Plants for Life Investigate the structure, function & adaptations of plants Enquire Now 🌿 Biological Sciences: Botany Plants for Life Germination, Pollination and Ecosystem Health Investigate the structure and function of plants in a botanical workshop that truly works! This session invites students to think like plant scientists, investigating the biological “building blocks” of the greenery that sustains our planet. We explore the hidden world of the garden biome, examining how plants transport water and nutrients through specialized vascular bundles. From the macroscopic world of seed dispersal and tree growth to the microscopic world of cellular adaptations, students learn how botanical research drives sustainability and food security in the modern world. What we investigate: Vascular Transport: Proving the flow of nutrients via xylem and phloem. Pollination Mechanics: The roles insects play in plant life cycles. Adaptations: How structural features enable survival in extreme climates. Dendrochronology: Using tree growth rings to decode environmental history. Microscopy: Analyzing the differences between plant and animal cells. Ecosystem Health: Identifying pests and the breakdown of organic material. Research-Backed Inquiry Led by Churchill Fellow Ben Newsome, our team bridges the gap between classroom botany and real biological science. Trustpilot Over 4 Million Students Reached since 2004 Trustpilot Check Availability Curriculum Focus: Investigate the characteristics, needs, and structural adaptations of living things through data-led scientific inquiry. 🌸 Reproduction & Dispersal. 🐝 Pollination mechanics. 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 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 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? Science workshop content What Students Experience: The Botanical Research Lab In this immersive workshop, students step into the role of botanical scientists. We investigate the hidden biological systems that sustain life on Earth, from the visible structures of giant trees to the microscopic world of plant cells. Students explore vascular transport, reproductive anatomy, and evolutionary adaptations, discovering how plants respond to their environment to protect global food resources. Vascular Analysis Students set up colourful experiments to prove the existence of vascular bundles, tracking water movement via transpiration and nutrient flow via photosynthesis through the xylem and phloem. Micro-Anatomy Using flower dissections and digital microscopy, students identify reproductive structures and analyse the cellular differences that distinguish plant life from animal life. Environmental Records Through dendrochronology (tree ring analysis), students decode the environmental history of local ecosystems and investigate how seed dispersal methods ensure species survival. The session concludes with an analysis of plant responses to environmental stressors. We discuss the critical work of plant scientists in identifying pests and nutrient deficiencies, demonstrating how botanical knowledge is the first line of defence in maintaining the health of our planet’s biomes. Real Classroom Highlights L Leura Public School Blue Mountains, NSW A fantastic day of botanical discovery! Our students loved dissecting flowers and using the digital microscopes to see plant structures up close. A great link to our Living World unit. View on Facebook H Holy Cross Glenwood via X / Twitter Year 3 students are engaging in hands-on learning experiences all about the anatomy of plants with @FizzicsEd! Expertly delivered and highly engaging STEM. View on X / Twitter ⬅️ Swipe to see more examples ➡️ EST. 2004 Professional Botany Field Kits A Trusted STEM Partner for 20 Years Fizzics Education brings specialised equipment, botanical models, and real-world samples to provide a scientifically rigorous exploration of the Living World. ✓ Data-Led Observation: Students use scientific models and real biological samples to gather evidence and draw reasoned conclusions. Trustpilot Requirements 🌿 Session Support Botany Logistics 👥 Capacity & Timing 👨🎓 Attendance: Max 30 students per session. 🏫 Target: Appropriate for Years K to 6. ⏰ Duration: 60 minutes. 🛠️ Set/Pack: 45 mins setup + 45 mins pack down. 📍 Space & Setup 🏗️ Layout: 12 tables arranged around the room for rotation stations. 🔌 Power: Access to 2 electrical power sockets. 🪑 Seating: Chairs are not required for students. COVID Safe: We’ll tailor the program to suit both your school and current State health requirements. Contact us for tailored planning. 🛡️ $20M Public Liability ✅ WWCC Checked 📋 Full Risk Assessments 🎓 Expert Educators Go Further! Complete STEM Units to Support Your Teaching Save time and engage students in Biological Sciences with high-quality videos, printable experiments, quizzes, and marking rubrics designed for K-6 science. 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 Plants for Life Hands-on Workshop $580 inc. GST 60-Minute Session ✨ $19.33 per student (Based on 30 students) $660 inc. GST 90-Minute Workshop ✨ $22.00 per student (Based on 30 students) ✓ Early Bird: Book and pay within 7 days to receive 10% off your booking. View all offers & discounts 🌍 Online: Available as a LIVE interactive workshop worldwide. 📍 Regional: Country Science Tours available for your school. 📜 Curriculum: Print a PDF Mapping for all K to 6 science visits. Ready to grow your students’ botanical knowledge? Call 1300 856 828 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 Working Mathematically Years 3 to 6 Maximum 30 students School workshop (NSW only) 90 minutes or Full Day Online Class Available New South Wales Year 3 Year 4 Year 5 Year 6 Chemical Science Human Endeavor Mathematics Physical Science Science Inquiry Read More Enquire Now Bubble Science Show for Schools Years K to 4 Maximum 60 students Science show 45 minutes Online Class Available Australian Capital Territory Kindergarten Year 1 Year 2 Year 3 Year 4 Chemical Science Science Inquiry New South Wales Victoria Read More Enquire Now Human Body – 5 Senses Years K to 2 Maximum 30 students School workshop (NSW & ACT only) 60 or 90 minutes Online Class Available New South Wales Australian Capital Territory Kindergarten Year 1 Year 2 Biological Science Health and Physical Education Human Endeavor Science Inquiry 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 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 Print a PDF which details P to 6 mapping of all our VIC science visits
What Students Experience: The Botanical Research Lab In this immersive workshop, students step into the role of botanical scientists. We investigate the hidden biological systems that sustain life on Earth, from the visible structures of giant trees to the microscopic world of plant cells. Students explore vascular transport, reproductive anatomy, and evolutionary adaptations, discovering how plants respond to their environment to protect global food resources. Vascular Analysis Students set up colourful experiments to prove the existence of vascular bundles, tracking water movement via transpiration and nutrient flow via photosynthesis through the xylem and phloem. Micro-Anatomy Using flower dissections and digital microscopy, students identify reproductive structures and analyse the cellular differences that distinguish plant life from animal life. Environmental Records Through dendrochronology (tree ring analysis), students decode the environmental history of local ecosystems and investigate how seed dispersal methods ensure species survival. The session concludes with an analysis of plant responses to environmental stressors. We discuss the critical work of plant scientists in identifying pests and nutrient deficiencies, demonstrating how botanical knowledge is the first line of defence in maintaining the health of our planet’s biomes. Real Classroom Highlights L Leura Public School Blue Mountains, NSW A fantastic day of botanical discovery! Our students loved dissecting flowers and using the digital microscopes to see plant structures up close. A great link to our Living World unit. View on Facebook H Holy Cross Glenwood via X / Twitter Year 3 students are engaging in hands-on learning experiences all about the anatomy of plants with @FizzicsEd! Expertly delivered and highly engaging STEM. View on X / Twitter ⬅️ Swipe to see more examples ➡️ EST. 2004 Professional Botany Field Kits A Trusted STEM Partner for 20 Years Fizzics Education brings specialised equipment, botanical models, and real-world samples to provide a scientifically rigorous exploration of the Living World. ✓ Data-Led Observation: Students use scientific models and real biological samples to gather evidence and draw reasoned conclusions. 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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