Plants for Life Investigate the structure, function & adaptations of plants Enquire Now Botany workshop for the classroom! A hands-on school workshop where students investigate the structure & function of plants, how changes in certain species can indicate garden health as well as the growth of plants from germination through to pollination. During this science visit your students will look at the garden biome, including the roles different insects play in the process of plant pollination, the break-down of dead plant material and a look into some common pest species in Australia. Time is spent on adaptations to a variety of climates as well as the stranger side of plants and the cellular differences between plants and animals. Available as a primary school science incursion within Australia or as a video conference to any school around the globe! Trustpilot Online Class Version We’ve run live interactive distance programs since 2010 and are highly experienced in making online classes engaging for students on a variety of web conferencing platforms. All of the same curriculum points will be covered, but the activities may vary from those listed for face-to-face incursions. Our online classes include demonstrations, Q&A, and hands-on activities (you will receive a materials list upon booking). Full child protections are in place We usually connect to classes & homes via Zoom, however if you wish to use a different software we can work with you on getting the connection live. If you connect with us via Zoom Full system requirements for Zoom here Each student should test their Zoom connection here. Once the date & time is arranged we will send you simple connection instructions (one click & you’re in!) 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 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 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 examine how particular structural features and behaviours of living things enable their survival in specific habitats AC9S5U01 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 Recognise that plants produce their own food, and animals need to find their food Examine flowers, fruit, leaves, roots and stems of plants and describe their purpose Pose questions to compare the characteristics of living things and non-living things 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 Describe the changes in a plant as it grows using data and scientific models Describe the changes in an animal as it goes through its life cycle using data and scientific models 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| Describe the relationship between habitat, ecosystem and environment Describe ways in which plants and animals depend on each other for survival 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 Observe behavioural and structural adaptations of plants and animals, and suggest how these may help them survive in their environments Examine and explain how the characteristics of flowers, fruit and seeds are adaptations for reproduction in plants Identify and describe how the loss or introduction of plants or animals affects an Australian ecosystem 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 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 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 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 School Testimonials View All St Andrews Primary Maryong Feedback on: Little Life Year 1 Students were very excited. Loved too many aspects - couldn't decide which was the best part. Very hands-on - all children engaged all the time. Excellent. Science Show Demonstrations Flowerpower Dissect the flowers; match the flower parts to the flower model Lifecycles Explore the life cycles of plants... how do they germinate? Microscopes Check out flowers, bark or your own hand with this digital microscope UVflowers How do insects see flowers? Photosynthesis A great demonstration on how this process works Seeingcells A look at the structure & function of plant cells Moving fluids Discover what drives water, energy & nutrient transport around plants. Cabbage chemistry Plant colour can tell you about pH of soils. How? How oldis my tree? Determine the age of the wood by it's rings. Petrifiedplants Fossil samples of ancient vegetation. How does this link to plate tectonics? Insectadatations How have plants & insects co-adapted in response to each other? Posts about this school science incursion on plants A big welcome to Mr Ben Newsome and @FizzicsEd! Today our Year 3 students are engaging in hands on learning experiences learning all about the anatomy of plants #science #PBL See more at https://t.co/pD9ZEDbucd pic.twitter.com/zSDC05Fil8 — Holy Cross Glenwood (@holycrossglen) November 29, 2018 Trustpilot Requirements Appropriate for Years K to 6 with a maximum of 30 students per class 12 Tables arranged around a room Chairs are not require. Access to 2 electrical power sockets Duration 60 minutes, set up time 45 minutes and pack up time 45 minutes 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 Go further – Complete Units of Work to support your teaching! Hours of High-Quality videos, printable experiments, quizzes, vocabulary lists, Scope & sequences, cross-curricular teaching ideas, marking rubrics & more Save time & engage students in STEM Find out more! Did you know about our larger stage shows? Designed to engage groups of up to 240 students, pair this workshop with one of these school favourites! Big Science Big Fun tick tick BOOM! Destination Moon Food Science Show Deep Blue Oceans Cost $580 inc. GST for a 60-minute workshop or $660 inc. GST for a 90-minute workshop. Available as an online class anywhere in the world. Find out more here Find out about offers & discounts here! 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 Extension Ideas! STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full Day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full Day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More Extension Ideas! Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More Fizzics Education Awards Related Shows Bubble Science Show for Schools Years K to 4 Maximum 60 students Science show 45 minutes Online Class Available Year 3 Year 4 Chemical Science Science Inquiry New South Wales Victoria Australian Capital Territory Kindergarten Year 1 Year 2 Read More Enquire Now Light & Colour Years 1 to 6 Maximum 30 students Workshop or Show (NSW & VIC) 60 or 90 minutes Online Class Available Year 5 Year 6 Human Endeavor Physical Science Science Inquiry New South Wales Victoria Year 1 Year 2 Year 3 Year 4 Read More Enquire Now Earth, Sun and Moon Years 3 to 6 Maximum 30 students Science workshop (NSW & VIC) 60 or 90 minutes Online Class Available Earth and Space Human Endeavor Science Inquiry New South Wales Victoria Year 3 Year 4 Year 5 Year 6 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 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 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 examine how particular structural features and behaviours of living things enable their survival in specific habitats AC9S5U01 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 Recognise that plants produce their own food, and animals need to find their food Examine flowers, fruit, leaves, roots and stems of plants and describe their purpose Pose questions to compare the characteristics of living things and non-living things 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 Describe the changes in a plant as it grows using data and scientific models Describe the changes in an animal as it goes through its life cycle using data and scientific models 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| Describe the relationship between habitat, ecosystem and environment Describe ways in which plants and animals depend on each other for survival 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 Observe behavioural and structural adaptations of plants and animals, and suggest how these may help them survive in their environments Examine and explain how the characteristics of flowers, fruit and seeds are adaptations for reproduction in plants Identify and describe how the loss or introduction of plants or animals affects an Australian ecosystem 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 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 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 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
A big welcome to Mr Ben Newsome and @FizzicsEd! Today our Year 3 students are engaging in hands on learning experiences learning all about the anatomy of plants #science #PBL See more at https://t.co/pD9ZEDbucd pic.twitter.com/zSDC05Fil8 — Holy Cross Glenwood (@holycrossglen) November 29, 2018 Trustpilot
STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full Day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More
STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full Day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More
Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More
Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More
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