Food Science Workshop Enquire Now Delving into food chemistry in a school workshop! Learn how scientists test foods and why our healthy choices are important for our diet. Designed for the 2021 National Science Week theme which is Food: Different by Design How do scientists test for different nutrients in food? Try your hand at testing food the way laboratory technicians do. Extract DNA from fruit How is food preserved and why don’t we notice some preservatives when we eat it? Making healthy choices in our diet … and more! This fun science workshop makes food science visible and memorable. NB: There is an option for liquid nitrogen ice-cream making however this is not essential. 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 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 2 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 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 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 Health and Physical Education Foundation identify health symbols, messages and strategies in their community that support their health and safety AC9HPFP06 Years 1 & 2 identify and demonstrate protective behaviours and help-seeking strategies they can use to help them and others stay safe AC9HP2P05 investigate a range of health messages and practices in their community and discuss their purposes AC9HP2P06 Years 3 & 4 describe and apply protective behaviours and help-seeking strategies in a range of online and offline situations AC9HP4P08 interpret the nature and intention of health information and messages, and reflect on how they influence personal decisions and behaviours AC9HP4P09 investigate and apply behaviours that contribute to their own and others’ health, safety, relationships and wellbeing AC9HP4P10 Years 5 & 6 analyse and rehearse protective behaviours and help-seeking strategies that can be used in a range of online and offline situations AC9HP6P08 investigate different sources and types of health information and how these apply to their own and others’ health choices AC9HP6P09 analyse how behaviours influence the health, safety, relationships and wellbeing of individuals and communities AC9HP6P10 Design & Technology Years 1 & 2 explore how food can be selected and prepared for healthy eating AC9TDE2K04 Years 3 & 4 describe the ways food can be selected and prepared for healthy eating AC9TDE4K04 Years 5 & 6 explain how the characteristics of foods influence selection and preparation for healthy eating AC9TDE6K04 NSW SCIENCE SYLLABUS CONTENT for all our incursions NSW K – 10 Science Syllabus mapping for all our incursions NSW Science Syllabus Content A student: identifies that objects are made of materials that have observable properties (STe-4MW-ST) identifies how plants and animals are used for food and fibre products (ST1-5LW-T) identifies that materials can be changed or combined (ST1-6MW-S) describes how the properties of materials determine their use (ST1-7MW-T) investigates the suitability of natural and processed materials for a range of purposes (ST2-7MW-T) describes the characteristics and effects of common forms of energy, such as light and heat (ST2-8PW-ST) explains how food and fibre are produced sustainably in managed environments for health and nutrition (ST3-5LW-T) explains how the properties of materials determines their use for a range of purposes (ST3-7MW-T) explains how energy is transformed from one form to another (ST3-8PW-ST) PDHPE K to 10 proposes and implements actions and protective strategies that promote health, safety, wellbeing and physically active spaces (PD3-7) 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 Stage 1 ST1-SCI-01 measures and describes changes in living things, materials, movement, Earth and the sky Investigate how taste and smell provide information about the environment 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 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 Describe how adding and removing heat energy affects the movement and arrangement of particles when matter is changing state 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 Pose questions to determine whether substances dissolve in water by identifying variables and conducting and evaluating fair tests 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 Science 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 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 solids, liquids and gases have observable properties; adding or removing heat energy leads to a change of state between solids, liquids and gases. VC2S4U04 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 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 VIC Curriculum F–10 Version 2.0 Health and Physical Education Foundation to Level 2 identify protective behaviours and rehearse help-seeking strategies that help keep them safe VC2HPFP06 identify health symbols, messages and strategies in their community that support their health and safety VC2HPFP07 Levels 3 & 4 identify and demonstrate protective behaviours and help-seeking strategies they can use to help them and others stay safe VC2HP2P06 investigate a range of health messages and strategies in their community to promote their own health, safety and wellbeing VC2HP2P07 Levels 5 & 6 describe and apply protective behaviours and help-seeking strategies in a range of online and offline situations at home, school and in the community VC2HP4P08 interpret the nature and intention of health information and messages in their community, and reflect on how these influence personal decisions and behaviours VC2HP4P09 investigate and apply strategies that contribute to their own and others’ health, safety, relationships and wellbeing VC2HP4P10 VIC Curriculum F–10 Version 2.0 Design and Technologies Foundation to Level 2 explore how food can be selected and prepared for healthy eating VC2TDE2C03 Levels 3 & 4 describe the ways food can be selected and prepared for healthy eating VC2TDE4C03 Levels 5 & 6 explain how the properties of foods influence selection and preparation for healthy eating VC2TDE6C03 Print a PDF which details P to 6 mapping of all our VIC science visits Science Show Activities Protein testing Using a laboratory test for proteins with common kitchen ingredients Starch testing Fuel your body! Identify starch & thereby energy in common foods DNA Extraction Extract real DNA from fruit Slimy, gooey stuff Look at fibre in a different way & learn why you need it Sweet drinks How much sugar is packed into soft drink? pH testing Use cabbage juice indicator to test foods Sherbet making Its a chemical reaction...in your mouth! OPTIONAL: Liquid Nitrogen Ice-cream Making We make instant ice-cream! Either add 30 minutes to the workshop or we can include this in the 60 minute version by adjusting the program Feedback on this incursion Requirements Appropriate for Years K to 6 with a maximum of 30 students per science workshop. Access to 1 electrical power socket and 6 to 8 tables Chairs are not required Duration 60 minutes, set up time 30 minutes and pack up time 30 minutes We need 15 minutes to clean in-between shows For us to provide the best possible learning experience, the materials used during the presentation may be varied to suit the conditions, length of workshop and the audience. Please chat with our presenter if there is a particular focus that you’d like us to cover. 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 $580 inc GST for a 60 minutes workshop or $660 inc GST for a 90-minute workshop for 30 students (includes ice-cream making). OPTIONAL: If you want ice-cream making within the 60-minute workshop, the cost would be an additional $55 inc GST and we will need to change the number of activities presented to fit this in. 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 Christmas Science Show for Primary School Years K to 6 Maximum 240 students School Show 60 minutes Online Class Available Year 2 Year 3 Chemical Science Year 4 Human Endeavor Year 5 Physical Science Year 6 Science Inquiry Whole School New South Wales Victoria Australian Capital Territory Kindergarten Year 1 Read More Enquire Now Destination Moon & Beyond Years K to 6 30 to 240 students Science show (NSW & VIC) 60 minutes Online Class Available Human Endeavor Year 6 Physical Science Science Inquiry New South Wales Victoria Kindergarten Year 1 Year 2 Year 3 Year 4 Earth and Space Year 5 Read More Enquire Now Forces, Friction & Movement Years K to 6 Maximum 30 students School workshop 60 or 90 minutes Online Class Available Australian Capital Territory Kindergarten Year 1 Year 2 Year 3 Year 4 Human Endeavor Year 5 Physical Science Year 6 Science Inquiry New South Wales Victoria Read More Enquire Now
Australian National Curriculum Mapping for all our science incursions Australian ACARA Content Outcomes: Science F-10 Version 9.0 Foundation 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 2 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 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 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 Health and Physical Education Foundation identify health symbols, messages and strategies in their community that support their health and safety AC9HPFP06 Years 1 & 2 identify and demonstrate protective behaviours and help-seeking strategies they can use to help them and others stay safe AC9HP2P05 investigate a range of health messages and practices in their community and discuss their purposes AC9HP2P06 Years 3 & 4 describe and apply protective behaviours and help-seeking strategies in a range of online and offline situations AC9HP4P08 interpret the nature and intention of health information and messages, and reflect on how they influence personal decisions and behaviours AC9HP4P09 investigate and apply behaviours that contribute to their own and others’ health, safety, relationships and wellbeing AC9HP4P10 Years 5 & 6 analyse and rehearse protective behaviours and help-seeking strategies that can be used in a range of online and offline situations AC9HP6P08 investigate different sources and types of health information and how these apply to their own and others’ health choices AC9HP6P09 analyse how behaviours influence the health, safety, relationships and wellbeing of individuals and communities AC9HP6P10 Design & Technology Years 1 & 2 explore how food can be selected and prepared for healthy eating AC9TDE2K04 Years 3 & 4 describe the ways food can be selected and prepared for healthy eating AC9TDE4K04 Years 5 & 6 explain how the characteristics of foods influence selection and preparation for healthy eating AC9TDE6K04
NSW K – 10 Science Syllabus mapping for all our incursions NSW Science Syllabus Content A student: identifies that objects are made of materials that have observable properties (STe-4MW-ST) identifies how plants and animals are used for food and fibre products (ST1-5LW-T) identifies that materials can be changed or combined (ST1-6MW-S) describes how the properties of materials determine their use (ST1-7MW-T) investigates the suitability of natural and processed materials for a range of purposes (ST2-7MW-T) describes the characteristics and effects of common forms of energy, such as light and heat (ST2-8PW-ST) explains how food and fibre are produced sustainably in managed environments for health and nutrition (ST3-5LW-T) explains how the properties of materials determines their use for a range of purposes (ST3-7MW-T) explains how energy is transformed from one form to another (ST3-8PW-ST) PDHPE K to 10 proposes and implements actions and protective strategies that promote health, safety, wellbeing and physically active spaces (PD3-7) 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 Stage 1 ST1-SCI-01 measures and describes changes in living things, materials, movement, Earth and the sky Investigate how taste and smell provide information about the environment 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 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 Describe how adding and removing heat energy affects the movement and arrangement of particles when matter is changing state 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 Pose questions to determine whether substances dissolve in water by identifying variables and conducting and evaluating fair tests 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 Science 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 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 solids, liquids and gases have observable properties; adding or removing heat energy leads to a change of state between solids, liquids and gases. VC2S4U04 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 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 VIC Curriculum F–10 Version 2.0 Health and Physical Education Foundation to Level 2 identify protective behaviours and rehearse help-seeking strategies that help keep them safe VC2HPFP06 identify health symbols, messages and strategies in their community that support their health and safety VC2HPFP07 Levels 3 & 4 identify and demonstrate protective behaviours and help-seeking strategies they can use to help them and others stay safe VC2HP2P06 investigate a range of health messages and strategies in their community to promote their own health, safety and wellbeing VC2HP2P07 Levels 5 & 6 describe and apply protective behaviours and help-seeking strategies in a range of online and offline situations at home, school and in the community VC2HP4P08 interpret the nature and intention of health information and messages in their community, and reflect on how these influence personal decisions and behaviours VC2HP4P09 investigate and apply strategies that contribute to their own and others’ health, safety, relationships and wellbeing VC2HP4P10 VIC Curriculum F–10 Version 2.0 Design and Technologies Foundation to Level 2 explore how food can be selected and prepared for healthy eating VC2TDE2C03 Levels 3 & 4 describe the ways food can be selected and prepared for healthy eating VC2TDE4C03 Levels 5 & 6 explain how the properties of foods influence selection and preparation for healthy eating VC2TDE6C03 Print a PDF which details P to 6 mapping of all our VIC science visits
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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