Christmas Science Show for Primary School Enquire Now A Christmas Show for Primary students! Kids love Christmas plus they love science… why not combine the two? Celebrate the end of the year with a fun Christmas show at your school! Easy to arrange and presented by qualified educators Fun Christmas-themed experiments designed to engage both students and visitors Linked with the Curriculum for K to 6 Highly memorable and unique! 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 describe how objects move and how factors including their size, shape or material influence their movement AC9SFU02 recognise that objects can be composed of different materials and describe the observable properties of those materials AC9SFU03 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 describe pushes and pulls in terms of strength and direction and predict the effect of these forces on objects’ motion and shape AC9S1U03 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 recognise that materials can be changed physically without changing their material composition and explore the effect of different actions on materials including bending, twisting, stretching and breaking into smaller pieces AC9S2U03 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 identify sources of heat energy and examine how temperature changes when heat energy is transferred from one object to another AC9S3U03 investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state AC9S3U04 Year 4 identify how forces can be exerted by one object on another and investigate the effect of frictional, gravitational and magnetic forces on the motion of objects AC9S4U03 examine the properties of natural and made materials including fibres, metals, glass and plastics and consider how these properties influence their use AC9S4U04 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 explain observable properties of solids, liquids and gases by modelling the motion and arrangement of particles AC9S5U04 Year 6 compare reversible changes, including dissolving and changes of state, and irreversible changes, including cooking and rusting that produce new substances AC9S6U04 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 Syllabus Content A student: STe-5PW-ST observes the way objects move and relates changes in motion to push and pull forces ST1-8PW-S describes common forms of energy and explores some characteristics of sound energy ST1-9PW-ST investigates how forces and energy are used in products ST2-6MW-S describes how adding or removing heat causes a change of state ST2-8PW-ST describes the characteristics and effects of common forms of energy, such as light and heat ST2-9PW-ST describes how contact and non-contact forces affect an object’s motion ST3-6MW-S explains the effect of heat on the properties and behaviour of materials ST3-7MW-T explains how the properties of materials determines their use for a range of purposes ST3-8PW-ST explains how energy is transformed from one form to another ST3-9PW-ST investigates the effects of increasing or decreasing the strength of a specific contact or non-contact force 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 Recognise that properties of materials can be observed using the senses Observe and manipulate materials to describe their properties using Tier 2 vocabulary 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 Recognise that a force is a push or a pull that can make things either start moving, stop moving, change speed, direction or shape Pose questions and test the effects of forces on an object’s movement Recognise that light and sound can travel through air, water and some solids and are affected by those materials Recognise that sound is created and carried by vibrations Test how different materials and actions affect the volume and pitch of sound 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 Recognise that matter is anything that has mass, takes up space and consists of very small particles Observe examples of matter that exist as a solid, which has a defined shape and volume; a liquid, which has a definite volume but not a definite shape; and a gas, which has neither a definite shape nor a definite volume Observe and describe water changing from solid to liquid to gas and back again, using Tier 2 and Tier 3 vocabulary Describe how adding and removing heat energy affects the movement and arrangement of particles when matter is changing state Recognise that heat energy can be transferred from warmer to cooler objects by conduction, convection and radiation Pose questions and conduct fair tests to compare how different materials absorb or reflect heat energy Describe how the properties of materials and transfer of heat energy impact everyday life ST2-PQU-01 poses questions to create fair tests that investigate the effects of energy on living things and physical systems Stage 3 ST3-PQU-01 poses questions to identify variables and conducts fair tests to gather data Recognise that in a fair test, an independent variable is changed, a dependent variable is measured, and controlled variables remain the same 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 objects can be made of one or more different materials; these materials have observable properties. VC2S2U04 materials can be combined in a variety of ways for particular purposes; the properties of objects and mixtures can differ from the properties of the materials from which they are made. VC2S2U05 materials can be changed physically by different actions without changing their material composition, including by bending, twisting, stretching, crushing, squashing and breaking into smaller pieces. VC2S2U06 the way objects move depends on a variety of factors including their size, shape and material. VC2S2U10 pushes and pulls are forces that can change an object’s movement or shape and can be represented in terms of strength and direction. VC2S2U11 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 and 4 solids, liquids and gases have observable properties; adding or removing heat energy leads to a change of state between solids, liquids and gases. VC2S4U04 the properties of natural and made materials, including fibres, metals, glass and plastics, influence their use and re-use. VC2S4U05 heat energy can be generated from different sources; temperature changes may happen when heat is transferred from one object to another. VC2S4U09 forces, including frictional, gravitational, electrostatic and magnetic, can be exerted by one object on another through direct contact or from a distance and affect the motion (speed and direction) of objects. VC2S4U10 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 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 the observable properties of matter (solids, liquids and gases) can be explained by modelling the motion and arrangement of their particles; mixtures (including solutions) can be formed by combining 2 or more different substances. VC2S6U03 changes to substances may be reversible, in which case the substance may be recovered, or irreversible, in which case new substances are formed; for most substances a change of state or dissolving in water is reversible, while irreversible changes include cooking and rusting. VC2S6U04 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 Thomas the Apostle Primary School Feedback on: Christmas Science Show We had Ben in today at our school for the Christmas show! I just wanted to say that he was absolutely OUTSTANDING. One of the best presenters to kids I have seen. He was engaging and explained everything to the students! They were talking about it all day! Science Show Demonstrations Flying Tinsel It's almost like magic... but it's all about static! Instant Snow So fluffy... and we can use it to make water disappear Boomwhacker Christmas Carols The science of sound! Santa's Reindeer Toothpaste A Christmas version of Elephant's toothpaste Glowing Christmas Tree Amazing to see! Power up the Sleigh! A dynamo that keep the lights on Twinkle twinkle red & green stars Splitting laser light to form beautiful patterns Vortex ring halos Make vortex halo rings fly through the room! Bubbling balloon decorations Instantly blow up balloons for Christmas The balancing present How on Earth can it do that? Giant bubbles Just because we can! Rubens Tube Christmas Carols Sing along to your favourite songs that are played through fire! Red & Green Coloured Flames Flame chromatography with a seasonal twist Don't set your Christmas tree on fire! This fireball teaches you why Fog clouds With a little liquid nitrogen, we make it look like winter! Feedback about the Christmas Science Show Thanks fizzics education for the amazing Xmas show today- the experiments were mind blowing – highly recommended pic.twitter.com/7zQVLLL2kw — Jodi (@jodiannwarner1) December 7, 2020 Trustpilot Requirements Appropriate for Years K to 6 with a maximum of 240 students per science show The show is adjusted when run for younger audiences, concentrating more on light, movement and sound Access to 2 electrical power sockets and 3 tables Chairs are not required Duration 60 minutes, set up time 45 minutes and pack up time 45 minutes Ability to turn off your fire alarms if we are to run the Rubens tube, coloured flames or fireball demonstration *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 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! Cost $1560 inc. GST per science show performance (at show capacity this works out at $6.50 inc GST per student) 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 TPL for Primary and Early Learning Teachers 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 TPL for Primary and Early Learning Teachers 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 Fizzics Education Awards Related Shows Madlab Electronics Years 5 & 6 Maximum 20 students Workshop (NSW only) 2 hours Physical Science Science Inquiry New South Wales Victoria Year 5 Year 6 Human Endeavor Read More Enquire Now Bridge Building 101 Years 3 to 6 Maximum 30 students Workshop (NSW only) 60 or 90 minutes Human Endeavor Physical Science Science Inquiry New South Wales Victoria Year 3 Year 4 Year 5 Year 6 Read More Enquire Now Curious Kids – Science of Toys Years K to 2 Maximum 30 students School Workshop 60 or 90 minutes Online Class Available Human Endeavor Physical Science Science Inquiry New South Wales Victoria Australian Capital Territory Kindergarten Year 1 Year 2 Read More Enquire Now
Australian National Curriculum Mapping for all our science incursions Australian ACARA Content Outcomes: Science F-10 Version 9.0 Foundation describe how objects move and how factors including their size, shape or material influence their movement AC9SFU02 recognise that objects can be composed of different materials and describe the observable properties of those materials AC9SFU03 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 describe pushes and pulls in terms of strength and direction and predict the effect of these forces on objects’ motion and shape AC9S1U03 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 recognise that materials can be changed physically without changing their material composition and explore the effect of different actions on materials including bending, twisting, stretching and breaking into smaller pieces AC9S2U03 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 identify sources of heat energy and examine how temperature changes when heat energy is transferred from one object to another AC9S3U03 investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state AC9S3U04 Year 4 identify how forces can be exerted by one object on another and investigate the effect of frictional, gravitational and magnetic forces on the motion of objects AC9S4U03 examine the properties of natural and made materials including fibres, metals, glass and plastics and consider how these properties influence their use AC9S4U04 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 explain observable properties of solids, liquids and gases by modelling the motion and arrangement of particles AC9S5U04 Year 6 compare reversible changes, including dissolving and changes of state, and irreversible changes, including cooking and rusting that produce new substances AC9S6U04 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 Syllabus Content A student: STe-5PW-ST observes the way objects move and relates changes in motion to push and pull forces ST1-8PW-S describes common forms of energy and explores some characteristics of sound energy ST1-9PW-ST investigates how forces and energy are used in products ST2-6MW-S describes how adding or removing heat causes a change of state ST2-8PW-ST describes the characteristics and effects of common forms of energy, such as light and heat ST2-9PW-ST describes how contact and non-contact forces affect an object’s motion ST3-6MW-S explains the effect of heat on the properties and behaviour of materials ST3-7MW-T explains how the properties of materials determines their use for a range of purposes ST3-8PW-ST explains how energy is transformed from one form to another ST3-9PW-ST investigates the effects of increasing or decreasing the strength of a specific contact or non-contact force 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 Recognise that properties of materials can be observed using the senses Observe and manipulate materials to describe their properties using Tier 2 vocabulary 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 Recognise that a force is a push or a pull that can make things either start moving, stop moving, change speed, direction or shape Pose questions and test the effects of forces on an object’s movement Recognise that light and sound can travel through air, water and some solids and are affected by those materials Recognise that sound is created and carried by vibrations Test how different materials and actions affect the volume and pitch of sound 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 Recognise that matter is anything that has mass, takes up space and consists of very small particles Observe examples of matter that exist as a solid, which has a defined shape and volume; a liquid, which has a definite volume but not a definite shape; and a gas, which has neither a definite shape nor a definite volume Observe and describe water changing from solid to liquid to gas and back again, using Tier 2 and Tier 3 vocabulary Describe how adding and removing heat energy affects the movement and arrangement of particles when matter is changing state Recognise that heat energy can be transferred from warmer to cooler objects by conduction, convection and radiation Pose questions and conduct fair tests to compare how different materials absorb or reflect heat energy Describe how the properties of materials and transfer of heat energy impact everyday life ST2-PQU-01 poses questions to create fair tests that investigate the effects of energy on living things and physical systems Stage 3 ST3-PQU-01 poses questions to identify variables and conducts fair tests to gather data Recognise that in a fair test, an independent variable is changed, a dependent variable is measured, and controlled variables remain the same 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 objects can be made of one or more different materials; these materials have observable properties. VC2S2U04 materials can be combined in a variety of ways for particular purposes; the properties of objects and mixtures can differ from the properties of the materials from which they are made. VC2S2U05 materials can be changed physically by different actions without changing their material composition, including by bending, twisting, stretching, crushing, squashing and breaking into smaller pieces. VC2S2U06 the way objects move depends on a variety of factors including their size, shape and material. VC2S2U10 pushes and pulls are forces that can change an object’s movement or shape and can be represented in terms of strength and direction. VC2S2U11 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 and 4 solids, liquids and gases have observable properties; adding or removing heat energy leads to a change of state between solids, liquids and gases. VC2S4U04 the properties of natural and made materials, including fibres, metals, glass and plastics, influence their use and re-use. VC2S4U05 heat energy can be generated from different sources; temperature changes may happen when heat is transferred from one object to another. VC2S4U09 forces, including frictional, gravitational, electrostatic and magnetic, can be exerted by one object on another through direct contact or from a distance and affect the motion (speed and direction) of objects. VC2S4U10 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 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 the observable properties of matter (solids, liquids and gases) can be explained by modelling the motion and arrangement of their particles; mixtures (including solutions) can be formed by combining 2 or more different substances. VC2S6U03 changes to substances may be reversible, in which case the substance may be recovered, or irreversible, in which case new substances are formed; for most substances a change of state or dissolving in water is reversible, while irreversible changes include cooking and rusting. VC2S6U04 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
Thanks fizzics education for the amazing Xmas show today- the experiments were mind blowing – highly recommended pic.twitter.com/7zQVLLL2kw — Jodi (@jodiannwarner1) December 7, 2020 Trustpilot
STEM TPL for Primary and Early Learning Teachers 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 TPL for Primary and Early Learning Teachers 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
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