Scientific Method – Short Course Enquire Now 🔬 Working Scientifically: Short Course The Scientific Method Immerse your students in the real scientific process! Designed for Years 3 to 6 to investigate the scientific method in detail, this focused workshop introduces and expands on core scientific principles. By stripping back the noise, we help students understand the fundamental pillars of scientific literacy. Whether you use this session as a kick-off for high school transition or to bolster current investigations, students will leave equipped to plan, undertake, and evaluate their own first-hand experiments with confidence. 5 Core Components: 🔹 Forming a hypothesis 🔹 Identifying variables 🔹 Fair testing procedures 🔹 Experimental design and reporting 🔹 Critical thinking and problem solving 💡 Need a deeper dive? See the full-day immersive workshop here. Education-First Leadership Led by Churchill Fellow Ben Newsome, we ensure every inquiry session is grounded in pedagogical best practice, making high-level science accessible to every student. 4 Million+ Students Inspired since 2004 Trustpilot Check Availability 🧪 Core Syllabus Alignment. ⏱️ High-impact Short Course format. 📜 Full Risk Assessments & WWCC. Note: This session is specifically designed to help students master the core components of scientific literacy. 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 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 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 NSW Science Syllabus Content A student: 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 ST3-8PW-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 (2027) For explanatory points & implementation advice, visit the NESA site. 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 Energy is required to change the properties of matter 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 Heat energy can be transferred Recognise that heat energy can be transferred from warmer to cooler objects by conduction, convection and radiation Recognise that temperature is a measure of hotness or coldness, measured using a thermometer and often expressed in degrees Celsius Describe how the properties of materials and transfer of heat energy impact everyday life Pose questions and conduct fair tests to compare how different materials absorb or reflect heat energy 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 A fixed amount of usable matter makes up all the material on Earth Recognise that in a fair test, an independent variable is changed, a dependent variable is measured, and controlled variables remain the same Pose questions to determine whether substances dissolve in water by identifying variables and conducting and evaluating fair tests Earth’s climate is affected by natural and human activities Identify the technologies used to collect weather data and describe how they are used ST3-PQU-01 poses questions to identify variables and conducts fair tests to gather data Print PDF: K to 6 Mapping VIC Curriculum F–10 Version 2.0 Science 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 Science Show Demonstrations Potato problems Which pair of electrodes produce the largest voltage? Piaget's Pendulum Is it the length of string or the mass that matters? Eulers Disc Statistically, what is the average length of spin. Why? Mixing it up Does surface area make a difference with dissolving rates? Hot or cold skittles How much of an impact does heat have? Gas release via displacement Which product releases the most carbon dioxide? Bicarbonate soda rocket Does more vinegar make it go higher? Crushers How much pressure can paper cylinders take? Ice block conundrum Which will melt the ice first... metal or plastic? Rubber band race cars Does a car go twice as far when you stretch the band twice as much? Science workshop content What Students Experience This immersive short course transforms students into active researchers. Through high-impact demonstrations and focused inquiry, students journey through the core pillars of scientific discovery, learning to look at the world through the lens of a professional scientist. Hands-On Inquiry Students rotate through hands-on stations focused on force, energy, and chemistry. This module introduces the scientific method through direct observation, challenging students to identify patterns and ask “why.” Variable Isolation Time is specifically spent making sure students understand fair testing and variable isolation. We strip back the complexity to show how controlled changes lead to reliable scientific data. The Hypothesis Students master hypothesis formation, learning to create testable predictions based on evidence. This skill forms the foundation of scientific literacy and prepares them for high school science lab work. EST. 2004 Our Commitment to Quality Science Education A Trusted School Partner for 100’s of schools At Fizzics Education, we know science is naturally captivating. Our 20-year history is built on delivering reliable, syllabus-aligned visits that engage students and meet the curriculum & practical requirements of the classroom. ✓Consistency & CareSupporting Australian schools and teachers since 2004. ✓Real FeedbackGuided by reviews from educators and principals. ✓Qualified PresentersFacilitated by experienced science educators focused on student learning. 4 Million+ Students Inspired since 2004 Trustpilot Requirements 📊 Workshop Logistics Session Requirements 👥 Capacity & Timing 👨🎓 Attendance: Max 30 students per workshop. 🏫 Target: Appropriate for Years 3 to 6. 🛠️ Setup: 30 mins setup required. 📦 Pack up: 30 mins pack up required. 🛡️ Safety: We are a COVID SAFE company. For schools with specific distancing requirements, please contact us to tailor your program. 📍 Space & Power 🏗️ Layout: 8 tables required for active stations. 🔌 Power: Access to 3 electrical power sockets. 🪑 Seating: Chairs are not required for students. Need the full-day version? See the full Scientific Method workshop. 🛡️ $20M Public Liability ✅ WWCC Checked 📋 Full Risk Assessments 🎓 Expert Science Educators Go Further! Complete Units of Work to Support Your Teaching Save time & engage students in STEM with high-quality videos, printable experiments, quizzes, vocabulary lists, Scope & sequences, cross-curricular teaching ideas, marking rubrics & more. Find out more! Did you know about our larger stage shows? Designed to engage groups of up to 240 students, pair this workshop with a school favourite: Big Science Big Fun tick tick BOOM! Destination Moon Food Science Show Deep Blue Oceans Cost 💰 Short Course Investment Scientific Method $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: Book 2 or more shows to save! View all offers & discounts. 🌍 Online: Available as a LIVE interactive workshop worldwide. 📍 Regional: Country Science Tours available. 📜 Curriculum: Print a PDF Syllabus Map. Ready to inspire your students? Call 1300 856 828 Trustpilot 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 Know Your Code Years 3 to 6 Maximum 30 students Hands-on technology workshop 90 minutes Year 5 Year 6 Digital Technologies New South Wales Victoria Year 3 Year 4 Read More Enquire Now Human Body – Our muscles & skeleton Years 3 to 4 Maximum 30 students School workshop (NSW & ACT only) 60 or 90 minutes Online Class Available Biological Science Health and Physical Education Human Endeavor New South Wales Australian Capital Territory Year 3 Year 4 Read More Enquire Now Human Body – Organs & Body Systems Years 5 to 6 Maximum 30 students School workshop (NSW & ACT only) 60 or 90 minutes Online Class Available Biological Science Human Endeavor Science Inquiry New South Wales Australian Capital Territory Year 5 Year 6 Read More Enquire Now
Australian National Curriculum Mapping for all our science incursions Australian ACARA Content Outcomes: Science F-10 Version 9.0 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 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 NSW Science Syllabus Content A student: 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 ST3-8PW-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 (2027) For explanatory points & implementation advice, visit the NESA site. 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 Energy is required to change the properties of matter 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 Heat energy can be transferred Recognise that heat energy can be transferred from warmer to cooler objects by conduction, convection and radiation Recognise that temperature is a measure of hotness or coldness, measured using a thermometer and often expressed in degrees Celsius Describe how the properties of materials and transfer of heat energy impact everyday life Pose questions and conduct fair tests to compare how different materials absorb or reflect heat energy 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 A fixed amount of usable matter makes up all the material on Earth Recognise that in a fair test, an independent variable is changed, a dependent variable is measured, and controlled variables remain the same Pose questions to determine whether substances dissolve in water by identifying variables and conducting and evaluating fair tests Earth’s climate is affected by natural and human activities Identify the technologies used to collect weather data and describe how they are used ST3-PQU-01 poses questions to identify variables and conducts fair tests to gather data Print PDF: K to 6 Mapping VIC Curriculum F–10 Version 2.0 Science 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
What Students Experience This immersive short course transforms students into active researchers. Through high-impact demonstrations and focused inquiry, students journey through the core pillars of scientific discovery, learning to look at the world through the lens of a professional scientist. Hands-On Inquiry Students rotate through hands-on stations focused on force, energy, and chemistry. This module introduces the scientific method through direct observation, challenging students to identify patterns and ask “why.” Variable Isolation Time is specifically spent making sure students understand fair testing and variable isolation. We strip back the complexity to show how controlled changes lead to reliable scientific data. The Hypothesis Students master hypothesis formation, learning to create testable predictions based on evidence. This skill forms the foundation of scientific literacy and prepares them for high school science lab work. EST. 2004 Our Commitment to Quality Science Education A Trusted School Partner for 100’s of schools At Fizzics Education, we know science is naturally captivating. Our 20-year history is built on delivering reliable, syllabus-aligned visits that engage students and meet the curriculum & practical requirements of the classroom. ✓Consistency & CareSupporting Australian schools and teachers since 2004. ✓Real FeedbackGuided by reviews from educators and principals. ✓Qualified PresentersFacilitated by experienced science educators focused on student learning. 4 Million+ Students Inspired since 2004 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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