divers ✅ Why light fades as you go deeper—and what that means for deep-sea creatures ✅ How whales and dolphins use echolocation to find food ✅ The latest technologies that are helping scientists protect our oceans and more! Includes the Ocean Smart Activity Booklet Filled with fun facts, games, and engaging activities that complement the Ocean Smart Schools Program, this booklet encourages students to think about the impact of humans on the ocean environment and how their actions can help ocean sustainbility. Bonuses! Join the Fish Tank & Litterarty Waste Art competition Inspire creativity and participation through the Ocean Lovers Festival FishTank and Litterarty Waste Art Competitions, empowering and allowing students to express their ideas and solutions for a healthier ocean. Gain Priority Access Gain priority access to the exciting, Sea Science-packed annual school excursion held each March at the iconic Bondi Beach, where students can connect their learning with hands on ocean experiences!
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