Little Life Investigate life cycles and ecological relationships Enquire Now 🌿 Living World: Biology & Ecosystems Little Life Life Cycles, Adaptations and Biodiversity Your students will gain a deep appreciation for the complexity of the natural world in this engaging workshop. We transform your primary classroom into a hands-on biology lab where students investigate the intricate relationships that sustain life on Earth. Through hands-on learning stations, students explore life cycles and basic ecological relationships. From tracking animal movements to examining the reproductive parts of plants, this session provides a comprehensive look at how organisms grow, survive, and interact within their environments. Key Investigations: Mini-Beast Analysis: Get up close with invertebrates to identify features. Life Cycles: Compare the growth and developmental stages of various organisms. Ecology: Discover the essential relationships between plants and animals. Wildlife Tracking: Learn the techniques biologists use to track and monitor animal populations. Adaptations & Camouflage: Investigate the clever techniques animals use to hide and survive. Botany Basics: Explore the internal parts of flowers and their role in reproduction. Education-First Leadership Led by Churchill Fellow Ben Newsome, we simplify complex biological systems into high-impact, memorable classroom experiences. Trustpilot 4 Million+ Students Inspired since 2004 Trustpilot Check Availability Online Class Option: Interactive distance programs since 2010. Includes live demonstrations and hands-on activities with full child protection protocols. 🦋 Materials list provided on booking. 🎥 Zoom, Teams, or school software. 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: explores the characteristics, needs and uses of living things STe-3LW-ST describes observable features of living things and their environments ST1-4LW-S compares features and characteristics of living and non-living things ST2-4LW-S examines how the environment affects the growth, survival and adaptation of living things ST3-4LW-S 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 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 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 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 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. Science 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. Dalgety Public School Feedback on: Little Life Stage 1 I like the practical, hands-on nature (of the programme). The animal noises to tune the children in at the start worked well. Age appropriate and informative. Science Show Activities Bug Vision What is the difference between a human eye and a compound eye? Camouflage frogs Sort the frogs into their best hiding place Different insect legs Use magnifiers to determine which legs hop, dig, swim and carry nectar Drawing mini-beasts What is the difference between spiders and insects Finding slaters Are they an insect? How many can you find in the leaf litter? Flower power Dissect the flowers; match the flower parts to the flower model Hand stampers Which animals would make these tracks? Invertebrate rubbings Take home a rubbing of your favourite minibeast Insect Sounds Identify the insects from their audio recordings Life cycles Explore the life cycles of butterflies, frogs, chickens, plants and more Microscopes Check out flowers, bark or your own hand with this digital microscope Classification Can you sort the shells into the similar groups? Resin blocks Use magnifiers to sort out the mini-beasts UV flowers How do insects see flowers? Chopped block Can you work out how old the tree is? Animal X-rays What is similar about these vertebrates? What is different? Science workshop content What Students Experience: The Living Lab We commence by students guessing invertebrate sounds, highlighting that there is more happening around them than they initially realise when they are in the playground. We then introduce the spiny leaf insect, where we discuss camouflage, habitat needs, the three body segments, and the six legs of an insect. Students then rotate through specialised stations where they find and identify invertebrates in leaf litter, compare X-rays of vertebrates, and group shells by similarity. They investigate invertebrates in resin blocks, compare the life cycles of the butterfly vs a frog, and explore camouflage in simulated habitats. The lesson concludes with a discussion on habitat needs and the vital importance of ecological stewardship. 1. Biodiversity Inquiry Students use their senses and scientific tools to uncover the “hidden” life in leaf litter and local habitats, learning to identify external features of varied organisms. 2. Comparative Biology Through X-ray analysis, shell classification, and resin specimens, students learn to group animals by structural features and skeletal differences. 3. Ecological Stewardship By investigating growth rings and life cycles, students gain a timeline of life on Earth and discuss our role in protecting these fragile ecosystems. Real Classroom Feedback S St Patrick’s Guildford Living World Workshop Our students loved getting hands-on with the Living Lab today! From finding invertebrates to studying X-rays, it was a fantastic way to explore biodiversity and animal features. View on Facebook K Kambora Public School Primary STEM Visit The spiny leaf insects were the star of the show! A brilliant session that engaged all our students in identifying external features and learning about habitats. View on Facebook D Danebank School Biological Science A wonderful day of discovery. The girls were so engaged with the life cycle stations and skeletal comparisons. Fizzics Education always delivers top-quality science. View on Facebook ⬅️ Swipe to see more examples ➡️ EST. 2004 Quality Biological Education A Trusted School Partner for 20 Years Fizzics Education delivers syllabus-aligned Living World visits that provide students with access to unique specimens and biological models. ✓ Ethical Specimens: Safe, controlled interaction with spiny leaf insects and varied biological specimens. ✓ Verified Educational Impact: Highly rated by teachers for engagement, scientific terminology, and classroom management. Trustpilot Requirements 🌿 Workshop Logistics Session Requirements 👥 Capacity & Timing 👨🎓 Attendance: Max 30 students per class. 🏫 Target: Appropriate for Years K to 6. ⏰ Duration: 60 minutes. 🛠️ Set/Pack: 45 mins setup + 45 mins pack down. 📍 Space & Power 🏗️ Layout: 12 School desks or 6 trestle tables arranged around a room. 🔌 Power: Access to 2 electrical power sockets. 🪑 Seating: Chairs are not required for students. 💡 Experience Note: For us to provide the best possible learning experience, the materials used during the presentation may be varied to suit the conditions and the audience. Please chat with our presenter if there is a particular focus that you’d like us to cover. COVID Safe: We’ll tailor the session to suit both your school and the State’s current social distancing requirements. Inquire here. 🛡️ $20M Public Liability ✅ WWCC Checked 📋 Full Risk Assessments 🎓 Expert Educators Go Further! Complete Units of Work to Support Your Teaching Save planning time with high-quality videos, printable experiments, vocabulary lists, Scope & sequences, and marking rubrics. Explore STEM Units Did you know about our larger stage shows? Designed to engage 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 💰 Workshop Investment Little Life Most Popular $580 inc. GST 60-Minute Workshop ✨ $19.33 per student (Based on 30 students) $660 inc. GST 90-Minute Workshop ✨ $22.00 per student (Based on 30 students) Special Offer: Save money by booking multiple sessions on the same day. View offers & discounts 🌍 Global Reach: Available as a live online class anywhere in the world. 📍 Regional: We visit country schools via Country Science Tours. 📑 Syllabus: Print a PDF for mapping of all K to 6 science visits. Call 1300 856 828 Click below to book your primary school incursion. Find out more about our impact 4 Million+ Students Inspired since 2004 Trustpilot 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 Forces, Friction & Movement Years K to 6 Maximum 30 students School workshop 60 or 90 minutes Online Class Available Year 2 Year 3 Year 4 Human Endeavor Year 5 Physical Science Year 6 Science Inquiry New South Wales Victoria Australian Capital Territory Kindergarten Year 1 Read More Enquire Now Want a different class? No worries! What is your class studying? When do you need the visit? Get in touch & we'll work with you Victoria Australian Capital Territory New South Wales Read More Enquire Now Food Science Workshop Years K to 6 Maximum 30 students Science show 60 or 90 minutes Online Class Available Victoria Kindergarten Year 1 Year 2 Year 3 Year 4 Chemical Science Year 5 Health and Physical Education Year 6 Human Endeavor ACT Physical Science 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 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: explores the characteristics, needs and uses of living things STe-3LW-ST describes observable features of living things and their environments ST1-4LW-S compares features and characteristics of living and non-living things ST2-4LW-S examines how the environment affects the growth, survival and adaptation of living things ST3-4LW-S 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 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 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 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 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. Science 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
What Students Experience: The Living Lab We commence by students guessing invertebrate sounds, highlighting that there is more happening around them than they initially realise when they are in the playground. We then introduce the spiny leaf insect, where we discuss camouflage, habitat needs, the three body segments, and the six legs of an insect. Students then rotate through specialised stations where they find and identify invertebrates in leaf litter, compare X-rays of vertebrates, and group shells by similarity. They investigate invertebrates in resin blocks, compare the life cycles of the butterfly vs a frog, and explore camouflage in simulated habitats. The lesson concludes with a discussion on habitat needs and the vital importance of ecological stewardship. 1. Biodiversity Inquiry Students use their senses and scientific tools to uncover the “hidden” life in leaf litter and local habitats, learning to identify external features of varied organisms. 2. Comparative Biology Through X-ray analysis, shell classification, and resin specimens, students learn to group animals by structural features and skeletal differences. 3. Ecological Stewardship By investigating growth rings and life cycles, students gain a timeline of life on Earth and discuss our role in protecting these fragile ecosystems. Real Classroom Feedback S St Patrick’s Guildford Living World Workshop Our students loved getting hands-on with the Living Lab today! From finding invertebrates to studying X-rays, it was a fantastic way to explore biodiversity and animal features. View on Facebook K Kambora Public School Primary STEM Visit The spiny leaf insects were the star of the show! A brilliant session that engaged all our students in identifying external features and learning about habitats. View on Facebook D Danebank School Biological Science A wonderful day of discovery. The girls were so engaged with the life cycle stations and skeletal comparisons. Fizzics Education always delivers top-quality science. View on Facebook ⬅️ Swipe to see more examples ➡️ EST. 2004 Quality Biological Education A Trusted School Partner for 20 Years Fizzics Education delivers syllabus-aligned Living World visits that provide students with access to unique specimens and biological models. ✓ Ethical Specimens: Safe, controlled interaction with spiny leaf insects and varied biological specimens. ✓ Verified Educational Impact: Highly rated by teachers for engagement, scientific terminology, and classroom management. 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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