6176RB Science a STEM approach Year 6 low res watermark

© R.I.C. Publications 

Low resolution display copy

Science: A STEM approach (Year 6) 

Published by R.I.C. Publications ® 2017 

Copyright © R.I.C. Publications ® 2017 

ISBN 978-1-925431-99-5 

RIC–6176 

Titles in this series: 

Science: A STEM approach (Foundation) 







All material identified by is material subject to copyright 

under the Copyright Act 1968 (Cth) and is owned by the Australian 

Curriculum, Assessment and Reporting Authority 2017. 

For all Australian Curriculum material except elaborations: This is 

an extract from the Australian Curriculum. 

Elaborations: This may be a modified extract from the Australian 

Curriculum and may include the work of other authors. 

Disclaimer: ACARA neither endorses nor verifies the accuracy of the 

information provided and accepts no responsibility for incomplete or 

inaccurate information. 

In particular, ACARA does not endorse or verify that: 

• The content descriptions are solely for a particular year and 

subject; 

• All the content descriptions for that year and subject have been 

used; and 

• The author’s material aligns with the Australian Curriculum content 

descriptions for the relevant year and subject. 

You can find the unaltered and most up to date version of this 

material at http://www.australiancurriculum.edu.au/ 

This material is reproduced with the permission of ACARA. 

Copyright Notice 

A number of pages in this book are worksheets. 

The publisher licenses the individual teacher 

who purchased this book to photocopy these 

pages to hand out to students in their own 

classes. 

Except as allowed under the Copyright Act 1968, 

any other use (including digital and online uses 

and the creation of overhead transparencies 

or posters) or any use by or for other people 

(including by or for other teachers, students or 

institutions) is prohibited. If you want a licence 

to do anything outside the scope of the BLM 

licence above, please contact the Publisher. 

This information is provided to clarify the limits 

of this licence and its interaction with the 

Copyright Act. 

For your added protection in the case of 

copyright inspection, please complete the form 

below. Retain this form, the complete original 

document and the invoice or receipt as proof 

of purchase. 

Name of Purchaser: 

Date of Purchase: 

Supplier: 

School Order# (if applicable): 

Signature of Purchaser: 


Low resolution display copy 

Online websites 

In some instances, websites or specific URLs may be recommended. While these are checked and rechecked at the time of 

publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended 

that the class teacher checks all URLs before allowing students to access them. 

View sample pages online 

PO Box 332 Greenwood Western Australia 6924 

Website: www.ricpublications.com.au 

Email: mail@ricpublications.com.au

Foreword 

Science: A STEM approach (Foundation to Year 6) is a series of books written with the intent to support 

Australian Curriculum Science while offering a way to introduce a STEM project based on the science 

concepts taught. 

All Science Understanding and Science Inquiry Skills for each unit are included, and any connecting 

Technologies or Mathematics curriculum concepts are also incorporated. 

The STEM project allows students to apply the science knowledge and understanding, and includes 

any curriculum links to Technologies and Mathematics curriculum. 

If you would like us to feature your completed STEM projects on our website, please 

email a photograph, video or audio of the project to 

. 

If you would like to view completed STEM projects and get some inspiration, please 

go to . 

Introduction.............................................................. iv 

Unit description ...................................................iv–vi 

Biological sciences: 

I’m a survivor!.................................................. 1–36 

Overview...........................................................2–3 

Lesson 1............................................................4–7 

Lesson 2..........................................................8–11 

Lesson 3....................................................... 12–15 

Lesson 4....................................................... 16–19 

Lesson 5....................................................... 20–22 

Lesson 6....................................................... 23–25 

Assessment................................................. 26–28 

STEM project............................................... 29–36 

Chemical sciences: 

Reversible and irreversible changes..........37–70 

Overview...................................................... 38–39 

Lesson 1....................................................... 40–43 

Lesson 2....................................................... 44–46 

Lesson 3....................................................... 47–49 

Lesson 4....................................................... 50–54 

Lesson 5....................................................... 55–56 

Lesson 6....................................................... 57–59 

Assessment................................................. 60–62 

STEM project............................................... 63–70 

Contents 

Earth and space sciences: 

The effects of a natural disaster................71–100 

Overview...................................................... 72–73 

Lesson 1....................................................... 74–76 

Lesson 2....................................................... 77–79 

Lesson 3....................................................... 80–82 

Lesson 4....................................................... 83–85 

Lesson 5....................................................... 86–87 

Lesson 6....................................................... 88–89 

Assessment................................................. 90–92 

STEM project............................................. 93–100 

Physical sciences: 

Make it spark............................................ 101–134 



Overview..................................................102–103 

Lesson 1...................................................104–106 

Lesson 2...................................................107–109 

Lesson 3...................................................110–113 

Lesson 4...................................................114–116 

Lesson 5...................................................117–120 

Lesson 6...................................................121–124 

Assessment.............................................125–127 

STEM project...........................................128–134 

R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-99-5 YEAR Science: 

6 A STEM APPROACH iii

Introduction 

What is STEM? 

In a nutshell, STEM is the integration of science, 

technologies, engineering and mathematics 

concepts using project-based and cooperative 

learning. Educators have been integrating learning 

areas since the beginning of time, so although the 

idea behind STEM is not new, this series hopes 

to make it easier for you to execute learning 

integration in the classroom. 

The Australian Government, and governments around the world, have placed a high priority on 

STEM skills. The future workforce will require current students to be creative and critical thinkers who 

can collaborate and design solutions to problems. The skills utilised in STEM have never been more 

valued. 

STEM education aims to prepare students for the roles of the future with skills such as innovation, 

creativity, reasoning, problem-solving, and technical science skills such as questioning, observing, 

systematic experimentation, and analysis and interpretation of data. 

Format of this book 

This series focuses on delivering a comprehensive and contemporary science program, culminating in 

a STEM project which applies the scientific knowledge acquired during the science lessons. The series 

incorporates the use of online resources, digital devices and iPad® applications where appropriate, in 

order to enhance the use of technology in the classroom. 

The units 

The science units are organised by sub-strand—Biological sciences, Chemical sciences, Earth and 

space sciences and Physical sciences. At the start of each sub-strand unit, keywords, a unit overview 

and curriculum scope and sequence are provided, as shown below. 

Each unit contains a term’s worth of work with 6 lessons, a summative assessment of the science 

knowledge with teacher notes, and a STEM project. 

Unit overview 



Title page Unit overview Curriculum scope and 

sequence 

iv 

Science: 

A STEM APPROACH 

YEAR 

6 

978-1-925431-99-5 R.I.C. Publications® – www.ricpublications.com.au

Unit description 

Lessons 

The lessons are based on science knowledge and skills. The lessons contain a page of teacher notes, 

outlining the inquiry questions, science strands and any links to technologies and mathematics 

concepts, followed by a suggested lesson plan. Any resource sheets required for the lesson follow on. 

Assessment 

Teacher notes Lesson plan Resource sheets 

A teacher page is provided outlining the assessment indicators and answers for the following 

assessment page(s). The assessment page(s) covers the science knowledge explored in the previous 

lessons. 



Teacher notes 

Assessment page(s) 


6 A STEM APPROACH v

Unit description 

STEM project 

The STEM project provides students with the opportunity to apply what they have learned in the 

previous science lessons while incorporating technologies, engineering and mathematics concepts 

where possible. The project entails group collaboration and an extended learning period of 

3–4 weeks. This gives students a real-life experience of working with ‘colleagues’ to share ideas 

and test designed solutions. Each STEM project contains an overview listing STEM concepts and 

alternative project ideas, curriculum links, teacher notes and a group assessment rubric, and a project 

brief and checklist for students. Any resource sheets required are also provided, as well as a selfassessment 

sheet. 

STEM project overview and 

STEM curriculum links 

Teacher notes 

Project brief 



Project steps Resource sheets Self-assessment and 

Group assessment rubric 

vi 

Science: 


YEAR 

6 


Biological sciences 

biome 

environment 

ecosystem 

survive 

physical conditions 

sunlight exposure 

temperatures 

precipitation 

I’M A SURVIVOR! 

Keywords 

air/wind conditions 

soil conditions 

fungi 

yeast 

microorganisms 

blubber 

hibernation 

migration 

guarding 

tundra 

deciduous forest 

coniferous forest 

rainforest 



grassland 

desert 

rainfall 

burrowing 


6 A STEM APPROACH 1

Unit overview 



The growth and survival of living things are affected by physical conditions of their environment 

(ACSSU094) 

Lesson 1 

What are the world’s 

major biomes and 

what are the physical 

conditions like in each? 

Lesson 2 

How does the 

temperature and 

precipitation of an 

environment affect 

the growth of plants in 

different biomes? 

Lesson 3 

How do the physical 

conditions of an 

environment affect the 

growth of fungi, such as 

yeast? 

Lesson 4 


conditions in a rainforest 

affect plant and animal 

life? 

Lesson 5 


conditions in extremely 

cold environments such 

as the Arctic tundra, affect 

plant and animal life? 

Lesson 6 


conditions in hot and dry 

environments such as 

deserts and grasslands, 

affect plant and animal 

life? 

Summative assessment 


Claymation 

Students investigate different biomes around the world and the 

types of plants and animals that live in each, using an interactive 

game on the computer. They then compare the amount of 

sunlight and precipitation to the plants and animals that live in 

each major land biome, to predict how the physical conditions of 

an environment affect the plants and animals that live in it. 

Students plan and conduct an experiment to test how the amount 

of sunlight and rainfall an environment receives, affects grass 

growth in that environment. Students identify which physical 

conditions will be controlled or changed, and decide how they 

will measure the grass growth. Students plant their grass seeds 

according to their experiment plan and monitor the results 

throughout Lessons 3–6. 

Students explore different types of fungi, including mushrooms, 

yeasts and moulds. They plan and conduct an experiment to test 

yeast growth in water that is 10 ºC, 30 ºC and 50 ºC, identifying 

the controlled, changed and measured variables before testing. 

Students analyse their results to determine why fungi thrives in 

tropical rainforests. 

In small groups, students identify the plants and animals that 

grow in each layer of a tropical rainforest and allocate a layer 

to each group member. Individually, students conduct online 

research about one plant and one animal that live in their 

allocated layer. Students then share their research with their 

group. 

Students plan and conduct an experiment to test how blubber 

helps sea animals survive in extremely cold environments, such 

as the Arctic tundra. Students also learn about other adaptations 

of plants and animals that allow them to survive in the physical 

conditions experienced by polar biomes. 

Students conduct online research to identify how meerkats 

have adapted to survive in the harsh conditions of the Kalahari 

Desert in Africa, which experiences both desert and savanna 

conditions. Students create a digital presentation to show how 

meerkats survive the fluctuating temperatures, limited rainfall/ 

water availability, wide open spaces and large amounts of sun 

exposure. 

Students apply their knowledge of how the physical conditions 

of an environment affect the survival of plants and animals in that 

environment. 

Students design and create a claymation for young children, 

telling a short story of a squirrel on its perilous journey through a 

coniferous forest in the harsh winter conditions, to find its stored 

acorns. The story must be set after an oak masting in which the 

squirrel has stored its food in several locations within one section 

of forest. 

Pages 

4–7 

8–11 

12–15 

16–19 

20–22 

23–25 



26–28 

29–36 

2 Science: 


YEAR 

6 




Unit overview 

Curriculum scope and sequence 

SCIENCE UNDERSTANDING 

The growth and survival of living things are affected by physical 

conditions of their environment (ACSSU094) 

SCIENCE AS A HUMAN ENDEAVOUR 

Science involves testing predictions by gathering data and using 

evidence to develop explanations of events and phenomena and 

reflects historical and cultural contributions (ACSHE098) 

Scientific knowledge is used to solve problems and inform 

personal and community decisions (ACSHE100) 

SCIENCE INQUIRY SKILLS 

Questioning and predicting 

With guidance, pose clarifying questions and make predictions 

about scientific investigations (ACSIS232) 

Planning and conducting 

Identify, plan and apply the elements of scientific investigations 

to answer questions and solve problems using equipment and 

materials safely and identifying potential risks (ACSIS103) 

Decide variables to be changed and measured in fair tests, and 

observe measure and record data with accuracy using digital 

technologies as appropriate (ACSIS104) 

Processing and analysing data and information 

Construct and use a range of representations, including tables 

and graphs, to represent and describe observations, patterns or 

relationships in data using digital technologies as appropriate 

(ACSIS107) 

Compare data with predictions and use as evidence in 

developing explanations (ACSIS221) 

Evaluating 

Reflect on and suggest improvements to scientific investigations 

(ACSIS108) 

Communicating 

Communicate ideas, explanations and processes using scientific 

representations in a variety of ways, including multi-modal texts 

(ACSIS110) 

Lesson 

1 2 3 4 5 6 Assessment 

STEM 

project 

3 3 3 3 3 3 3 3 

3 3 3 3 

3 3 3 

3 3 3 3 3 3 

3 3 3 3 3 3 3 

3 3 3 3 

3 3 3 3 3 3 3 3 

3 3 3 



3 3 3 

3 3 3 3 3 3 3 3 



Lesson 1 



Teacher notes 

Science inquiry focus: 

What are the world’s major biomes and what are the physical 

conditions like in each? 

Science Inquiry Skills: 

• Questioning and predicting QP 

• Planning and conducting PC 

• Processing and analysing data and information PA 

• Communicating C 

Technology/Engineering/Mathematics links: 

• scanning a QR code using a QR scanner on an iPad ® or 

typing a URL into a web browser to load a website 

• reading information and following the instructions to 

build each biome, using an online interactive game 

• using a table to record information in the correct cells 

• using an application such as Seesaw on an iPad ® to 

present information 

Background information 

• A biome is a large area of land or water that has 

specific physical conditions, including temperature, 

precipitation, sunlight, air/wind and soil, that impact the 

types of plants, animals and microorganisms that live 

there. 

• The location of a biome relative to Earth’s poles or the 

equator, determines the amount of sunlight it receives, 

which impacts its temperature and precipitation. 

• The air and wind conditions, and the amount of 

sunlight and precipitation a biome receives, affect 

the soil conditions needed for plants and animals to 

survive, including a plant’s ability to photosynthesise 

and an animal’s ability to protect itself against climatic 

conditions, predators and food and water scarcity. 

• Living things have specialised physical and behavioural 

adaptations that allow them to survive in the conditions 

of their environment, such as animals with thick fur or 

blubber in polar biomes, or plants with spines instead 

of leaves, in arid desert biomes. See examples of 

different adaptations at . 

Assessment focus: 

• Use page 6 and students’ digital 

presentations or completed copies 

of page 7, to assess their science 

inquiry skills, including predicting, 

planning and conducting an 

investigation and recording 

information accurately in a table. 

Resources 

• Online video—Biomes of the 

world for children: Oceans, 

mountains, grassland, 

rainforest, desert at 

• A copy of page 6 for each 

student 

• Computer access for each 

student 

• An iPad ® for each student, 

with a digital presentation 

application such as Seesaw 

(optional) 

• A copy of page 7 for each pair 

(optional) 

• Online mind-mapping tool, 

such as the one at 

(optional) 





YEAR 

6 




Lesson 1 

Lesson plan 

Introduction: 

1. As a class, watch the video, Biomes of the world for children: Oceans, mountains, grassland, 

rainforest, desert at . This video gives a brief explanation of 

how the physical conditions of an environment can affect the plants and animals that live in that 

ecosystem and how similar ecosystems are grouped together to form biomes. Learn about each 

of the marine biomes, including saltwater (oceans and coral reefs) and freshwater, then pause the 

video at 4:50. Note: The remainder of the video covers land biomes and will be watched later in the 

lesson after students have completed their investigation. 

Development: 

2. Individually, students go to the URL on page 6, and read the information about each of the six 

major land biomes of the world—tundra, taiga, deciduous forest, grassland, rainforest and desert. 

Students then play an interactive game in which they read clues to predict the correct plants, 

animals, temperature and precipitation for each biome. After building each biome, students record 

the summary of information about the plants, animals, temperature and precipitation of each 

biome, using the table on page 6. Note: This activity may be completed in pairs if resources are 

limited. QP PC PA 

Differentiation 

• Less capable students can work with a partner to complete the interactive game or sit as a 

group with the teacher reading the information aloud and each student building the biome on 

individual iPads ® . 

• More capable students may be encouraged to record more specific information about each 

biome, using the information presented while selecting the plants, animals, temperature and 

precipitation of each biome. 

3. In pairs, students discuss the types of plants and animals that grow in each biome and the 

temperature and amount of precipitation received to predict relationships between the non-living 

and living things in each biome. Using an application on an iPad ® , such as Seesaw, or using the 

table on page 7, students record how they think plants and animals survive in each biome. Prompt 

students with questions including, What kinds of adaptations do plants and animals have to help 

them survive in their environment? How do non-living things in the environment, such as the amount 

of sunlight, precipitation, temperature, soil or air conditions affect the plants and animals that live 

there? How do producers, herbivores, omnivores, carnivores and decomposers create a balance in 

the environment? QP PC PA 

4. Watch the remainder of the video from the Introduction. This part explains how plants and animals 

survive in different land biomes. 

Reflection: 



5. Conduct a brainstorm on the whiteboard or using an online mind-mapping tool such as the 

one at . Create a parent node, entitled ‘Physical conditions in an 

environment’ and child nodes for each of the following physical conditions: temperature, sunlight, 

precipitation, air conditions and soil conditions. Divide the class into five groups and allocate 

a physical condition to each group. In their groups, students brainstorm examples of how their 

allocated physical condition affects the plants and animals of a biome. As students share their 

examples with the class, record them on the mind map and email a copy to each student. PA C 



Lesson 1 



Major biomes around the world 

Biomes of the world 

Type the URL into a web browser to download an interactive 

game, called Build a biome. Open the game from the downloaded file. 

Read the information presented to learn about different land biomes, then click ‘Play the 

game’ to build each biome. Use the clues from the notebook and the facts panel to select the 

correct plants, animals, temperature and precipitation for each biome. 

After building a biome, use the table below to record information about the plants, animals, 

temperature and precipitation in the correct cells. 

Tundra 

Taiga 

Deciduous 

forest 

Rainforest 

Grassland 

Desert 

Plants Animals Temperature Precipitation 





YEAR 

6 




Lesson 1 

Plant and animal survival in each biome 

Biome How do plants survive in this biome? How do animals survive in this biome? 

Tundra 

Taiga 

Deciduous 

forest 

Rainforest 

Grassland 



Desert 



Lesson 2 



Teacher notes 


How does the temperature and precipitation of an 

environment affect the growth of plants in different 

biomes? 




• Processing and analysing data and 

information PA 


Science as a Human Endeavour: 

• Students investigate how the amount of sunlight, 

and the amount and frequency of rainfall, affect 

the growth of grass. 


• Temperate grasslands are found in the temperate 

climatic zones and have large, rolling plains of grasses, 

flowers and herbs. Tropical grasslands, also known as 

savannas, are found in the tropical climatic zone. They 

are grasslands that also support some tree growth 

around water catchments. 

• The physical conditions in grassland biomes provide 

enough sunlight and rainfall to support grass growth. 

The long blades of grass are able to absorb the vast 

amounts of sunlight without being burnt by extremely 

hot temperatures or frozen by extremely cold 

temperatures. The nutrient-rich soil means that grasses 

have adapted to have fibrous root systems that absorb 

these nutrients and any rainfall that seeps into the soil. 

• Examples of grasses that grow in these biomes are 

purple needlegrass, wild oats, foxtail, ryegrass, and 

buffalo grass. 

• Watch the video at to 

see how amount of water and sunlight grass receives in 

a garden, affect its growth. 


• using materials and equipment safely 

when conducting an experiment 

• using formal measurements to ensure 

the amount of soil and grass seeds are 

controlled and the amount of water given 

is kept constant 

• taking digital photographs using an iPad ® 

and emailing them to each group member 

• using an iPad ® to insert digital 

photographs from an email, text and audio 

into a presentation application such as 

ShowMe or Seesaw 

• saving and emailing a digital presentation 

to the teacher 


• Use the digital presentations from each 

group to assess their science inquiry 

skills, including predicting, conducting an 

experiment and recording observations 

using digital photographs. 

Resources 

• Online image of different 

environments at 

• Completed copies of page 6 

from Lesson 1 (optional) 

• For each group: a copy of 

page 10; 4 jumbo plastic 

cups; 4 cups of soil in a 

plastic container; a water 

sprayer; 2 tablespoons of 

grass seeds; measuring tools, 

including a tablespoon and a 

measuring cup 

• An iPad ® for each 

student, with a digital 

camera application and a 

presentation application, 

such as ShowMe or Seesaw 


student 





YEAR 

6 




Lesson 2 

Lesson plan 

Introduction: 

1. Display the image at to revise or learn about the conditions in 

different environments, including mountainsides, savannas, deserts, rainforests, Arctic tundra and 

woodlands. Using a think-pair-share, students discuss the types of vegetation that are supported 

in each environment. Note: Completed copies of page 6 from Lesson 1 may assist students in their 

discussions. QP PA 

Development: 

2. In groups of four, students read the experiment information on page 10 and decide who will take 

care of each plant. Students identify the controlled, independent and dependent variables by 

answering the questions, then discuss how they will control each of the controlled variables and 

how they will measure their results. Students use a calendar to record when they will need to water 

each cup and how much water each cup will receive. Note: Students should be encouraged to give 

the grass the same amount of water each time. PA 


• Less capable students can be grouped together to discuss the different variables with the 

teacher and how they will keep their test fair. Written information may be completed using an 

audio recorder. 

• More capable students may be encouraged to write or draw how they think the grass in each 

cup will look after four weeks of growing. 

3. Give each group four plastic cups, four cups of soil in a plastic container, a water sprayer and 

access to grass seeds. Using a grassed area outside, each student takes a cup and labels the 

test number on it with a permanent marker. Students fill their cup with soil, to approximately two 

centimetres below the edge of the cup, then place two tablespoons of grass seeds in their cup 

and cover them with a thin layer of soil. They position their cups to receive the correct amount of 

sunlight, before watering each one according to their experiment plan. Using an iPad ® , students 

take a digital photograph of the cups in each position and email them to each group member. 

Clean away any mess and return to the classroom. PC PA 

4. Individually, students use page 11 to predict the results of the experiment. QP 

Reflection: 

5. Using an iPad ® , students individually insert the emailed photographs of their plants in both sunexposed 

and sun-limited environments, into a presentation application, such as ShowMe or 

Seesaw. They add text to list the controlled variables, add a calendar to show how much water and 

how frequently each plant will be watered, and record audio of their predictions, by reading each 

question and answer on page 11. Students save and email their presentations to the teacher or 

upload their presentation to Seesaw for assessment. C 

Note: Students will need to continue to water their plants throughout the week as written in their 

experiment plan. Observations will not be recorded on page 11 until one week after planting. 

Students will continue to use page 11 throughout the remainder of this unit so it will need to be 

easily accessible. 





Lesson 2 



Growing grass experiment – 1 

Question: 

How does the amount of sunlight and rainfall in an environment affect the growth of grass? 

Instructions: 

1. Label the cups as shown below. 

2. Place soil in each cup, filling to 2 cm from the top. 

3. Place two teaspoons of seeds in each cup and 

cover them with more soil. 

4. Place each cup in a position that suits its test 

and water them. 

Test 1 

Test 2 

Test 3 

Test 4 

Identify the variables: 

Physical conditions in each test 

An environment with: 

• moderate to high sunlight exposure, and 

• heavy and frequent rainfall. 


• moderate to high sunlight exposure, and 

• limited and infrequent rainfall. 


• limited sunlight exposure, and 

• heavy and frequent rainfall 


• limited sunlight exposure, and 

• limited and infrequent rainfall. 

moderate to high sunlight exposure 

limited sunlight exposure 

Physical conditions Control Change 

Temperature 

Rainfall 

Sunlight exposure 

Air/wind conditions 

Soil conditions 

Can’t be 

controlled 

Equipment and materials: 

• 4 plastic cups 

• 4 cups of soil 

• grass seeds 

• water sprayer 

• measuring and recording tools 

heavy and frequent rainfall 

limited and infrequent rainfall 

Labels 

Explain how/why 



How will you measure the growth of the grass? 



YEAR 

6 




Lesson 2 

Predict the results: 

Growing grass experiment – 2 

1. Under which conditions will the grass grow most? Explain why. 

2. Under which conditions will the grass grow least? Explain why. 

3. Will the grass grow in all cups, even if it is at a slower rate? Explain why. 

Record the results: 

Test 1 

Test 2 

Test 3 

Test 4 

Grass growth 

after 1 week 

Grass growth 

after 2 weeks 

Analyse the results: 

1. In which test did the grass grow the most? 

2. In which test did the grass grow the least? 

3. Did the grass grow in all tests? 

Explanation: 

Scan the QR code or type the URL into a web 

browser to see how different physical conditions 

affect grass growth in gardens. 

Evaluate your experiment: 

1. Did you conduct a fair and accurate experiment? 

2. How could you improve your experiment next time? 

Grass growth 

after 3 weeks 

Grass growth 

after 4 weeks 



https://tinyurl.com/yaaj8mjn 

3. What other experiments could you conduct to see how the physical conditions of an 

environment affect grass growth? 



Lesson 3 



Teacher notes 


How do the physical conditions of 

an environment affect the growth of 

fungi, such as yeast? 






• Evaluating E 



• Students investigate how the 

growth of yeast is affected by the 

temperature of an environment 

and conduct an experiment to 

test their predictions. 


• Fungi come in different types, including 

mushrooms, moulds and yeasts. To read 

more about different types of fungi, go to 

. 

• Yeasts are microscopic, single-celled fungi 

that grow on the surface of overripened 

fruits and decaying plants and animals, 

where they extract sugar as food. They 

use this food to grow by converting the 

carbohydrates into energy, which creates 

alcohol and carbon dioxide as byproducts. 

• Yeast grows in warm, humid environments 

such as tropical rainforests, where the 

temperatures are constantly warm and 

rainfall is plentiful all year round. As yeast 

is not a plant, it doesn’t require sunlight 

to grow, making the forest floor an ideal 

place to live. 

• Yeast bought in supermarkets and 

often used in baking, is a collection of 

dehydrated yeast cells that become active 

when combined with sugar and warm 

water. See 

for more information. 


• using measuring tools accurately to measure the amount 

of each ingredient, the temperature of the water in each 

test and the height of grass and yeast 

• using a stopwatch or countdown timer to measure 

five-minute intervals 

• using an iPad ® to take digital photographs, scan QR codes 

or type URLs into a web browser, and participate in an 

online discussion forum to communicate their science 

understanding 

• recording measurements in a table and creating a line 

graph of the results 

• using an application on an iPad ® , such as Numbers, to 

create digital tables and graphs (optional) 


• Use completed copies of pages 14 and 15 to monitor 

students’ science inquiry skills. 

• Use students’ comments in the online discussion forum 

to asses their understanding of how physical conditions 

affect the growth of fungi, including yeast. 

Resources 

• Individual copies of page 11 from Lesson 2 

• An iPad ® for each student with a digital 

camera, a QR scanner and a communication 

application, such as GroupMe 

• A ruler for each student 

• For each group: 3 × 600-mL plastic 

bottles; 3 satchets of dry yeast powder; 

6 tablespoons of sugar; 3 balloons; 

measuring tools, including a tablespoon, a 

measuring jug, a timer and 3 thermometers 

• Permanent marker for each student or 

group 

• Online image—Forms of fungi at 

• A double-sided copy of pages 14 and 15 for 

each student 

• Microscopes (if available) 

• Online video—Fungi fantastic at 





YEAR 

6 




Lesson 3 

Lesson plan 

Note: Before commencing Lesson 3, students observe the grass growing experiment from Lesson 2, 

and take a digital photograph of the grass growth in each cup. Students choose an appropriate unit of 

measurement (millimetres or centimetres) and measure the height of the grass in each cup. Students 

record their measurements in the table on page 11, under the heading ‘Grass growth after 1 week’. 

PC PA 

Introduction: 

1. Display the image at to see the three main types of fungi in the 

fungi kingdom—mushrooms, yeasts and moulds. Explain that students will be investigating how the 

growth of yeast is affected by the temperature of its environment. 

Development: 

2. Divide the class into groups of three and give each student a double-sided copy of pages 14 

and 15. As a group, students read through the experiment plan on page 14, then discuss the 

questions under the ‘Identify the variables’ heading. Individually, students record their group’s 

answers to each question to identify the controlled, independent and dependent variables and 

write their own predictions at the bottom of page 14. QP PC 

3. In their groups, students allocate a test/temperature to each student and conduct the experiment 

according to the instructions, to test how the growth of yeast is affected by the temperature of 

its environment. Students use a timer and a permanent marker to record the growth of the yeast 

at five-minute intervals, by marking a line around each bottle at the height of the yeast foam and 

taking a digital photograph of the three bottles with an iPad ® . Students measure the thickness of 

the foam to see how much the yeast has grown in each test, at each time interval. Students then 

record their results in the table on page 14, and complete the graph and analysis questions to 

compare the growth of yeast in each temperature. Note: If microscopes are available, students 

should be encouraged to look at the yeast under the microscope. PC PA 


• Less capable students can use an iPad ® to record audio of their answers to each question on 

pages 14 and 15, to identify the variables within the experiment, and to predict and analyse the 

results. 

• More capable students may be encouraged to use an application on an iPad ® , such as Numbers, 

to digitally record their results in a table and a graph. 

4. Using an iPad ® , students scan the QR code on page 15 or type the URL into a web browser, to 

watch a video of a similar yeast-growing experiment, testing the use of cold water, boiling water 

and body-temperature water, approximately 37 ºC (both with and without a cover). In pairs, 

students compare the results of the experiment in the video, to their results to find patterns, then 

evaluate their experiment by discussing the questions at the bottom of page 15. PC PA E 



Reflection: 

5. Watch the Fungi fantastic video at . Students compare how 

the growth of the fungi in the video is similar or different to the growth of yeast. Using a 

communication application on an iPad ® , such as GroupMe, or a classroom blog, start a discussion 

forum by asking, In which biome do you think fungi will grow best and why? Students use their 

understanding of yeast growth to discuss and justify their answer. They should be encouraged to 

reply to other students using agreed ethical, social and technical protocols. C 



Lesson 3 



Question: 

Growing yeast experiment – 1 

How does the temperature of an environment affect the growth of yeast? 

Instructions: 

1. Label the plastic bottles as shown below. 

2. Inflate the balloon to stretch it, then set it aside. 

3. Pour the water, at the desired temperature, into 

each bottle. Be careful with hot water! 

4. Place a funnel into the bottle and add the yeast, 

then the sugar. 

5. Quickly remove the funnel and place the 

opening of the balloon over the top of the 

bottle. 

6. Mark a line at the top of the water level, and 

place each bottle in the centre of the desk. 

Test 1 Test 2 Test 3 

Temperature 10 ºC 30 ºC 50 ºC 


Equipment and materials: 

1. How will you control the size of the environment (bottle) and the balloon? 

2. How will you control the amount of each ingredient added to the bottles? 

(a) yeast 

(b) sugar 

(c) water 

3. What is the independent (changed) variable? 

4. How will you measure the temperature in each test? 

5. How will you measure the thickness of the foam (yeast growth) in each test? 

Predict the results: 

1. At which temperature will the yeast grow most? 

2. At which temperature will the yeast grow least? 

3. Will the yeast grow in all three temperatures? 



YEAR 

6 

• 3 × 600-mL plastic bottles 

• 3 sachets of yeast 

• 6 tablespoons sugar 

• 3 balloons 

• 250 mL water at each 

temperature 

• measuring jug 

• tablespoon 

• thermometer 

• ruler 

• permanent marker 

• iPad ® 






Lesson 3 

Record the results: 

Growing yeast experiment – 2 

1. Mark the thickness of the foam with a permanent marker at each interval and take a digital 

photograph of the bottles. 

2. From the waterline mark, measure the height of the yeast foam at each interval and record 

it in the table below. 

Test 1: 10 ºC 



5 minutes 10 minutes 15 minutes 

Analyse the results: 

1. Record your results on the graph to compare each test. Use a different coloured pencil to 

record and connect the measurements of each test. 

Yeast growth in 

2. Answer the questions to analyse your results. 

different temperatures 

26 

(a) In which test did the yeast grow the most? 

24 

22 

20 

(b) In which test did the yeast grow the least? 

18 

16 

14 

(c) Did the yeast grow in all temperatures? 

12 

10 

(d) What is the height difference between the 

8 

yeasts with the most and least growth? 

6 

4 

2 

0 0 5 10 15 

Time (minutes) 

Compare your results to a similar experiment: 

Scan the QR code or type the URL into a web browser to 

see a variation of this experiment. Compare your results 

to the results of this experiment. 

https://tinyurl.com/h9b7nu6 

Growth of yeast (cm) 



Evaluate your experiment: 

1. Did you conduct a fair and accurate experiment? 

2. How could you improve your experiment next time? 



Lesson 4 



Teacher notes 


How do the physical conditions in a rainforest affect 








• Students investigate how the growth of yeast is 

affected by the temperature of an environment and 

conduct an experiment to test their predictions. 


• Tropical rainforests are located near the equator 

and have greater biodiversity than any other 

biome. They have four layers which exhibit a 

unique set of physical conditions and plant 

and animal life. These include the forest floor, 

understorey, canopy and emergent layer. 

• Tropical rainforests are characterised by their 

constantly warm temperatures and large amounts 

of rainfall all year round. While sunlight is 

abundant near the equator, the canopy blocks 

95% of the sunlight from reaching the understorey 

and forest floor, creating dark and sheltered layers. 

• Trees in the emergent layer are often exposed to 

strong winds that are sheltered from lower levels 

by the canopy. The soil contains a thin layer of 

nutrient-rich soil, which supports the growth of 

plants with shallow or above-ground root systems. 

• Many plants and animals have had to adapt 

to these conditions in various ways. For more 

information about tropical rainforests and the 

plants and animals that live there, go to . 


• using measuring tools accurately to 

measure the height of grass 

• using an iPad ® to take digital 

photographs, type URLs into a web 

browser, conduct online research 

and present information using an 

application such as Popplet or Seesaw 

• sharing digital presentations with the 

teacher and the class via email, a class 

website or dropbox 


• Use students’ digital presentations 

from Step 2 and Step 6 to assess their 

understanding of how the physical 

conditions in a rainforest affect the 

plants and animals that survive. 

Resources 

• Individual copies of page 11 from 

Lesson 2 


• An iPad ® for each student with a 

digital camera and a presentation 

application, such as Popplet or 

Seesaw 

• Online video —Amazon wildlife— 

Andes to Amazon at 

• Website—Rainforest layers at 

 

• A copy of page 18 for each group 

• A copy of page 19 for each student 

(optional) 





YEAR 

6 




Lesson 4 

Lesson plan 

Note: Before commencing Lesson 4, students continue to observe the grass growing experiment 

from Lesson 2, and take a digital photograph of the grass growth in each cup. Students choose an 

appropriate unit of measurement (millimetres or centimetres) and measure the height of the grass 

in each cup. Students record their measurements in the table on page 11, under the heading ‘Grass 

growth after 2 weeks’. 

Introduction: 

1. Watch the online video, Amazon wildlife—Andes to Amazon at . 

Write the following questions on a whiteboard, What are the climate and soil conditions like in a 

tropical rainforest? How do the physical conditions of a tropical rainforest affect the growth and 

survival of plants and animals? Individually, using a digital presentation application such as Popplet 

or Seesaw, students write each question and record their predictions. QP PA 

Development: 

2. Write the website on the whiteboard and divide the class into 

groups of four. Groups allocate a layer of the rainforest to each student—forest floor, understorey, 

canopy or emergent. Using an iPad ® , students type the URL into a web browser, and read the 

information presented about their allocated layer of the rainforest. Using page 18, students choose 

one plant and one animal species that can be found in their allocated layer of the rainforest and 

record which plant and animal will be researched by each group member. Alternatively, students 

can choose their own plant and/or animal and record each group member’s choices in their 

science journal. PC 

3. Students conduct individual research about their chosen plant and animal, to identify how the 

physical conditions in the rainforest layer affect the growth and survival of each. Students may use a 

copy of page 19 or a digital application such as Popplet, to take notes. PC PA 


• Less capable students can be encouraged to research a plant or animal that is familiar to them 

and provided with books and online videos or websites to learn about the physical condition 

and living things in each. Students may also use an audio recorder to record their information. 

• More capable students may be encouraged to research a plant or animal that is less familiar to 

them or research more than one plant or animal. 

4. Students share their research with their group and clarify any questions that their group members 

have, then give a copy of their notes to each group member. PA 

Reflection: 

5. Individually, students revisit their digital presentation from Step 2 and compare their predictions 

to their research. They create a new presentation using the same digital application, to answer the 

same questions, based on their research. They will also need to provide examples of how plants 

and animals have adapted to survive these conditions. C 

6. Students then share their presentations with the class via email, a class website or dropbox. Note: 

Students may also be encouraged to email both their presentations to the teacher for assessment. 

C 





Lesson 4 



Rainforest layers 

Forest floor Understorey Canopy Emergent 

Plants 

Animals 

Choose one plant and one animal from each 

rainforest layer and research: 

• the physical conditions, including the climate 

and soil conditions in each layer of the 

rainforest 

• how that plant is affected by the physical 

conditions of its environment (think about the 

needs of plants) 

• how that animal is affected by the physical 

conditions of its environment (think about the needs of animals). 

Which plant and which animal will you research for each layer? 

Emergent 

Canopy 

Understorey 

Forest floor 

Emergent 

Canopy 

Understorey 

Forest floor 





YEAR 

6 




Lesson 4 

Rainforest research 

How do plants and animals survive the physical conditions in each layer of a tropical rainforest? 

Physical 

conditions 

Sunlight 

Water 

Air 

Temperature 

Soil 

conditions 

Rainforest layer: Plant: Animal: 





Lesson 5 



Teacher notes 


How do the physical conditions in extremely cold 

environments such as the Arctic tundra, affect 










• Students predict and investigate how plants 

and animals survive in the physical conditions 

of extremely cold environments, such as the 

Arctic tundra. 


• The polar tundra, including the Arctic and Antarctic 

tundras, are located near the north and south poles 

respectively. 

• These biomes both experience extremely cold 

temperatures and little precipitation in terms of liquid 

water. Because of their location, these biomes have 

long, cold winters and short, cool–warm summers. 

These biomes are often exposed to cold air and 

permanently frozen soils, known as permafrost. 

• In the Arctic tundra, only small, specially adapted 

plants like lichens, mosses and low shrubs can 

grow. Go to and 

click on ‘Small but tough’ or ‘Arctic plants’ for more 

information about plants in the tundra. 

• Animals have special adaptations that allow them 

to survive the cold conditions. See examples of 

adaptations to extreme cold at or . 

• Whales and other mammals have a thick layer of 

blubber which is used for temperature regulation in 

extremely cold conditions, as well as being an energy 

source. For a video of a similar blubber experiment 

and explanation go to . 


• using measuring tools accurately to measure 

the height of grass, the temperature of the 

water and record time using a countdown 

timer 

• using an iPad ® to take digital photographs 

and present information using an 

application such as Notes, Seesaw or an 

audio recorder 

• sharing digital presentations with the 

teacher and the class, via email, a class 

website or dropbox 


• Use students' digital presentations as an 

assessment of their understanding about 

how plants and animals are affected by the 

physical conditions of the Arctic tundra. 

Resources 

• Individual copies of page 11 

from Lesson 2 

• For each student: a ruler; an 

iPad ® with a digital camera 

and a digital application such 

as Notes, Seesaw or an audio 

recorder; a copy of page 22; 

access to water and ice blocks; 

two plastic cups; a plastic 

spoon or craft stick (to spread 

the lard on their finger); a fatty 

substance, such as lard or 

shortening 

• Online video—Tundra biome at 

 

(pause at 3:20) 

• Measuring equipment, 

including a thermometer and 

a 10-second timer for each 

student or pair 

• Website about animal 

adaptations to extremely cold 

conditions at 





YEAR 

6 




Lesson 5 

Lesson plan 


from Lesson 2, and take a digital photograph of the grass growth in each cup. Students choose an 

appropriate unit of measurement (millimetres or centimetres) and measure the height of the grass 

in each cup. Students record their measurements in the table on page 11, under the heading ‘Grass 

growth after 3 weeks’. PC PA 

Introduction: 

1. Watch the video Tundra biome at , stopping it at 3:20. This video 

describes the physical conditions in the Arctic and Alpine tundras, and explains how plants and 

animals adapt to the Arctic tundra. It focuses mainly on plant adaptations but also states some 

animal adaptations, such as thick fur or fat, hibernation and migration. QP 

Development: 

2. Write the question, How does blubber help sea animals to survive in extremely cold conditions? on 

the whiteboard. Using an iPad ® , students individually record their prediction using an application of 

their choice, such Notes, Seesaw or an audio recorder. QP 

3. In pairs, give each student a copy of the experiment worksheet on page 22, and the materials 

and equipment listed on the page. Students read the experiment steps together, clarifying 

any information they are unsure of, then discuss and record the controlled, independent and 

dependent variables. Students both complete the experiment individually and record theirs and 

their partner’s results at the bottom of page 22. Students then compare their results and discuss 

how they think blubber helps sea animals survive in the icy waters of the tundra. PC PA 


• Less capable students can be grouped together to discuss the different variables with the 

teacher and how they will keep their test fair. Written information may be completed using an 

audio recorder on an iPad ® . 

• More capable students may be encouraged to research and write an explanation of how 

blubber helps sea animals survive in the icy waters of the tundra. 

4. Using the same iPad ® application used in Step 2, students compare the results of their experiment 

to the information in the video in Step 1. They record any further information, then reflect on their 

experiment to suggest how they could improve their experiment next time. PA E 

5. Display the website on an interactive whiteboard. As a class, read 

through the information and discuss different adaptations that animals have to allow them to 

survive in the extremely cold conditions, where food sources and sunlight are limited. PC PA 

Reflection: 

6. Using an iPad ® application such as Seesaw, students create a presentation to answer the question, 

How do plants and animals survive in the physical conditions of the Arctic tundra? Students provide 

information and examples about the adaptations that plants and animals have that allow them 

to survive in an environment with cold temperatures, limited sunlight and precipitation, soils 

containing permafrost and strong winds. C 

7. Students share their presentation with the class via email, a class website or dropbox. Note: 

Students may also be encouraged to email both their presentations from Steps 4 and 6 to the 

teacher for assessment. C 





Lesson 5 



Blubber experiment 

Experiment: 

Materials and equipment: 

1. Create a cup of icy water that is between 0 ºC and –5 ºC. • 2 plastic cups 

2. Completely coat your index finger on one hand with a 

thick layer of fat. 

3. Completely coat your middle finger on the same hand 

with a thin layer of fat. 

4. Check the temperature is still between 0 ºC and –5 ºC. 

5. Place your index, middle and ring finger in the cup of icy 

water for 10 seconds. 

Note: Take your ring finger out of the water if it gets too cold 

to bare. Record how long it lasted in the water. 

Variables for a fair test: 

• 1 plastic spoon or a 

craft stick 

• tap water 

• ice blocks 

• fatty substance 

• thermometer 

• 10-second timer 

Controlled variables—How will you control the temperature of the water throughout the 

experiment? How will you adjust it if needed? 

Independent variables—What will you change to test how fat helps sea animals survive in 

icy waters and how will you change it? 

Dependent variables—It is hard to measure how cold/warm each finger gets accurately. 

How will you observe which finger endured the icy waters better? 

Results: 



What were your results? 

What were your partner’s results? 



YEAR 

6 




Lesson 6 

Teacher notes 


How do the physical conditions in hot and dry 

environments, such as deserts and grasslands, affect 









• Students predict and investigate how plants and 

animals survive in the physical conditions of hot and 

dry environments, such as deserts and grasslands. 


• Deserts are located in the arid climatic zone, 

receiving minimal rainfall each year and constantly 

fluctuating temperatures, from extremely hot during 

the day, to extremely cold at night. 

• Grasslands are found on every continent, except 

Antarctica. They can be tropical or temperate 

depending on the amount of rainfall received and 

the temperature. 

• The Kalahari Desert, located in Africa, is classified as 

a semi-arid sandy savanna. It receives extremely hot 

daytime temperatures and extremely cold night-time 

temperatures, with little rainfall for most of the year. 

In winter, heavy rains produce wet soils and excess 

water catchments which support grasses, small 

plants and some tree growth. Many animals travel 

here seeking food after the rains, and leave when the 

water and food supply run short. 

• Meerkats remain in the Kalahari Desert all year 

round. They live in burrows underground to protect 

themselves against the extreme conditions and 

predators. Meerkats are able to survive the droughts 

by obtaining water from the food they eat and 

limiting their activity to dawn and dusk. For more 

information about meerkat adaptations go to the 

websites listed on page 25. 


• using measuring tools accurately to 

measure the height of grass 

• using an iPad ® to take digital 

photographs, scan QR codes or type 

URLs into a web browser, conduct 

online research and present information 

using an application such as Seesaw or 

ShowMe 

• sharing digital presentations via email, 

a class website or dropbox 


• Use students’ digital presentations 

to assess their understanding of how 

plants and animals are affected by the 

hot and dry conditions in desert and 

grassland biomes. 

Resources 

• Individual copies of page 11 

from Lesson 2 


• An iPad ® for each student 

with a digital camera and a 

presentation application such as 

Seesaw or ShowMe 

• Website—Earth observatory – 

Grassland and Desert 

• A copy of the meerkat research 

card on page 25 

• Online video—Fighting for 

survival in the Kalahari Desert, 

Africa at 





Lesson 6 



Lesson plan 


from Lesson 2, and take a digital photograph of the grass growth in each cup. Students measure the 

height of the grass and record their measurements in the table on page 11, under the heading ‘Grass 

growth after 4 weeks’. Students analyse their results by answering the questions on page 11 and then 

watch a video explaining how the physical conditions of an environment affect grass growth. As a 

group, students discuss whether they conducted a fair test, how their experiment could be improved, 

and suggest another experiment that could be conducted to test how the physical conditions of an 

environment affect grass growth, such as different soil conditions. PC PA E 

Introduction: 

1. Go to the NASA Earth observatory information about grasslands at . As a class read through the information. Then go to the information about deserts at 

or just click on ‘Desert’ listed on the right-hand side under Biomes. 

Briefly compare the similarities and differences between each environment, including the small 

amount of rainfall and hot temperatures. QP 

Development: 

2. Using an iPad ® , students conduct individual research to find how meerkats survive in the Kalahari 

Desert, which exhibits more grassland conditions than desert conditions. Give each student a card 

from page 25 to conduct online research. Students use a presentation application, such as Seesaw 

or ShowMe, to insert images of meerkats, and describe how their adaptations allow them to survive 

in the fluctuating temperatures, limited rainfall/water availability, wide open spaces and large 

amounts of sun exposure. Students also describe how meerkats use the soil for burrowing and 

obtaining food. PC PA 


• Less capable students can work with a partner to research and discuss information about 

meerkats. Students can use an audio recorder to explain how meerkats survive in the Kalahari 

Desert. 

• More capable students may be encouraged to research their own information about meerkats 

and their environment. They can also research a plant in the Kalahari Desert to see how it 

survives in the same conditions. 

3. Watch the online video, Fighting for survival in the Kalahari desert, Africa at . Using a think-pair-share, students compare how mole rats survive in the desert to 

how meerkats survive in the desert, including through burrowing, living together, hunting food, 

obtaining water and creating shelter from the elements. PA 

Reflection: 



4. Students use an iPad ® application such as Seesaw or ShowMe, to create a presentation explaining 

how the conditions of a hot and dry environment, such as a desert or a grassland, can affect plant 

and animal life. They insert their photograph of the Growing grass experiment, taken four weeks 

after the start of the experiment, and an image of a meerkat, and explain how each of these living 

things is affected by the hot and dry conditions, using text or audio. C 

5. Students then share their presentations with the class via email, a class website or dropbox. Note: 

Students may also be encouraged to email both their presentations from Steps 2 and 4 to the 

teacher for assessment. C 



YEAR 

6 




Lesson 6 

Meerkat research 


Scan the QR codes or type the URLs into a web browser to research information about how 

meerkats survive in the fluctuating temperatures and limited rainfall of the Kalahari Desert. 

Watch the video Kalahari desert Meerkats—Wild Africa at: 

https://tinyurl.com/y8tm96t8 

Read about meerkats in the Animal fact guide at: 

https://tinyurl.com/ja8u8tf 

Watch the video Marvellous meerkats at: 


Scan the QR codes or type the URLs into a web browser to research information about how 

meerkats survive in the fluctuating temperatures and limited rainfall of the Kalahari Desert. 

Watch the video Kalahari desert Meerkats—Wild Africa at: 

https://tinyurl.com/y8tm96t8 

Read about meerkats in the Animal fact guide at: 

https://tinyurl.com/ja8u8tf 

Watch the video Marvellous meerkats at: 

https://tinyurl.com/y8pogek4 



https://tinyurl.com/y8pogek4 



Assessment 



Teacher notes 

Science knowledge 

The growth and survival of living things are affected by physical conditions of their environment 

(ACSSU094) 

Indicators 

• Identifies the physical conditions of an environment. 

• Identifies how plants survive each physical condition in the polar tundra. 

• Identifies how the physical conditions in each layer of a tropical rainforest, affects the plants that 

survive in each layer. 

• Explains how meerkats have adapted to survive in the harsh conditions of the Kalahari Desert. 

• Describes the ideal physical conditions for grass growth, with justification based on the student’s 

grass-growing experiment. 

• Describes the ideal physical conditions for yeast growth, with justification based on the student’s 

yeast-growing experiment. 

Answers 

Pages 27 and 28 

1. The physical conditions of an environment are the 

amount of sunlight it receives, the amount and types of 

precipitation, the temperature, the air/wind conditions 

and the soil conditions. 

2. Teacher check 


Emergent layer—Very tall trees grow in this layer as they 

compete for constant sunlight exposure. Because of the 

shallow nutrient-rich soil, trees often have root system 

adaptations which allow them to obtain water, nutrients 

and air, while supporting the tall tree to stand upright in 

the windy conditions of the emergent layer. 

Canopy—Tall trees grow in this layer with leaves 

branching out to create a ‘roof’ over the forest. This helps 

these trees absorb as much sunlight as possible. Trees 

in this layer have lots of small leaves to allow rain to fall 

through to the lower layers. Vines and air plants grow on 

other trees to reach the sunlight and rainfall received in 

this layer. 

Understorey—Smaller plants with leaf adaptations that 

maximise the amount of sunlight they receive, survive in 

this sheltered layer. Because of the constantly wet soil, 

plants in this layer often have adaptations that allow 

excess water to run off their leaves. 

Forest floor—Not many plants survive in this layer as 

there is not enough sunlight for them to survive. Moss 

and some low-lying ferns survive in the warm, moist 

conditions on the forest floor, which is mostly covered by 

fungi and other micro-organisms, rather than plants. 

4. (a) Meerkats dig burrows in the soil 

to protect themselves from the 

hot daytime temperatures, cold 

night-time temperatures, strong 

winds and from the occasional 

heavy rains. 

(b) Meerkats have dark rings 

around their eyes which protect 

them from the glare of the 

bright sunlight, similarly to how 

we use sunglasses. 

(c) Meerkats are active at 

dawn and dusk to protect 

themselves against the extreme 

temperatures during the day 

and at night. 

(d) Meerkats are able to survive 

long periods of drought by 

obtaining water from the grubs, 

scorpions and plants they eat. 

(e) Meerkats live in mobs and 

work as a team to survive. 

They help each other dig 

extensive networks of burrows 

underground and protect each 

other against predators using a 

scout and warning calls. 







YEAR 

6 


50 120 

45 

110 

40 

100 

35 

90 

30 

25 

80 

20 

70 

15 

60 

10 

50 

5 

40 

0 

30 

-5 

20 

-10 

10 

-15 

0 

-20 

-10 

-25 

-30 

-20 

-35 -30 

-40 -40 

F0 

120 

110 

100 

90 

80 

70 

60 

50 

40 

30 

20 

10 

0 

-10 

-20 

C 0 

40 

30 

20 

10 

0 

-10 

-20 

-30 



Assessment 

1. What are the physical conditions of an environment? 

2. Use key words to describe how plants and animals survive each physical condition in the 

polar tundra. 

Plants 

C 0 F0 50 

Animals 

3. Label each layer of a tropical rainforest on the diagram, then describe how the physical 

conditions in each layer affect the survival of plants with different adaptations. 





Assessment 




4. Describe how each of these adaptations help meerkats survive in the Kalahari Desert. 

(a) Burrowing 

(b) Dark rings around their eyes 

(c) Being active at dawn and dusk 

(d) Obtaining water from the food they eat 

(e) Living in mobs 

5. What are the ideal physical conditions for grass growth? Justify your answer. 

6. What are the ideal physical conditions for yeast growth? Justify your answer. 





YEAR 

6 





Claymation 

STEM project overview 

Students design and create a claymation for young children, telling the story of a squirrel on 

its perilous journey through a coniferous forest, in harsh winter conditions, to find its stored 

acorns. The story must be set after an oak masting in which the squirrel has stored its food in 

several locations within one section of forest. 

Concepts overview: 

Science 

• Apply knowledge of how squirrels use food storage to survive the winter months in a 

coniferous forest. 

• Use science inquiry skills to plan and conduct science research about coniferous forests, oak 

masting and squirrel adaptations and represent these accurately as a model. 

• Communicate science understanding about squirrel survival using a claymation. 

Technology/Engineering 

• Apply the design process to plan, create and evaluate a model of a coniferous forest with oak 

trees and a squirrel who has stored acorns in several locations to eat during winter. 

• While working collaboratively, use project management processes to ensure accountability of 

both group members when planning, organising, controlling resources, monitoring time lines 

and meeting design criteria. 

• Use an application on an iPad ® , or a digital camera and computer software, to create a 

claymation that incorporates sequenced images at a minimum of five frames per second, and 

text and audio recordings of a story. 

Mathematics 

• Create a map of a coniferous forest using a cartesian plane, with acorn storage places marked 

at specific coordinates. 

Alternative project ideas: 

• Using a blank map of the world as a background, draw pictures to show where each main 

land biome of the world is located. Choose an animal that migrates from the extremely cold 

conditions in the polar tundra biome to warmer locations during winter. Students draw their 

chosen animal’s migration path and code a Bee-Bot to follow its path. Students create a video 

of the animal migrating and explain why animals migrate. 

• Students create a time-lapse video of a deciduous forest showing how the trees change with 

each season. They record audio over the video explaining how each season affects the plants 

and animals that live in a deciduous forest. Watch A year in 40 seconds at for an example of a deciduous forest time-lapse video. 









Science Understanding 

SCIENCE CURRICULUM 

• The growth and survival of living things are affected by physical conditions of their environment (ACSSU094) 

Science Inquiry Skills 


• Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment 

and materials safely and identifying potential risks (ACSIS103) 


• Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns 

or relationships in data using digital technologies as appropriate (ACSIS107) 

Communicating 

• Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal 

texts (ACSIS093) 

TECHNOLOGIES CURRICULUM 

Design and Technologies Knowledge and Understanding 

• Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate 

the impact of their use (ACTDEK023) 

Design and Technologies Processes and Production Skills 

• Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to 

achieve intended designed solutions (ACTDEP024) 

• Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and 

graphical representation techniques (ACTDEP025) 

• Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed 

solutions (ACTDEP026) 

• Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027) 

• Develop project plans that include consideration of resources when making designed solutions individually and 

collaboratively (ACTDEP028) 

Digital Technologies Knowledge and Understanding 

• Examine the main components of common digital systems and how they may connect together to form networks to transmit 

data (ACTDIK014) 

Digital Technologies Processes and Production Skills 

• Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create 

information (ACTDIP016) 

• Design a user interface for a digital system (ACTDIP018) 

• Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input 

(ACTDIP020) 



Measurement and Geometry 

MATHEMATICS CURRICULUM 

• Introduce the Cartesian coordinate system using all four quadrants (ACMMG143) 



YEAR 

6 





STEM project: 

Teacher notes 

Students design and create a claymation for young children, telling the story of a squirrel on 

its perilous journey through a coniferous forest, in harsh winter conditions, to find its stored 

acorns. The story must be set after an oak masting in which the squirrel has stored its food in 

several locations within one section of forest. 

Estimated duration: 4–6 weeks 

1. Introduce the project 

• Divide the class into pairs and give 

each a copy of page 32. Read through 

the problem, the task and the criteria, 

and clarify any queries students have. 

Conduct a websearch of Oak masting in 

Florida, USA, to add a real-life context to 

the project. 

• Give each pair a copy of the project steps 

on page 33, so students can manage 

and assess their progress, and an A3 

copy of the cartesian plane on page 34 

for students to use during the planning 

stage. 

2. Investigate 

• Students research the landscape and 

physical conditions of the coniferous 

forest biome; and the adaptations of oak 

trees and squirrels to survive the cold 

temperatures during winter. 

• As a class, watch the video Claymation 

(Animation 101) at to learn about claymation and 

different movies that have been created 

using this style. 

• Provide time for students to familiarise 

themselves with how to use a stop-motion 

animation application on an iPad ® or how 

to create a stop-motion animation using a 

digital camera and computer software. 

3. Design, plan and manage 

• Students write a fictional story of a 

squirrel on its perilous journey through 

a coniferous forest in harsh winter 

conditions, to find its stored acorns. The 

story must be set after an oak masting in 

which the squirrel has stored its food in 

several locations within the forest. 

• Students plan the three-dimensional 

setting for their story on an A3 copy of 

the cartesian plane on page 34. The 

exact coordinates of the acorn storage 

locations must be recorded at the bottom 

of the page. 

• Students collect or locate all the materials 

they will need to create their claymation. 

4. Create 

• Students create the three-dimensional 

setting on the A3 copy of the cartesian 

plane, using cardboard and craft 

materials for the physical features and 

plants of the coniferous forest. They then 

create the squirrel and the acorns using 

clay and hide the acorns in their chosen 

locations, recording the coordinates at 

the bottom of page 34. 

• Students create the claymation by taking 

photographs of their clay using an iPad ® 

application such as Stop Motion or a 

digital camera and computer software. 

The claymation must be 30–60 seconds 

long, and must contain text, audio and 

images at a minimum of five frames per 

second. 

5. Evaluate and refine 

• Students evaluate their claymation to 

ensure it meets all the criteria listed 

on page 32 and make any changes 

necessary. 

6. Communicate 

• Students share their claymation with other 

students, the teacher or a buddy class, via 

email or a class blog, as requested. 

• Individually, students complete the selfassessment 

on page 35 to evaluate how 

well they cooperated with their partner to 

produce the claymation. 






Project brief 

CLAYMATION 

The problem 

Each year, squirrels collect acorns and store 

them in their burrows underground or in tree 

hollows to eat during winter; when food sources 

are scarce, and it is too cold for them to forage. 

Every few years in North America and Canada, 

oak trees go into masting, dropping an abundance of acorns all at the same time. 

Some squirrels begin hiding this excess food in different locations, to ensure 

other animals don’t find their entire supply. The acorns that are not found, survive 

to grow a new generation of oak trees. 

The task 

Design and create a claymation for young children, telling a short story of a 

squirrel on its perilous journey through a coniferous forest, in harsh winter 

conditions, to find its stored acorns. The story must be set after an oak masting 

in which the squirrel has stored its food in several locations within one section of 

forest. 

Things to consider 



• You must work in pairs. 

• The short story must be written using simple sentences, with age-appropriate 

language. Both written text and an audio recording of the story must be added to 

the claymation. 

• A map of the environment must be drawn on an A3 cartesian plane, from a birdseye 

view, and labelled with the features of the environment. A minimum of three 

food storage locations must be marked at specific coordinates and recorded, to 

ensure they are found again when the scene is built. 

• You must create a three-dimensional cardboard setting for your claymation, 

including the landscape features and the physical conditions of a coniferous 

forest. You must also create three-dimensional little acorns to hide and a squirrel to 

animate using clay. 

• The physical features of a coniferous forest must be built in the correct positions 

on top of the map, with acorn collections buried underground or in trees at 

the marked coordinates. The squirrel must be able to manoeuvre around its 

environment during the claymation. 

• The claymation must be created using a sequence of photographs from a stationary 

camera, with text remaining on the screen long enough for young children to read. 

It must contain a minimum of five frames per second and have a duration of 30–60 

seconds. 





YEAR 

6 





Project steps 

Investigate 

Identify the seasonal changes in a coniferous forest and how this impacts plant and animal 

life. 

Research the meaning of oak masting and how cities in America, such as Florida, have 

been affected by the abundance of acorns that fall. 

Research the life of squirrels in coniferous forests and how they use food storage as a 

survival technique. 

Scan the QR code or go to to learn how to 

make a claymation, by manipulating clay slightly between each frame. 

Learn how to use an iPad ® application or computer software to create a 

claymation. 

See how the movie Shaun the sheep was made using stop motion at . 

Design, plan and manage 

Write a short story of a squirrel’s perilous journey to find its food stores, during harsh 

winter conditions in a coniferous forest. Remember to use simple sentences and ageappropriate 

language for young children to read. 

Decide which plants you will need to include in the coniferous forest, and how you will 

represent the seasonal changes in the environment throughout the story. 

Plan the setting on a cartesian plan, including where the trees, burrows and each food 

store will be located. Record the coordinates of each food storage location. 

Collect or locate all the materials you will need to create the claymation. 

Create 

Create the three-dimensional landscape features and physical conditions using craft 

materials. 

Create the three-dimensional squirrel and acorns using clay. 

Build the scene on the cartesian plane and position the squirrel and acorns at the correct 

coordinates, according to your plan. 

Take digital photographs using an iPad ® or a digital camera, to create the frames for each 

scene. 

Use an iPad ® application such as Stop Motion or iMovie ® , or computer software such as 

Moviemaker to create the claymation. 

Add written text and an audio recording of your story to the animation. 



Evaluate and refine 

Ensure the claymation scenery and features meet the criteria and make any necessary 

changes. 

Ensure the short story uses simple sentences and age-appropriate language and make 

any changes necessary. 

Communicate 

Share your claymation with other students, your teacher or a buddy class, via email or a 

class blog, as requested by your teacher. 




Cartesian plane 



10 

–8 

–7 

–6 

–5 

–4 

–3 

–2 

9 

8 

7 

6 

5 

4 

3 

2 

1 

–1 

1 

–1 

–2 

–3 

–4 

–5 

–6 

–7 

–8 

–9 

–10 

2 



3 

4 

5 

6 

7 

8 

Where are the acorns located? 



YEAR 

6 





Self-assessment 

Student name: 

Date: 

STEM project: Claymation 

1. Colour a face to rate how cooperatively your team worked. 

All group members contributed ideas to the team. 

All group members listened carefully to the ideas 

of others. 

All group members encouraged others to 

contribute their thoughts and opinions. 

All group members spoke respectfully to other 

group members. 

All group members compromised (when needed) 

to create the best possible product. 

2. List three ways the team helped each other to create the product. 

3. List one difficulty the group encountered when working as a team. 

4. How could a similar issue be resolved in future projects? 



5. What was the most enjoyable part of the project? 

6. What was the least enjoyable part of the project? 







Group members: 

Project task: 

Design and create a claymation for young children, telling the story of a squirrel on its perilous 

journey through a coniferous forest in harsh winter conditions, to find its stored acorns. The 

story must be set after an oak masting in which the squirrel has stored its food in several 

locations within one section of forest. 

CRITERIA 


Applies knowledge of how squirrels use food storage to survive the winter months in a 

coniferous forest. 

Science skills 

Plans and conducts online research about coniferous forests, oak masting and squirrel 

adaptations. 

Creates accurate representations of a coniferous forest to model how squirrels use food 

storage to survive extremely cold winters. 

Communicates science understanding correctly, clearly and concisely, using scientific 

terminology. 

Technology/Engineering skills 

Plans, designs and creates a cardboard model of a coniferous forest with oak trees, and a 

clay squirrel and acorns. 

Uses resources safely and sustainably, when creating the cardboard model of the 

coniferous forest and the clay models of the squirrel and acorns. 

Evaluates designed products to ensure they meet the criteria and makes any necessary 

changes. 

Takes a sequence of photographs using an iPad ® or a digital camera in a fixed position, 

moving objects slightly between each photograph. 

Uses an iPad ® application or computer software to create a claymation lasting 

30–60 seconds, that incorporates sequenced images at a minimum of five frames per 

second, as well as text and audio recordings to tell a short story. 

Types and sends an email with their claymation file attached. 

Mathematics skills 

Uses a cartesian plane to position the features of their claymation setting and records the 

coordinates of each acorn storage location. 

Group skills 

All group members contributed fairly and appropriately. 

All group members collaborated and communicated effectively. 

Group members were able to resolve conflicts independently. 

1 = Below expectations 

2 = Meeting expectations 

3 = Above expectations 





YEAR 

6 


Chemical sciences 

reversible change 

irreversible change 

chemical change 

melting 

REVERSIBLE AND 

IRREVERSIBLE CHANGES 

Keywords 

boiling 

cooling 

evaporating 

condensing 

dissolving 



cooking 

baking 

burning 

freezing 

mixing 

rusting 



Unit overview 


REVERSIBLE AND IRREVERSIBLE CHANGES 

Changes to materials can be reversible or irreversible (ACSSU095) 

Lesson 1 

What are reversible and 

irreversible changes? 

Lesson 2 

What methods are used 

to change the state 

of water? Are these 

changes reversible or 

irreversible? 

Lesson 3 

What changes occur 

when a substance 

is dissolved to form 

a solution? Is this 

change reversible or 

irreversible? 

Lesson 4 

What changes occur 

when you bake 

biscuits? Are these 

changes reversible or 

irreversible? 

Students compare and contrast simple examples of different 

changes to materials to predict the meaning of a reversible 

and irreversible change. After researching the correct 

meanings, students use pieces of crepe paper to demonstrate 

reversible and irreversible changes. 

Students watch a video to revise changes to a substance’s 

state of matter. They then plan and conduct an experiment that 

uses melting, heating, evaporating, condensing and cooling 

to move water from its solid state in one container to its liquid 

state in another container, using only heat from the sun. Note: 

This lesson will need to be conducted in the morning to allow 

time for observations throughout the day. 

Students watch a video about dissolving and solutions and 

then plan and conduct an experiment to test if sugar, sand, 

flour, salt and pepper dissolve in tap water. They predict which 

of the mixtures they think can be reversed and which they 

think are irreversible, and place each jar in a sunny position to 

evaporate. Students create a presentation to explain dissolving 

and evaporating as reversible changes. 

In groups, students follow a recipe to bake a batch of biscuits 

to identify if cooking is a reversible or irreversible change. 

They record data and observations before, during and after the 

cooking process to determine if a chemical change has taken 

place. Students then watch a video to understand why cooking 

is an irreversible change. 

Lesson 5 

Students revise melting as a reversible change, to predict if 

What is burning? Is it a 

burning is reversible or irreversible. They conduct a candle 

reversible or irreversible 

burning experiment to observe the changes made to the wax 

change? 

and the wick. Students use the signs of a chemical change from 

the previous lesson to determine if burning is a reversible or 

irreversible change. 

Lesson 6 

Students plan and conduct an experiment to see how rust 

What is rusting? Is it a 

forms on steel wool and to identify the elements that are 

reversible or irreversible 

required for rusting to occur. Students use the signs of a 

change? 

chemical change to determine if rusting is a reversible or 




A crystal castle 

Students apply their knowledge of reversible and irreversible 

changes to answer questions about real-life situations. 

Students design and create a miniature model of a crystal 

castle for a movie set, that can withstand warm, dry 

environments without melting, while the movie is being filmed. 

They create and share a blog post giving visual, written and 

verbal step-by-step instructions of how to create a miniature 

crystal castle using only reversible changes. 

Pages 

40–43 

44–46 

47–49 

50–54 

55–56 

57–59 





YEAR 

6 

60–62 

63–70 




Unit overview 



Changes to materials can be reversible or irreversible 

(ACSSU095) 






















(ACSIS107) 



Evaluating 


(ACSIS108) 

Communicating 



(ACSIS110) 

Lesson 

1 2 3 4 5 6 Assessment STEM project 

3 3 3 3 3 3 3 3 

3 3 3 

3 3 3 3 3 3 

3 3 3 3 3 3 3 

3 3 3 3 3 3 3 

3 3 3 

3 3 3 3 3 3 3 3 

3 3 3 3 3 3 3 



3 3 3 

3 3 3 3 3 3 3 3 



Lesson 1 



Teacher notes 


What are reversible and irreversible changes? 








• Students identify reversible changes such as 

melting, freezing, scrunching and bending, 

and irreversible changes such as whisking, 

cutting, burning and cooking encountered in 

everyday life. 


• A reversible change is a physical change in a 

material that can be undone, with the material 

returning to its original form. Reversible changes 

occur when the chemical bonds in the material 

have been stretched or compressed without being 

broken. 

• Reversible changes include bending and 

straightening, scrunching and flattening, folding 

and unfolding, melting and freezing, boiling and 

cooling, evaporating and condensing, dissolving 

and combining with various separation techniques. 

• An irreversible change is a physical or chemical 

change in a material that cannot be undone. 

Irreversible changes occur when the chemical 

bonds in the material have been broken or a 

chemical reaction has taken place. 

• Irreversible changes include cutting, whisking, 

frying, baking, burning, rusting and some kinds 

of mixtures such as cement and water, and 

bicarbonate soda and vinegar. 

• The difference between physical and chemical 

changes is covered in the Year 8 Science 

curriculum. 


• using an iPad ® application such as Popplet to 

create a brainstorming diagram 

• scanning a QR code or typing a URL into a 

search engine to link to a website 

• using an iPad ® application such as ShowMe to 

create a T-chart and to create a presentation 

that includes digital photographs 

• cutting a 16-cm length of crepe paper into 

eighths 


• Use students’ digital presentations from 

the Reflection as an assessment of their 

understanding of how things change and the 

difference between reversible and irreversible 

changes. 

Resources 


brainstorming application such as 

Popplet, a presentation application 

such as ShowMe, and a QR 

scanner 


student (optional) 


student 

• Science journals (optional) 

• A 16-cm length of crepe paper for 

each student 





YEAR 

6 




Lesson 1 

Lesson plan 

Introduction: 

1. Using page 42 or an iPad ® application such as Popplet, students create a brainstorm of their prior 

knowledge of how materials change. What can we do to change the size of a material? How can we 

make it bigger or smaller? What can we do to change the shape of a material? How can we change 

the colour of an object? What processes do we use to change water from one state of matter to 

another? QP 

Development: 

2. Give each student a copy of page 43. Individually, students look at the examples listed in the 

columns to predict the meaning of reversible and irreversible changes. Students record their 

prediction, then type the URL or scan the QR code to see an example of a reversible change 

(melting chocolate) and an example of an irreversible change (cooking an egg). Students click each 

drop-down arrow to read a description of a reversible and irreversible change and then decide if 

the two changes at the bottom of page 43 are reversible or irreversible. QP PC PA 


• Less capable students can work in pairs to discuss why they think each example in the T-chart 

on page 43 is a reversible or irreversible change, before predicting a definition for each word. 

Students may also use an audio recorder instead of completing written tasks. 

• More capable students may choose some examples of reversible and irreversible changes from 

the T-chart on page 43 and write the process that was used to make each change on the back 

of the page. For reversible changes, students can also write the process for how to reverse the 

change. 

3. In pairs, students review their brainstorms from Step 1 and compare information. Students add any 

of their partner’s examples to their brainstorm using a different colour, and discuss any differing 

answers. PA 

4. In the same pairs, students draw a T-chart in their science journals or using an iPad ® application 

such as ShowMe, and label the columns, ‘Reversible changes’ and ‘Irreversible changes’. Students 

look at the processes we use to change a material’s shape, size, colour and state from the 

brainstorm in Step 3, and write specific examples of each in the appropriate column on the T-chart, 

to predict if each change is reversible or irreversible. PA C 

Reflection: 

5. Using a 16-cm length of crepe paper streamer cut into eighths, students perform a reversible 

or irreversible change to each piece of crepe paper and take a photograph of it using an iPad ® 

application, such as ShowMe. Prompt students with questions including: How can you change the 

shape of the crepe paper? How can you change the size of the crepe paper? What happens if you 

add water to the crepe paper? Can you change the colour of the crepe paper? Students then add 

text or audio to explain the change that was made to each piece and whether it is reversible or 

irreversible. Note: If students used a digital camera, they may print the photographs and create a 

poster for reversible changes and one for irreversible changes or upload them to a computer and 

create posters using a word processing program. C 





Lesson 1 



Brainstorm 

Changing shape 

Changes to 

materials 

Changing size 



Changing colour Changing state 



YEAR 

6 




Lesson 1 

Reversible vs irreversible changes 

1. What is a reversible change? 

2. What is an irreversible change? 

Go to or scan the QR code for an 

explanation of each word. 



3. Are these changes reversible or irreversible? 



Lesson 2 



Teacher notes 


What methods are used to change the state of water? 

Are these changes reversible or irreversible? 




• Processing and analysing data and information 

PA 

• Communicating 

C 


• Students use their knowledge of how water 

changes state to investigate reversible changes 

used in everyday life, such as melting and freezing, 

boiling and cooling, evaporating and condensing. 


• A change in state occurs when a material changes 

between a solid, a liquid and a gas. Water is the only 

substance on Earth that can be found naturally in all 

three states. 

• When heat is added to an ice block (a solid), it 

melts and changes into water (a liquid). The melting 

process can be reversed by removing heat from the 

water through freezing, changing the liquid back into 

solid ice blocks. 

• When heat is added to water (a liquid), it boils and 

evaporates as water vapour (a gas). The water vapour 

cools as it rises and condenses back into a liquid. 

• A change in the state of a substance such as water, 

is a reversible change. Melting can be reversed 

through freezing, boiling can be reversed through 

cooling, and evaporating can be reversed through 

condensing. Substances that change state through 

cooking or burning are irreversible. 

• The experiment conducted in this lesson shows 

some of the stages of the water cycle but not all. The 

processes used in the water cycle are covered in the 

Year 7 Science curriculum. 


• using materials and equipment safely 

when conducting an experiment 


at hourly intervals to make observations 

• using an iPad ® application such as Seesaw 

to record observations, insert digital 

photographs and communicate science 

knowledge 


• Use students’ digital presentations as an 

assessment of their understanding of 

the reversible methods used to change 

water during the experiment, including 

heating, melting, evaporating, cooling and 

condensing. 

Resources 

• Online video—Phases of 

matter at 


student 

• For each group: a large glass 

bowl; a small glass; 1 2 

cup of ice 

blocks; 3 marbles or weights; 

plastic food wrap 



Seesaw 

• Individual science journals 

(optional) 





YEAR 

6 




Lesson 2 

Lesson plan 

Note: This lesson should be conducted in the morning to allow time for students to monitor and 

record the results of their experiment at hourly intervals throughout the day. Additional time should 

be provided for students to conduct their observations. Step 3 should be completed after students 

have placed their experiment in the sun and Step 4 should be completed at a later time when all 

observations have been made. 

Introduction: 

1. Watch the video at , pausing it at 7.55. This video explains different 

methods of changing states of matter that are too dangerous to perform in a classroom, such as 

melting steel, boiling water and using liquid nitrogen. Using a think-pair-share, students discuss 

the questions: How else can we change states of matter using safe processes? How can we use only 

heat from the sun to change states of matter? Are these changes able to be reversed? QP 

Development: 

2. Divide the class into groups of three and give each student a copy of page 46, a large glass bowl, a 

small glass, 1 2 

cup of ice blocks, three marbles or weights and plastic food wrap. Students conduct 

an experiment to apply their knowledge of reversible changes, to change the ice in the bottom 

of the bowl into liquid water, and capture the liquid water in a glass jar in the centre of the bowl, 

using only heat from the sun. Students then position their glass bowl with the glass inside of it, in a 

sunny position and ensure the marbles or weights are positioned above the glass. Note: Students 

will need to monitor their experiment and use an iPad ® to take digital photographs at hourly intervals 

throughout the day. They should discuss their observations with the other students in their group. 

Observations can be recorded using an iPad ® application, such as Seesaw or their science journals 

at each time interval. PC PA 

3. Individually, students label the diagram on page 46 to predict the reversible changes they think 

will be used during the experiment and how they might be used. Students then explain their 

hypothesis. For example: I think the ice will melt into water, then evaporate into a gas which will 

rise up and collide with the plastic food wrap. It will then condense back into a liquid and roll down 

the plastic food wrap to the weighted end, where it will drip into the glass as liquid water. Students 

share their predictions with the rest of their experiment group and discuss any similarities or 

differences. PC PA 

Reflection: 

4. Using an iPad ® application such as Seesaw, students create a diagram to show the processes 

used to change water from a solid, to a liquid, to a gas and then back to a liquid. Students insert 

images of water in each state and draw arrows to show how heat is added or removed, to make 

each change. Students record audio of themselves explaining the changes that occur when heat is 

added to or removed from a state of matter. Prompt students with questions including: How do we 

change ice to water? What happens to the ice? Is this process reversible or irreversible? How do we 

reverse the change? What happens to the material? Students should be encouraged to complete 

the liquid to gas changes independently. C 


• Less capable students can insert the image and add audio 

to describe each change shown in the diagram. For example: When you add heat to a solid, it 

changes to a liquid by melting. 

• More capable students may be encouraged to graph the phase changes using an iPad ® 

application or graph paper, as shown at . Students may also be 

encouraged to show the phase changes as the water cools. 





Lesson 2 



Instructions: 

1. Create the experiment as shown in the diagram. 

2. Place the bowl carefully in a warm, sheltered place, in 

direct sunlight and leave it there. 

3. Ensure the glass is in the centre of the bowl and the 

weight is positioned above the glass. 

weight 

rubber 

band 

Materials and equipment: 

• 1 large glass bowl 

• 1 small glass 

1 

• cup ice blocks 

2 

• 3 marbles (weights) 

• A warm, sunny place, 

sheltered from the wind 

Investigation question: 

Which changes are needed to transfer the ice in the bowl bowl, to water in the cup, using only 

heat from the sun? glass bowl 

Hypothesis: 

rubber 

band 

Changes in state experiment plan 

ice blocks 

glass 

weight 


glass 

plastic 

food wrap 

Label the diagram to show how the water will change states, and explain your hypothesis. 

glass bowl 

ice blocks 

glass 


glass 

Observations: 

Take a digital photograph and record your observations at hourly intervals throughout the 

day. 

bowl 

plastic 

food wrap 





YEAR 

6 




Lesson 3 

Teacher notes 


What changes occur when a substance is 

dissolved to form a solution? Is this change 

reversible or irreversible? 









• Students investigate the solubility of 

common substances and whether 

mixtures, including solutions, are 

reversible or irreversible. 


• A mixture is a combination of two or more 

substances. These substances can be solids, 

liquids or gases. 

• A solution is a type of mixture in which the 

particles in one substance become dispersed 

among the particles in a liquid. The substance 

being dissolved is called the solute and the 

substance in which the solute dissolves, is the 

solvent. 

• A soluble substance is one that will dissolve; an 

insoluble substance is one that will not. Solubility 

describes a substance’s ability to dissolve in a 

liquid. If a substance dissolves easily into a liquid, 

it has high solubility in that liquid. If a substance 

does not dissolve easily in a liquid, it has low 

solubility. 

• All mixtures, including solutions, can be reversed 

using various separation techniques, including 

evaporation and filtration. These and other 

separation techniques are explored in Year 7. 

• Evaporation is the process of changing a 

substance in a liquid state, into a gas state, 

through heating. A solid-liquid mixture can be 

reversed by heating the liquid so it evaporates. 


• using materials and equipment safely when 

conducting an experiment 

• using formal measurements to control variables in 

an experiment 

• taking digital photographs using an iPad ® or a 

digital camera 

• using an iPad ® to insert digital photographs, text 

and/or audio into a presentation application such 

as Seesaw 

• saving and emailing a digital presentation to the 

teacher 

• recording predictions and observations in a table 


• Use students’ digital presentations from the 

Reflection to assess their understanding of mixing 

and dissolving as reversible changes. 

Resources 

• A pre-prepared glass of water with 

coffee dissolved into it 

• Website—Dissolving at 


• A plastic cup and spoon for each 

student 

• Access to the following substances: 

tap water, sugar, sand, flour, salt and 

pepper 

• Access to a range of measuring 

devices, including measuring jugs, 

measuring cups, kitchen scales and 

measuring spoons 



Seesaw 

• Online interactive activity—Different 

changes at (optional) 

• Online video—The great picnic mix up 

at 





Lesson 3 



Teacher notes 

Introduction: 

1. Display a glass of water with coffee dissolved into it. Students think about the questions: What is in 

the glass? Which two substances have been mixed in this glass? In which state are each of the two 

substances? Why can only liquid be seen? What happened to the solid? QP 

Development: 

2. As a class, read through the information at . This website describes 

what is meant by a solution, a solvent, a solute, and soluble and insoluble substances. Individually, 

students read the experiment question on page 49 and predict which of the five substances being 

tested will dissolve in water and which will not. Students record their predictions in the table. QP 

3. In groups of five, students discuss the questions about variables on page 49 to determine the 

controlled, independent and dependent variables for their experiment. Each student should 

individually record the group’s answer to each question, as they will need to follow the same 

guidelines throughout the experiment. PC 

4. Give each student a plastic cup and spoon and access to water, various measuring tools including 

rulers, measuring jugs, measuring scales and measuring cups, iPads ® or digital cameras and each 

substance—sugar, sand, flour, salt and pepper. Note: Students will need approximately 200 mL of 

water and 1 teaspoon of each substance. In their groups, each student chooses a substance to 

test and collects the materials they will need to perform their test. As a group, students fill their 

individual cups with the same amount of tap water by choosing appropriate measuring devices. 

They add their substance to the water and stir the mixture for approximately one minute, then allow 

it to sit for two minutes. Students use an iPad ® or a digital camera to take a photograph of each 

substance as soon as the stirring has finished and at the end of the two-minute resting time. 

Note: If time is limited, students can watch the video at which 

shows a similar experiment for students to observe the results. PC PA 

5. Students record their results next to their predictions in the table on page 49, then compare. 

As a group, students discuss if their experiment was a fair test and how they could improve the 

experiment. They then predict which of the mixtures and solutions they think can be reversed and 

which they think are irreversible. Students place each mixture in a sunny position until the liquid has 

evaporated. PA E QP 

6. As a class, watch the video The great picnic mix up at . This video 

revises how mixtures, including solutions, are made by combining two or more substances and 

how mixtures can be reversed by evaporating the water from a solution to leave the solute behind. 

Reflection: 

7. Using an iPad ® application such as Seesaw, students answer the question, What is dissolving and 

is it a reversible or irreversible change? Students use the digital photographs of the mixtures and 

solutions created in their experiment to justify their answers, then email their presentations to the 

teacher. Note: If resources are limited, students may write in their science journals. C 


• Less capable students can use audio recordings to explain their answers to each question. 

• More capable students may be encouraged to write a paragraph for each question, justifying 

their answers with information from the video and their experiment. 





YEAR 

6 




Lesson 3 

Investigation question: 

Dissolving experiment 

Will sugar, sand, flour, salt and pepper dissolve in tap water? 

Test Substance Prediction Results 

1 

2 

3 

4 

5 

Instructions: 

• Stir each substance into a cup of water and take a photograph. 

• Allow each test to sit for 1-2 minutes and observe the changes. 

• Take another photograph of each test. 

Controlled variables: 

1. How will you control the amount of tap water in each test? 

2. How will you control the amount of each substance added to each test? 

3. How will you control the amount of time spent stirring? 

Independent variables: 

4. What will you change in each test and how will you change it? 

Dependent variables: 

5. What will you observe in each test? 

6. How will you know if your predictions were correct? 

Coffee powder 

is soluble. It will 

dissolve when 

mixed with water. 





Lesson 4 



Teacher notes 


What changes occur when you bake 

biscuits? Are these changes reversible or 

irreversible? 








• Students investigate the changes 

that occur when baking biscuits, to 

determine if cooking is a reversible or 



• Cooking is a change that requires a large 

amount of heat to change the chemical 

composition of the food. This is known as a 

chemical change. 

• At this age, students do not need to know how 

the molecules interact in a chemical change, 

but they will be able to identify common signs 

that an irreversible chemical change has taken 

place. These common changes are listed on 

page 54. 

• During the cooking experiment, students 

should observe that heat is absorbed by the 

biscuits, the colour of the cooked biscuits is 

different from the colour of raw biscuit batter, 

a smell is produced by the biscuits, and a gas 

is produced as the moisture in the biscuits 

evaporates into water vapour. 

• This chemical change caused by cooking is 

irreversible as the original ingredients can not 

be taken back out of the mixture. 

• Cooking popcorn can also be used to show the 

irreversible changes of cooking. See for more information. 



conducting a cooking experiment 

• using formal measurements to measure the 

ingredients in a cooking experiment, and to measure 

the temperature of the cookies throughout the 

cooking process 

• taking digital photographs using an iPad ® or a digital 

camera 


and/or audio into a presentation application such as 

Seesaw 

• recording observations in a table using page 53 or an 

appropriate iPad ® application 


• Use page 53 to assess the students’ observation and 

recording skills while conducting an experiment, and 

the digital presentation from Step 7 to assess their 

understanding of cooking as an irreversible change. 

Resources 

• A simple biscuit recipe such as the one 

at 

Note: This recipe contains eggs. If you 

have students with allergies, choose 

another appropriate biscuit recipe 

• A copy of page 52 with the recipe 

written out and photocopied for each 

student (optional) 

• Ingredients and materials required for 

the chosen recipe 



Seesaw 

• Oven access 

• Thermometer for each group 


(optional) 

• A timer for each group or one for the 

class to share 


• Online video—Chemical changes at 

 





YEAR 

6 




Lesson 4 

Lesson plan 

Introduction: 

1. Using the interactive whiteboard, display a simple biscuit recipe such as the one at . Note: This recipe contains eggs. If you have students with allergies, choose 

another appropriate biscuit recipe. Explain where to find the ingredients and equipment and 

how to conduct the procedure safely. Write the words 'temperature', 'colour', 'smell', 'size' and 

'consistency' on the whiteboard and explain that students will observe any changes that occur 

to these characteristics. Alternatively, a biscuit recipe may be written out onto page 52 and 

photocopied for students to use, or students can write the procedure during an English lesson. 

Development: 

2. In groups, students create their biscuits based on the recipe provided and take a digital 

photograph of the uncooked biscuits using an iPad ® . Before placing their biscuits in the oven, 

students use a thermometer to measure the temperature of the biscuits and make observations 

about their colour, smell, size and consistency. Students use the table on page 53, or create a 

similar table using an iPad ® application to record their measurements and observations in the 

column ‘Before cooking’. PC PA 

3. Place the trays of biscuits in the oven to cook and have students set a timer to ring halfway 

through the cooking time. When the timer rings, remove the biscuits from the oven for students to 

measure the temperature of the biscuits and make further observations of their colour, smell, size 

and consistency. Students take a digital photograph of the biscuits during cooking. Note: Ensure 

students use oven mitts while making observations as quickly as possible to avoid the biscuits 

cooling too much. PC PA 

4. Place the trays back into the oven and have students reset the timers for the remainder of the 

cooking time. While the biscuits are continuing to cook, students record their observations from 

Step 4 in the same table, under the heading ‘During cooking’. At the end of the cooking time, 

students complete their observations and record the final temperature of the biscuits in the final 

column of the table. PC PA 

5. Using page 54, students read the information about chemical changes and then review their results 

to answer the questions. Students determine if a chemical change has taken place and if they think 

this change is reversible or irreversible. PA QP 


• Less capable students can use an iPad ® to record audio of their observations or to answer the 

questions on page 54. 

• More capable students may be encouraged to research why cooking is an irreversible change in 

more detail. 

6. Watch the video Chemical changes at . This video reviews mixtures 

as reversible changes and explains how to identify if a chemical change has taken place, and if 

chemical changes are reversible or irreversible. It also demonstrates and explains the irreversible 

chemical changes that occur when baking a cake. 



Reflection: 

7. Using an iPad ® application, such as Seesaw, students create a presentation to explain the 

irreversible changes that occur when baking biscuits. Students insert the digital photographs of 

their biscuits before, during and after cooking, and use text or audio to record their explanation. 

Students may use their table of results and their answers to the questions on page 54 to assist their 

explanations. C 



Lesson 4 



Cooking experiment – 1 

Ingredients: 

Equipment: 

Procedure: 

Oven temperature: 

Cooking time: 



Observations and measurements : 

When to observe: 

Before the biscuits are placed in the oven. 

Halfway through the cooking time. 

What to observe: 

The temperature of the biscuits. 

The colour of the biscuits. 

Immediately after cooking. 

The smell of the biscuits. 

The size of the biscuits. 



YEAR 

6 

The consistency of the biscuits. 




Lesson 4 

Cooking experiment – 2 

Before cooking 

During cooking 

Immediately after cooking 



Temperature 

Colour 

Smell 

Size 

Consistency 



Lesson 4 



Chemical changes in baking 

A chemical change is a change in which two or more substances react together to form 

a new substance. We can identify if a chemical change has taken place by observing the 

changes during or after the cooking process. 

Signs a chemical change may have taken place: 

Heat was absorbed or produced. 

The colour of the substance changed. 

A smell was produced. 

Gases were produced. 

The reaction can’t be reversed. 

Evidence of a chemical change during cooking 

1. Was heat absorbed by the biscuits? Explain. 

2. Did the colour of the biscuits change? Explain. 

3. Was a smell produced? Explain. 

4. Were gases produced through evaporation? Explain. 



5. Can the reaction be reversed? Explain. 



YEAR 

6 




Lesson 5 

Teacher notes 


What is burning? Is it a reversible or 

irreversible change? 








• Students investigate the changes that 

occur when a candle is lit, to determine 

if burning is a reversible or irreversible 

change. Students also watch a video 

about how fire is used in cultural festivals 

and everyday life. 


• Burning or combusting, is a rapid chemical change 

that occurs when excessive heat and oxygen 

combine with a flammable object, to form a chemical 

reaction. 

• At this age, students do not need to know how the 

molecules interact in a chemical change, but they 

should be able to identify common signs that an 

irreversible chemical change has taken place. These 

common changes are listed on page 54. 

• During the candle experiment, students should 

observe that the heat from the original flame causes 

the wax to melt, which travels up the wick to fuel 

the fire. The burning candle gives off heat, light, 

smoke (gas), and a smell, as the fuel source (wax) 

is consumed. When the fuel source is completely 

consumed by the fire, students should observe that 

all that remains is a small amount of ash. 

• This chemical change is irreversible as the original 

candle can not be recovered from the ash that 

remains. 

• The irreversible change caused by a bushfire can 

cause devastating effects on our lives. Watch a video 

about the effects of the 2009 bushfires in Victoria at 

. 



conducting an experiment involving fire 


• using an iPad ® to record predictions, observations 

and explanations by inserting digital photographs, 

text and/or audio into a presentation application 

such as ShowMe 


• Use students’ digital presentations to assess their 

understanding of the changes that occur when an 

object is burnt, and whether burning is a reversible 

or irreversible change. 

Resources 

• Online video of wax crayons 

melting at 



ShowMe 

• Individual science journals 

(optional) 

• A tealight candle for each 

group. These may be placed 

inside a glass jar for additional 

safety if required. 

• Online video—Small candle time 

lapse at (optional) 

• Online video—How stuff 

changes at 

• Online image—Candle burning 

diagram at 





Lesson 5 



Teacher notes 

Introduction: 

1. Watch the online video of wax crayons melting in the sun at . 

Using a think-pair-share, students explain what is causing the crayons to melt and if they could be 

changed back into their original state. C 

2. Revise that melting is a reversible change that alters the state of a substance from a solid to a 

liquid, without creating a chemical change. Because no chemical change has occurred and no new 

product has been created, the substance can be changed back into its original state. 

Development: 

3. Using an iPad ® application such as ShowMe or their individual science journals, students reflect on 

the melting wax crayons from the Introduction to predict if lighting a candle causes a reversible or 

irreversible change. Students record and explain their prediction using text or audio. QP 

4. In groups of five, place a tealight candle in the centre of each table. Note: The candles may be 

placed into a glass jar for additional safety if needed. Remind students of the safety requirements 

when using open fires, including no touching. Light the tealight candle for each group and ask 

them to observe the candle. Using an iPad ® , students take a photograph of their candle at various 

stages to show any changes that occur to the wax, the wick and the metal container when burned. 

Alternatively, students can watch a short video at to see a tealight 

candle burning from start to finish, pausing and taking screen shots of the video to show the 

changes that occur. PC PA 

5. Using the same iPad ® application as Step 3, or their science journals, students create a new page to 

record their observations of the candle. What happened to the wax? Did it melt or did it burn? What 

happened to the wick? Did it melt or did it burn? PA 


• Less capable students can use an audio recorder or video camera on an iPad ® to record their 

observations. 

• More capable students may be encouraged to research or name other ways that fire causes 

irreversible changes, such as during a camp-fire or striking a match. 

6. Watch the online video How stuff changes at , pausing it at 5:13. 

This video explains how fire causes irreversible chemical changes in objects, such as the burning of 

a wooden statue at a Hindu festival, the burning of a candle and the burning of a magnesium wire. 

Reflection: 

7. Discuss the candle burning diagram at . Using the same iPad ® 

application from Steps 3 and 5, students create a similar diagram to explain the science behind 

their candle experiment. Students insert the photographs (or the screen shots if the video 

was used) of the experiment and use an audio recorder to explain what is happening in each 

photograph. What changes occurred initially? What changes occurred to cause the final result? Can 

the candle be changed back into its original state? Is burning a candle a reversible or irreversible 

change? C 





YEAR 

6 




Lesson 6 

Teacher notes 


What is rusting? Is it a reversible or 

irreversible change? 









• Students investigate the changes that 

occur when a metal such as steel rusts, 

to determine if rusting is a reversible 

or irreversible change. Students also 

watch a video explaining how rust 

affects our daily lives, such as when it 

occurs on cars. 


• Rust is a chemical change that occurs when 

oxygen and water combine with a metal, such as 

iron. 

• At this age, students do not need to know how 

the molecules interact in a chemical change, but 

they should be able to identify common signs 

that an irreversible chemical change has taken 

place. These common changes are listed on 

page 54. 

• During the rusting experiment, students should 

observe that the jar containing air and saltwater 

forms the most rust on the steel wool. They 

should also observe that the jar containing air 

and water forms rust but not as quickly as the air 

and saltwater. This is because the salt acts as a 

catalyst for the chemical reaction to occur. It is 

important to mention that salt is not required for 

rust to form, but that it speeds up the process. 

• This chemical change is irreversible as the 

original steel wool can not be recovered from the 

rust. 

• To read more about rusting, go to . 



conducting a rusting experiment 

• using formal measurements to control variables in 

an experiment 

• taking digital photographs using an iPad ® and 

email them to their partner 


and/or audio into a presentation application such 

as Seesaw 


• Use page 59 to assess the student's ability to 

conduct a fair experiment by controlling variables. 

• Use students' digital presentations to assess their 

understanding of the changes that occur when an 

object rusts, and whether rusting is a reversible or 


Resources 

• Online image—Rusted car at 

• Online video—Rusting—Iron + water + 

oxygen = rust at 

• For each pair: a copy of page 59; 

5 glass jars with lids; 5 small balls of 

fine steel wool (these should be left 

fluffy and not rolled into a tight ball); 

access to tap water, boiling water, 

rock salt and vegetable oil 

• Access to a range of measuring 

devices, including measuring jugs, 

measuring cups, kitchen scales and 

measuring spoons 



Seesaw 

• Online video—Science concepts and 

projects: Speedy rust at 





Lesson 6 



Teacher notes 

Note: The experiment in this lesson will require daily observations over the course of a week as rust 

takes time to develop. Steps 6 and 7 should be completed the following week after all observations 

have been made. 

Introduction: 

1. Display the image of a rusted car, such as the one at . Using a thinkpair-share, 

students answer the questions: What process has occurred to create the brown parts on 

the car? What colour was the car before this process occurred? Where has this process affected the 

car the most? What parts of the car have not been affected by this process? What type of material 

is affected by the process? Introduce rust as the orange-brown substance that forms on an object 

when a chemical change between a specific metal, such as iron or steel, and other elements 

combine to form a reaction. Note: It is important not to mention that water and oxygen are required 

as this will be explored in the experiment. QP 

Development: 

2. Watch the video at to see a rusting steel nail experiment, pausing it 

at 1:30. Explain that students are going to conduct a similar experiment with steel wool instead of 

steel and galvanised nails, to test the same conditions. 

3. Divide the class into pairs and provide each a copy of page 59. Students discuss the experiment 

plan and how they could set up each test using the materials listed, to show each test condition. 

They then discuss and answer the questions to determine how they will control, change or measure 

the variables to conduct a fair test. Students list the ingredients they will add to each jar and 

how much of each ingredient they will use, ensuring the amount of steel wool, salt and water is 

controlled in each test requiring that ingredient. For example: If 150 mL of water is used for Test 3, 

then the same should be used for Tests 4 and 5. PC 


• Less capable students can use an iPad ® to record audio of their answers to each question on 

page 59. 

• More capable students may be encouraged to create two more jars to test if rust forms on steel 

wool in vinegar and in bicarbonate of soda. 

4. Students decide who will be Partner 1 and who will be Partner 2 for this experiment, and predict 

the result of each test by answering each question in the table on page 59. They then collect the 

materials required and conduct their experiment according to their plan. Using a camera on an 

iPad ® , students take a digital photograph of their jars each day for a week (roughly about the same 

time) and email them to their partner. PC QP 

5. Watch from 1:30 to 4:42 of the video showing the rusting steel nail experiment at . This section will demonstrate the results of the rusty steel nail experiment over the 

course of a few months. Students compare their results to the results in the video to determine the 

elements that cause rust on steel, and to suggest improvements to their experiment. PA E 

Reflection: 



6. As a class, watch the online video explaining what rust is and how it forms at . Individually, students use an iPad ® application such as Seesaw to explain how rust forms 

on steel when water and oxygen are present. Students insert the photographs of their experiment 

to prove the equation rust = steel + water + oxygen, and to explain why salt causes rust to occur at 

a faster rate. C 



YEAR 

6 




Lesson 6 

Question: 

What elements are needed for rust to form? 

Equipment and 

ingredients: 

• 5 jars with lids 

• 5 balls of fine 

steel wool (keep 

it fluffy) 

• Rock salt 

• Tap water 

• Saltwater 

• Boiling water 

• Vegetable oil 

Rusting experiment 

Test conditions: 

Draw images to show how you will conduct each test. 

Test 1 

Air only 

Test 2 

Rock salt 

only 

Test 3 

Tap water 

and air 


1. How will you control the amount of steel wool used in each test? 

2. How will you control the amount of each element added to the tests? 

(a) Salt: 

(b) Water: 

3. (a) Which three elements are being tested independently? 

(b) What combinations of elements are being tested? 

4. How will you know if the steel wool has rusted? 

Test 4 

Saltwater 

and air 

Test 5 

Water only 

Predict the results: Partner 1’s prediction Partner 2’s prediction 



In which test will the steel wool rust 

the most? 

In which test will the steel wool rust 

the least? 

Will all tests produce rust on the 

steel wool? 

Which elements do you think are 

needed to produce rust? 



Assessment 



Teacher notes 


Changes to materials can be reversible or irreversible (ACSSU095) 

Indicators 

• Identifies the meaning of a reversible and irreversible change. 

• Labels a diagram to show the processes used to change the state of water. 

• Identifies that changing the state of water is a reversible change. 

• Explains how a mixture of sand and saltwater can be reversed to separate the sand, salt and the 

water out of the mixture. 

• Identifies if cooking popcorn is a reversible or irreversible change. 

• Explains how the burning of trees and buildings during a bushfire is an irreversible change. 

• Identifies the elements required for rust to form. 

• Identifies whether rust will form on a car faster if it is abandoned near a beach or parked in a 

garage. 

Answers 


1. (a) irreversible 

2. (a) 

(b) reversible 

melting 

evaporating 

solid liquid gas 

freezing condensing 

(b) The two-headed arrows indicate that a 

reversible change can occur between two 

of the states of water. For example: A solid 

and a liquid or a liquid and a gas. 

3. Teacher check—Yes, the substances can 

be separated. The sand will not dissolve in 

water, so the saltwater can be poured into 

another container using a filter to catch the 

sand. The saltwater can then be separated by 

evaporating the liquid to leave the salt behind. 

The water vapour will need to be collected 

and condensed back into liquid form. 

4. Teacher check pictures. The change is 

irreversible. 

5. Teacher check—No, the changes caused by a 

bushfire cannot be reversed as the fire causes 

a chemical change to each object it touches. 

The fire burns each object and leaves behind 

only the ash remains. The objects affected by 

the fire cannot return to their original state. 

6. (a) steel wool + oxygen + water = rust 

(b) Teacher check—The car will rust faster near 

the beach as the salt in the water vapour 

acts as a catalyst, which speeds up the 

rusting process. While the car in the garage 

will rust eventually, the lack of salt and 

water contacting the car is limited, which 

will slow the rusting process. 





YEAR 

6 




Assessment 

1. Complete each sentence with ‘reversible’ or ‘irreversible’. 

(a) A change in which the chemical bonds in a substance are broken or changed through 

a reaction, is . 

(b) A change in which the physical features of a substance are changed without changing 

the chemical bonds, is . 

2. (a) Label the diagram to show the processes that are used to change the state of water. 

solid liquid gas 

(b) What do the two-headed arrows indicate? 

3. In a mixture of sand and saltwater, can the sand, salt and water be separated into three 

separate substances? Explain. 





Assessment 




4. Draw a picture of popcorn 

before and after it is cooked. 

Is this change reversible or 

irreversible? 

Before 

After 

5. Consider the devastating effects of an out-of-control bushfire. Can firefighters reverse the 

changes caused by the fire? Explain your answer. 

6. (a) Complete the missing parts of the equation to show how rust is formed. 

steel wool 

+ + = 

(b) Will a car rust quicker if it is abandoned near a beach or parked in a garage? Justify 

your answer. 





YEAR 

6 






A crystal castle 

Students design and create a miniature model of a crystal castle for a movie set, that can 

withstand warm, dry environments without melting, while the movie is being filmed. Students 

then create and share a blog post giving visual, written and verbal step-by-step instructions of 

how to create a miniature crystal castle using only reversible changes. 



• Apply knowledge of reversible and irreversible changes, to create a crystal castle, using a 

saturated solution of sugar and water. 

• Use science inquiry skills to predict which temperature of water will dissolve the most sugar 

and to plan and conduct an experiment to test how much sugar needs to be dissolved in 

refrigerated water, tap water and hot water to create saturated solutions. 

• Record observations of the results of their experiment and evaluate their solution to form the 

best crystals. 

• Communicate science understanding of how to create a crystal castle by reversing a solution. 


• Apply the design process to plan, create and evaluate a miniature model of a crystal castle 

using pipe-cleaners to create the castle structure and sugar crystals to simulate ice crystals. 


all group members when planning, organising, controlling resources, monitoring time lines 


• Use an iPad ® application, such as ShowMe, to take digital photographs of each step in 

creating the crystal castle and to add audio instructions to each photograph. 

• Create and share a blog that includes visual, verbal and written instructions of how to create a 

miniature model of a crystal castle that won’t melt in a warm, dry environment, while a movie 

is being filmed. 

Mathematics 

• Multiply the amount of sugar used to create a saturated solution in 100 mL of water, to find 

how much sugar will need to be dissolved in a solute, to fill 3 4 

of a two-litre container. 

• Create skeletons of prisms and pyramids using pipe-cleaners. 




• Students design and create a model of a boat measuring exactly 0.15 metres long and 0.07 

metres wide, using only common metal objects found at home or in the classroom. The boat 

must be made from metal objects that won’t rust, while the boat is moored in saltwater canals. 

Students place the model boat in a saturated saltwater solution for one week, taking a before 

and after photograph of the boat, to ensure no rust has formed. 

• Students design, create and share an interactive quiz about reversible and irreversible 

changes to materials, using a quiz creator website or an iPad ® application, such as Kahoot. The 

quiz must include 10 questions, with 3 5 

of the questions focusing on reversible changes, and 

the remainder focusing on irreversible changes. 









• Changes to materials can be reversible or irreversible (ACSSU095) 



• With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS232) 




• Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital 





• Compare data with predictions and use as evidence in developing explanations (ACSIS221) 

Evaluating 

• Reflect on and suggest improvements to scientific investigations (ACSIS108) 

Communicating 



















• Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and 

technical protocols (ACTDIP022) 


Number and Algebra 

• Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all 

four operations with whole numbers (ACMNA123) 

• Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127) 


• Construct simple prisms and pyramids (ACMMG140) 



YEAR 

6 






Teacher notes 

Students design and create a miniature model of a crystal castle for a movie set, that can 

withstand warm, dry environments without melting, while the movie is being filmed. Students 

then create and share a blog post giving visual, written and verbal step-by-step instructions of 

how to create a miniature crystal castle using only reversible changes. 



• 

• Divide the class into groups of three 

and give each a copy of page 66. Read 

through the problem, the task and the 

criteria, and clarify any queries students 

have. 

• As a class, watch the video Ice castle 

closes due to Utah’s warm weather at 

to see the 

problems associated with using ice to 

create castles. 

• Give each group a copy of page 67, so 

students can manage and assess their 

progress. 


• In their groups, students conduct an 

experiment to test how much sugar 

needs to be dissolved into 100 mL of 

refrigerated water, tap water and hot 

water to create saturated solutions, and 

which temperature of water creates the 

best crystals. The experiment template on 

page 68 may be used to guide students’ 

experiments, or they may create their 

own plan. Note: To scaffold students’ 

experiments, see how to create sugar 

crystals on a stick at . 


• Students draw a diagram of their threedimensional 

castle, labelling the prisms 

and pyramids they will use, and how they 

will connect them to create a castle. 

• Students multiply the amount of sugar 

used to create a saturated solution in 

100 mL of water, to find how much sugar 

will need to be dissolved in a solute, to 

fill 3 4 


Students collect or locate all the materials 

they will need to create their crystal castle, 

including a container with a two-litre 

capacity, and the correct amount of sugar 

and hot water to create their saturated 

solution. 

4. Create 

Note: Remind students to take 

photographs and record audio 

instructions during each step of the 

creation stage. 

• Students create the skeletons of each 

pyramid or prism, then attach the pipecleaner 

skeletons together to form their 

castle. Note: Students’ castles must be 

able to fit inside their two-litre container, 

without touching the sides. They attach 

strings to the top of the castle to suspend 

it in their saturated solution. 

• Students create the correct amount of 

solution to put in their container, based 

on their experiment results, and suspend 

their castle in the solution. Note: Students 

will need to leave their solution for 

approximately one week to see the sugar 

crystals growing on their castle. 


• Students evaluate their crystal castle to 

ensure it meets all the criteria listed on 

page 66 and make any changes necessary. 


• Students insert their digital photographs 

with audio recordings into a blog post 

and add written step-by-step instructions 

of how to create a crystal castle using a 

sugar solution. 



well their group cooperated together to 

produce the crystal castle. 








Project brief 

A CRYSTAL CASTLE 

The problem 

While creating a movie, production teams often use special 

effects to simulate large-scale objects and settings that are 

impractical to make. 

Some movie creators use small-scale models to create 

miniature sets in which to film their movie, but this 

can be problematic when creating snowy or icy 

settings. 

The invention of realistic-looking artificial snow 

has created a world of opportunities for movie 

creators; now they need a way of creating 

realistic-looking ice crystals, that won’t melt 

while a movie is being filmed. 

The task 

Design and create a miniature model of a crystal castle for a movie set, that can 

withstand warm, dry environments without melting, while the movie is being 

filmed. Create and share a blog post giving visual, written and verbal step-bystep 

instructions of how to create a miniature crystal castle using only reversible 

changes. 


• You must work in groups of three. 

• The crystals on the castle must be made by dissolving sugar into water, to create a 

saturated solution. The solution must fill 3 4 of a two-litre container. 

• The miniature three-dimensional castle must have skeletons of each prism or 

pyramid made, and joined together, using pipe-cleaners. The castle must be able 

to be suspended in the solution, without touching the sides of the container. 

• The saturated solution must be reversed using an appropriate process, to 

remove the liquid from the solution so that solid crystals form on the pipe-cleaner 

skeletons. 

• Digital photographs must be taken of each step while creating your crystal castle, 

to provide visual instructions. Audio recordings explaining each photograph must 

be included to provide verbal step-by-step instructions. Written instructions that 

match the audio recordings must also be provided for each photograph. 

• The digital photographs with audio recordings, and the written instructions of each 

step, must be used to create a blog explaining how to create a miniature crystal 

castle that won't melt in a warm, dry environment, while a movie is being filmed. 





YEAR 

6 





Investigate 

Project steps 

Scan the QR code or type the URL into a web 

browser to revise how solutes and solvents are used to create a solutions, and 

what is meant by a saturated solution. 

Conduct an experiment to test how much sugar needs to be dissolved into 100 mL of 

cold water, tap water and hot water to create saturated solutions, and which temperature 

of water creates the best crystals. 

Attach a paperclip to a piece of string and the string to a pencil, then balance the pencil 

on each jar. Use a reversible change to see which solution creates the best sugar crystals. 

Observe the crystal formation for each solution for approximately one week. 


Draw a diagram of your three-dimensional castle, labelling the prisms and pyramids you 

will use, and how you will connect them together to form a castle. Note: Keep your design 

simple to give the crystals the best chance to grow. 

Multiply the amount of sugar you used to create a saturated solution in 100 mL of water, to 

find how much sugar will need to be dissolved in a solute to fill 3 4 


Collect or locate all the materials you will need to create your crystal castle, including a 

container with a two-litre capacity and the correct amount of sugar and hot water to create 

your saturated solution. 

Create 

Create the skeletons of each pyramid or prism, then attach 

the pipe-cleaner skeletons together to form your castle. 

Note: Your castle must be able to fit inside your container 

without touching the sides. 

Attach strings to the top of your castle to suspend it in your 

saturated solution. 

Create the correct amount of solution to put in your 

container, based on your experiment results, and suspend 

your castle in the solution. 

Leave your solution for approximately one week to see the 

sugar crystals growing on your pipe-cleaner castle. 


Ensure the crystal castle meets all the criteria listed on page 66 and make any necessary 

changes. 

Communicate 

Reminder: 

Take digital photographs 

and record audio 

instructions of each 

step while creating your 

castle! 



Create and share a blog post giving visual, written and verbal step-by-step instructions 

of how to create a crystal castle, using a saturated solution of sugar and water. Insert your 

step-by-step digital photographs with audio recordings into your blog post and add 

written instructions that match the audio instructions. 






Growing crystals experiment 

Investigation question 

Which temperature of water dissolves the greatest amount of sugar to create saturated 

solutions—refrigerated water, tap water or hot water? 

Instructions 

• Collect three jars and label each with the temperature of water that will be placed in it. 

Allocate one jar to each group member to test. 

• Measure and pour 100 mL of the specified water into each jar. 

• Add one teaspoon of sugar at a time to your allocated jar and stir continuously, until no 

more sugar will dissolve into the water. Keep track of how many spoonfuls were used. 

• Record the number of teaspoons of sugar added to each jar of water to see which 

solution dissolves the greatest amount of sugar. 

Controlled variables 

1. How will you control the amount of water in each test so that you can replicate it? 

2. How will you control the amount of sugar in each teaspoon that is added to the solution? 

3. How will you control the speed at which you will stir the solution? 

Independent variables 

4. How will you measure the different temperatures of the water, so that you can replicate 

it when making your crystal castle? 

Dependent variables 



5. How will you measure how many teaspoons of sugar are added to each solution? 

Reversing the solution 

6. What process will you use to reverse the solution? 

7. Which solution do you think will produce the best crystals and why? 



YEAR 

6 






Student name: 

Date: 

STEM project: A crystal castle 




of others. 





















Project task: 

Design and create a miniature model of a crystal castle for a movie set, that can withstand 

warm, dry environments without melting, while the movie is being filmed. Create and share 

a blog post giving visual, written and verbal step-by-step instructions of how to create a 

miniature crystal castle using only reversible changes. 

CRITERIA 


Applies knowledge of reversible changes to create a crystal castle, using a saturated 

solution of sugar and water. 


Plans and conducts an experiment to test how much sugar needs to be dissolved into 

100 mL of refrigerated water, tap water and hot water to form saturated solutions. 

Controls variables that may affect the accuracy of their experiment results and records 

and analyses results to determine which saturated solution forms the best crystals. 

Evaluates an experiment to make improvements to their solution. 


terminology. 


Plans, designs and creates a miniature model of a three-dimensional castle using pipecleaner 

skeletons of prisms and pyramids. 

Uses resources safely and sustainably while conducting the growing crystals experiment 

and while building a miniature crystal castle. 


changes. 

Takes digital photographs using an iPad ® and records audio over each photograph. 

Inserts digital photographs with audio recordings, and adds written text to create and 

share a blog that gives visual, verbal and written instructions. 


Multiplies the amount of sugar used to create a saturated solution in 100 mL of water, to 

find how much sugar will need to be dissolved in a solute, to fill 3 4 


Creates skeletons of prisms and pyramids using pipe-cleaners. 

Group skills 











YEAR 

6 


Earth and space 

sciences 

sudden 

geological 

changes 

volcanic eruption 

landslide 

pyroclastic flow 

lahar 

THE EFFECTS OF A 

NATURAL DISASTER 

tephra 

earthquake 

seismic waves 

magnitude 

Richter scale 

tsunami 

Keywords 

wave height 

run-up 

extreme weather 

events 

hurricane/ 

cyclone/typhoon 

gale-force wind 

heavy rains 

flash flooding 

drought 



compacted soil 

natural disasters 

eruption column 

wave length 

storm surge 



Unit overview 

Earth and space sciences 

THE EFFECTS OF A NATURAL DISASTER 

Sudden geological changes and extreme weather events can affect Earth’s surface 

(ACSSU096) 

Lesson 1 

What are extreme weather 

events and sudden geological 

changes? Are these the same as 

natural disasters? 

Lesson 2 

What are volcanoes and how do 

they change Earth’s surface? Is it 

important for people in Australia 

to be prepared for a volcanic 

eruption? 

Lesson 3 

What are earthquakes and how 

do they change Earth’s surface? 

Is it important for people in 

Australia to be prepared for an 

earthquake? 

Lesson 4 

What are tsunamis and how do 

they form? Does the magnitude 

of an earthquake affect the size 

of a resulting tsunami? 

Lesson 5 

What are cyclones and how do 

they change Earth’s surface? 

How do scientists monitor 

cyclones to minimise the effects 

of this natural disaster? 

Lesson 6 

What is a drought and how does 

it affect the landscape? How 

does flash flooding occur after a 

drought? 

Assessment 


The three little pigs sequel 

Students identify natural disasters caused by extreme 

weather events such as cyclones, floods and droughts, 

and those caused by sudden geological changes, such 

as volcanic eruptions, and why it is important for people 

to be prepared for these events. 

Students learn what a volcano is and how it is formed. 

They then conduct online research about a specific 

volcano to determine the effects it had on Earth’s 

surface and the living things in the area. Students also 

investigate how people can prepare for a volcanic 

eruption. 

Students conduct online research about what an 

earthquake is, how it occurs and how it affects Earth’s 

surface and the living things in the area. They also look 

at an interactive map to find where earthquakes have 

occured in Australia and why we should all be prepared 

for an earthquake. 

Students identify what a tsunami is, how they are formed 

from earthquakes on the ocean floor and the effects they 

can have on a coastal city. They also plan and conduct an 

experiment to test how the magnitude of an earthquake 

affects the size of the tsunami. 

Students learn what a tropical cyclone is and how it is 

formed. They then conduct online research about a 

specific tropical cyclone that has occured in Australia to 

determine the effects it had on Earth’s surface and the 

living things in the area. Students also investigate how 

meteorologists track these storms to warn people of 

their approach. 

Students conduct online research to learn about the 

effects of droughts and floods on Earth’s surface and the 

living things in the area. They also investigate how heavy 

storms can cause flash flooding in drought-stricken 

areas. 

Students apply their knowledge of sudden geological 

changes and extreme weather events to describe how 

these natural disasters affect Earth’s surface and the 

living things in the area. 

Students design and create a landscape scene with the 

three little pigs’ houses in three different natural-disaster 

zones, and an evacuation centre in a safe location. 

Create a movie sequel to the story of The three little pigs, 

that teaches the little pigs about the dangers of building 

a house in areas that are commonly affected by natural 

disasters. 

Pages 

74–76 

77–79 

80–82 

83–85 

86–87 

88–89 

90–92 



93–100 



YEAR 

6 




Unit overview 



Sudden geological changes and extreme weather events can 

affect Earth’s surface (ACSSU096) 






















(ACSIS107) 



Evaluating 


(ACSIS108) 

Communicating 



(ACSIS110) 

Lesson 

1 2 3 4 5 6 Assessment STEM project 

3 3 3 3 3 3 3 3 

3 3 3 3 3 3 

3 3 3 3 3 3 3 3 

3 3 3 3 3 3 3 

3 3 3 3 3 3 3 

3 3 

3 3 3 3 3 3 3 3 

3 3 3 3 



3 3 3 

3 3 3 3 3 3 3 3 



Lesson 1 



Teacher notes 


What are extreme weather events and sudden geological 

changes? Are these the same as natural disasters? 







• Students explore the importance of knowing about natural 

disasters, by examining the difference between extreme 

weather events and sudden geological changes. 


• using an iPad ® application such as Popplet to brainstorm 

types of natural disasters 

• using an iPad ® to scan QR codes or type URLs into a web 

browser to watch online videos 

• using an iPad ® application such as Seesaw to create a 

digital presentation 


• Extreme weather is described as severe weather that 

is often unpredictable, such as tornadoes, blizzards, 

hurricanes, floods and droughts. 

• Sudden geological events are those which cause 

rapid changes to Earth’s surface, such as volcanoes, 

earthquakes, tsunamis, avalanches and landslides. 

• These naturally occuring events can change the surface 

of the land by creating new features, modifying existing 

landscapes or destroying landscapes altogether. For 

example: A volcanic eruption causes molten rock to 

be expelled, which flows down the volcano and cools 

into new rocky surfaces. These lava flows can also cause 

landslides, which change the shape of the land, and can 

damage infrastructure in built-up areas. 

• A natural disaster is an extreme weather event or 

sudden geological event that occurs in a populated 

area and causes wide-spread destruction, including the 

loss of lives. For this reason, it is important that we are 

aware of natural disasters and how to prepare for them. 


• Use students’ digital 

presentations to assess 

their understanding of the 

importance of knowing about 

different types of natural 

disasters and how to prepare for 

them. 

Resources 


with a QR scanner and 

presentation applications, 

such as Popplet and Seesaw 

• Online video—Natural 

disasters: The destructive 

force of nature at 

(optional) 


student 

• Online video—Don’t panic 

at 





YEAR 

6 




Lesson 1 

Lesson plan 

Introduction: 

1. Individually, using an iPad ® application such as Popplet, students brainstorm as many types of 

natural disasters as they can think of. If required, the first 4:33 of the video at can be shown to provoke students' thoughts. QP 

Development: 

2. Using an iPad ® , students scan the QR codes on page 76 or type the URLs into a web browser, to 

research the difference between extreme weather and regular weather, and the difference between 

gradual and rapid changes in Earth’s surface. Using page 76, students describe the five severe 

weather conditions mentioned in the video, including tornadoes, blizzards, hurricanes, floods and 

droughts and how these conditions can cause destructive changes to Earth’s surface. Students 

then describe the geological processes that cause gradual changes to Earth’s surface, such as 

weathering and erosion, and the geological events, such as volcanic eruptions. PC PA 


• Less capable students can work in pairs to discuss the information presented in each video and 

then use an audio recorder to record their answers. 

• More capable students may be encouraged to draw a ‘before’ and ‘after’ picture on the back of 

page 76 to show how weathering, erosion and volcanic eruptions, change Earth’s surface. 

3. Students review their examples of natural disasters from Step 1 and sort them into two columns in 

a table—‘Natural disasters caused by extreme weather’ and ‘Natural disasters caused by sudden 

geological changes’. In pairs, students compare their tables and add any additional examples to 

each column, or make any necessary changes. PA 

4. Reinforce that natural disasters are rapidly occurring events that cause excessive damage to the 

land’s surface, and also the loss of lives. Using a think-pair-share, students predict which natural 

disasters they think may occur in Australia and discuss if their families have procedures in place to 

protect against natural disasters. QP 

5. As a class, watch the Behind the news video, Don’t panic at . 

This video shows two families who are testing their ability to survive a simulated natural disaster, 

including a bushfire and a cyclone. In pairs, students discuss if they think each family was prepared 

for a real natural disaster to occur and whether they would survive, if it wasn’t a simulation. C 

Reflection: 

6. Using an iPad ® application such as Seesaw, students use their knowledge of extreme weather and 

sudden geological changes to create a presentation explaining the importance of understanding 

different types of natural disasters and why it is important to be prepared. Students may be 

encouraged to add images of different natural disasters, and can record information using audio or 

written text. C 





Lesson 1 



Extreme weather and geological events 

Scan the QR code or go to to watch a video about 

extreme weather events. 

1. (a) Write a description of each extreme weather event. 

Extreme weather event 

Description 

(b) What destructive changes to Earth’s surface can these extreme weather events cause? 

Scan the QR code or go to to watch a video about 

geological changes. 

2. Explain whether you agree or disagree with the following statement, and why. 

‘Changes to Earth’s surface (either gradual or rapid) are caused by erosion and 

weathering.’ 



3. Does a volcanic eruption cause gradual or rapid changes to Earth’s surface? Explain. 



YEAR 

6 




Lesson 2 

Teacher notes 


What are volcanoes and how do they change Earth’s 

surface? Is it important for people in Australia to be 

prepared for a volcanic eruption? 







• Students explore how volcanologists use data from 

past eruptions to predict the intensity of a future 

eruption, and how this information can inform the 

community about how best to prepare. 


• A volcano occurs when a crack in Earth’s crust 

allows magma to rise up from the magma chamber 

to Earth’s surface, which cools to form new rock. 

The build up of rock creates different types of 

volcanoes, including shield volcanoes, composite or 

stratrovolcanoes, cinder cones and lava domes. 

• The size and type of a volcanic eruption, depends 

on the viscosity (thickness) of the magma and the 

amount of gas built up in the magma chamber. 

To explore this further, go to . 

• Volcanic eruptions can build up the land by creating 

new rock formations, but can also change the 

existing landscape by displacing rocks and soil and 

destroying natural vegetation and infrastructure. 

• Volcanic eruptions that occur in populated areas 

are classed as natural disasters. The hot lava and 

the force of the landslides, pyroclastic flows and 

lahar can crush or burn people living in the danger 

zone. Scientists monitor seismic activity and make 

observations of the volcano, to inform people of a 

possible eruption. 


• using an iPad ® application such as 

Popplet to record the effects of a 

volcanic eruption 

• using an iPad ® application such as 

ShowMe to present information, 

using images, written text and audio 

recordings 

• conducting online research to find 

specific information about a famous 

stratovolcano 


• Use students’ digital presentations to 

assess their investigation skills and 

their understanding of how volcanic 

eruptions can build up and change the 

existing landscape, and how they affect 

the living things in surrounding areas. 

Resources 



ShowMe or Popplet 

• Online video—What is a 

volcano? at 

• Online image of the effects 

of a stratovolcano eruption at 

 


student 

• Online video—How to prepare 

for a volcanic eruption at 

 

• Map of the world’s active 

volcanoes, such as the one at 

 





Lesson 2 



Teacher notes 

Introduction: 

1. Using an iPad ® application such as ShowMe, students draw a diagram of an erupting volcano and 

use this to predict the changes that occur to the landscape when a volcano erupts. Students add 

audio recordings or written text to their diagram to predict how the effects of a volcanic eruption 

can affect the living things in that environment. QP 

Development: 

2. As a class, watch the video at . This video explains the internal 

structure of a volcano and how volcanic eruptions occur. It describes how lava flows from the top 

of an erupting volcano to the bottom of the volcano, which can create new rocky surfaces, but can 

also change or destroy the existing surface. 

3. Display the online diagram of the effects of a stratovolcano eruption at . Explain that the volcano shown is a stratovolcano, which can cause the most devastating 

effects to surrounding areas. Students compare this image to their diagram and add any additional 

effects that occur as the result of a volcanic eruption. Using page 79, students label the diagram 

with the correct effects and then research and write a description of each effect listed in the table, 

to understand the potential hazards associated with volcanic eruptions. PC PA 

4. Individually, students choose a famous stratovolcano such as Mount St Helens in the USA, Mount 

Vesuvias in Italy, or Krakatoa in Indonesia, and conduct online research about its location and 

eruption history. Using their science journals or an iPad ® application, such as Popplet or ShowMe, 

students record information about the changes the volcanic eruption made to the landscape and 

how it affected the living things around it. PC PA C 


• Less capable students can work in pairs to research Mount Vesuvias, which caused the 

destruction of a whole city, and can be provided with videos to watch such as A day in Pompeii 

at , or websites to visit, such as . 

• More capable students may be encouraged to go to to explore 

how the viscosity of magma and the amount of gas pressure in the chamber, can cause different 

types of eruptions and how these different eruptions cause different volcano formations over 

time. 

5. Watch the video at . Using their science journals or an iPad ® 

application of their choice, students take notes about how to prepare for a volcanic eruption. PA 

6. Display a map of the world’s active volcanoes, such as the one at . 

Using a think-pair-share, students discuss the question, Is it important that people in Australia know 

about the effects of volcanoes and how to prepare for a volcanic eruption? Encourage students to 

consider the number of Australians that visit our neighbouring countries, such as Indonesia and 

New Zealand. PA C 

Reflection: 



7. Using an iPad ® application such as ShowMe, students create a presentation to inform other 

Australians about volcanoes and the dangers associated with volcanic eruptions. Students should 

include maps of active volcanoes, diagrams showing the dangers associated with volcanic 

eruptions, such as lava flows, and tips for how to prepare for a volcanic eruption. C 



YEAR 

6 




Lesson 2 

1. Label the diagram. 

Extreme weather and geological events 

2. Research the meaning of each word, then write a description. 

Effect 

eruption column 

eruption cloud 

acid rain 

tephra 

lava dome 

pyroclastic flow 

lahar 

Description 



landslide 



Lesson 3 



Teacher notes 


What are earthquakes and how do they change 

Earth’s surface? Is it important for people in 

Australia to be prepared for an earthquake? 








• Students explore how seismologists use 

data from past earthquakes to predict the 

intensity of a future earthquake, and how 

this information can inform the community 

about how best to prepare. 


• An earthquake can occur during volcanic 

activity or when tectonic plates collide, 

separate or slide past each other. Most 

earthquakes occur at the fault lines where 

plates meet, but can also affect countries that 

lie in the middle of a tectonic plate. Note: The 

theory of plate tectonics will be covered in the 

Year 9 Science curriculum. 

• It is believed that an earthquake occurs 

every day in Australia, but most do not cause 

significant damage. Go to to read more information. 

• The seismic waves created by an earthquake 

are monitored by seismologists, who use this 

information to predict where the earthquake 

occurred and how destructive it will be. They 

record the magnitude of the earthquake using 

the Richter scale and use these data sets to 

inform communities about potential threats. 

• Earthquakes can cause a number of changes 

to Earth’s surface. They can cause new valleys, 

change the paths of roads and rivers, and can 

crumble buildings. Go to to read more information. 



brainstorm information 

• using an iPad ® to scan QR codes or type URLs 

into a web browser to research information 

• using an iPad ® application such as Microsoft ® 

PowerPoint or Keynote to present information 

• filtering information on an interactive map to 

find where earthquakes with a 6+ magnitude 

have occured in Australia 


• Use student’s digital presentations to assess 

their investigation skills and their understanding 

of how earthquakes can change the landscape, 

and how they affect living things. 

Resources 

• Online video—Introduction to 

earthquakes at 

• An iPad ® for each student with a QR 

scanner (optional), a brainstorm 

application such as Popplet, and 

a presentation application such as 

Keynote 


• Online video—Deadly earthquakes hit 

New Zealand at 

• Website—Earthquake tracker at 

 





YEAR 

6 




Lesson 3 

Lesson plan 

Introduction: 

1. As a class, watch the first two minutes and eight seconds of the video at to briefly see how earthquakes form. Using an iPad ® application such as Popplet, 

students brainstorm the possible effects of an earthquake on the land and on the people that live in 

the area. QP 

Development: 

2. Give each student an iPad ® and a copy of page 82. Students use a QR scanner to scan the QR 

codes, or type the URLs into a web browser to conduct online research about earthquakes. 

Students use this information to explain what earthquakes are, how they release energy, how they 

are measured and how they can affect the landscape and the people that live in the area. Students 

then look at an online image of a line graph showing how the magnitude of an earthquake 

is measured on the Richter scale and the likely damage caused by earthquakes of different 

magnitudes. PC PA 


• Less capable students can watch the video at and use an audio 

recording application on an iPad ® to explain how earthquakes form, how they are measured and 

the effects of earthquakes, instead of completing page 82. 

• More capable students can watch the video at and write a 

paragraph explaining how scientists measure and record seismic waves to identify the exact 

location the earthquake occurred, and to measure it’s strength. 

3. As a class, watch the video at , which describes the devastation 

caused by the 6.3 magnitude earthquake that hit Christchurch in New Zealand in 2011. It also 

compares why this earthquake caused greater damage than the 7.1 magnitude earthquake that hit 

the same city just six months earlier. 

4. Using a think-pair-share, students discuss the question, Is it important that people in Australia know 

about the effects of earthquakes and how to protect themselves during an earthquake? QP 

5. Write the URL on the whiteboard for students to type into a web 

browser. Allow approximately five minutes for students to explore the earthquakes that have 

occurred recently in Australia, including the location, depth and magnitude of each. Students 

filter the most recent earthquakes by magnitude to find the 6+ magnitude earthquakes that have 

occurred in Australia. PC 

Reflection 

6. Using an iPad ® application such as Keynote, students create a presentation explaining what 

earthquakes are, how they vary in magnitude, the destruction they can cause, and why it is 

important for everyone in Australia to be informed about earthquakes and how to prepare for, and 

protect against them. Note: students may wish to conduct further research to clarify any information 

they are unsure of. PA C 





Lesson 3 



Earthquake 

Scan the QR code or read the first three pages of the website at to learn about earthquakes. 

1. What is an earthquake? 

2. Label the diagram to show how earthquake energy is released, then write a description for 

each term. 

Focus 

3. How do scientists measure earthquakes? 

Epicentre 

Seismic waves 

4. What are the possible effects of an earthquake on the landscape and the people that live 

in the affected area? 

Landscape 

People 



Scan the QR code or type to see how the 

magnitude of an earthquake can inform us about its likely effects. 



YEAR 

6 




Lesson 4 

Teacher notes 


What are tsunamis and how do they form? 

Does the magnitude of an earthquake affect 

the size of a resulting tsunami? 









• Students plan and conduct an experiment 

to test how the amount of force produced 

by the movement of tectonic plates can 

cause tsunamis, and use this data to 

develop explanations of the relationship 

between earthquakes and tsunamis. 


• A tsunami is a series of large sea waves 

caused by an earthquake or volcanic 

eruption in the ocean crust. 

• At the point where the event happens, the 

waves have a small wave height and a long 

wave length. As they move closer to the 

shore, they increase in height and decrease 

in length, resulting in the gigantic waves that 

destroy coastal cities. Go to to see a diagram. 

• When tsunamis hit coastal cities, the 

initial wave acts as a brick wall, destroying 

infrastructure and personal belongings. This 

wall of water can also be responsible for the 

death of living things in its path. The waves 

following flood the city and move everything, 

including boats, several kilometres inland. 

The movement of these heavy items causes 

further destruction. 

• During the experiment, students should 

discover that earthquakes with higher 

magnitudes (more force), create larger 

tsunami waves. 


• using an iPad ® application such as Microsoft ® 

PowerPoint to present information 


conducting an experiment 

• using an iPad ® to film each test in their experiment 

• uploading a digital presentation to a class blog or 

sending it via email to the teacher 


• Use students’ digital presentations to assess 

their science inquiry skills, including their ability 

to formulate an investigation question, plan 

and conduct a fair experiment, record accurate 

and reliable data, use their recorded data and 

information to develop explanations, and reflect 

on their experiment to suggest improvements. 

Resources 

• Online image at 

• Online video —Introduction to 

earthquakes at 



Microsoft ® PowerPoint 

• For each group: a copy of the tsunami 

simulation experiment card on page 85; 

a long, shallow plastic container; a thin, 

plastic chopping board with a handle; a 

piece of rope (approximately twice the 

depth of the plastic container); access to 

sand and water 

• Online video—How earthquakes trigger 

tsunamis at 





Lesson 4 



Lesson plan 

Introduction: 

1. Display the online image at to see some of the effects caused by 

the earthquake and tsunami that hit Japan in 2011. Using a think-pair-share, students predict which 

natural disaster they think occured to cause the damage shown in the image. Encourage students 

to think about what might have caused the boat to be positioned on top of the building. QP 

Development: 

2. As a class, revise the devastation that earthquakes cause by watching the online video Introduction 

to earthquakes at . Note: Students watched the opening 2:08 of the 

video in Lesson 3, but will need to watch the remainder of the video to see the connection between 

earthquakes and tsunamis. 

3. Using an iPad ® application such as Microsoft ® PowerPoint, students individually create a 

presentation to show how the magnitude of an earthquake affects the size of the resulting tsunami. 

Note: This presentation will be added to throughout the lesson. Students create a heading for 

their presentation using an investigation question such as, ‘Does an earthquake with a higher 

magnitude, form a taller tsunami?’ and then record their prediction on the second slide. QP 

4. Divide the class into groups of three and give each group a copy of the tsunami simulation 

experiment card on page 85. In their groups, students plan an experiment to test how the 

magnitude of an earthquake affects the size of the tsunami. Individually, students insert a 

photograph of the experiment card and describe how they will ensure a fair test is conducted, on 

the third slide of their presentation. PC 

5. In their groups, students decide which group members will be responsible for each role and 

conduct their experiment according to their plan, filming each test and recording the heights of 

the waves. When they think they have collected enough data to make a reliable analysis, students 

review their videos of each test and discuss the results. They then email the videos to each group 

member. PC PA 

6. Individually, students create a new slide for each test conducted, inserting the video of each test 

into the appropriate slide and adding written text to explain each result. Students then add another 

slide entitled ‘Conclusion’ to answer their investigation question, using evidence from their group’s 

experiment. PC C 


• Less capable students can use an audio recorder to record information or can create less slides 

in their presentation. 

• More capable students may be encouraged to research major earthquakes that have caused 

tsunamis, and the magnitude of each. 

Reflection: 



7. As a class, watch the online video How earthquakes trigger tsunamis at . Students reflect on the effectiveness of their test to determine if it accurately answered 

their investigation question. Using their presentation, students record audio or write text to explain 

how they could improve their experiment and suggest other experiments they could do to test 

the effects of a tsunami. Students then upload their presentation to a class blog or email it to the 

teacher. E C 



YEAR 

6 




Earthquakes and tsunamis 

Lesson 4 

Materials 

• 1 long, shallow plastic 

container 

• 1 thin, plastic chopping 

board (with a handle) 

• Rope 

• Sand 

• Water 

Student 1 

Stand at the edge of the 

plastic container and 

pull the rope towards 

you using different 

amounts of force. 

Materials 

• 1 long, shallow plastic 

container 

• 1 thin, plastic chopping 

board (with a handle) 

• Rope 

• Sand 

• Water 

Student 1 

Stand at the edge of the 

plastic container and 

pull the rope towards 

you using different 

amounts of force. 

Tsunami simulation experiment 

Preparation 

Hint: Tie a piece of rope to the handle of the chopping board. 

Tape the other side of the chopping board securely into the 

corner of the plastic container. 

Student 2 

Using a video camera, introduce 

the test being conducted by 

stating the independent and 

dependent variables, then record 

each test. 

Tsunami simulation experiment 

Preparation 

Student 3 

Using a marker, 

record the 

height of the 

waves in each 

test. 

Hint: Tie a piece of rope to the handle of the chopping board. 

Tape the other side of the chopping board securely into the 

corner of the plastic container. 



Student 2 

Using a video camera, introduce 

the test being conducted by 

stating the independent and 

dependent variables, then record 

each test. 

Student 3 

Using a marker, 

record the 

height of the 

waves in each 

test. 



Lesson 5 



Teacher notes 


What are cyclones and how do they change 

Earth’s surface? How do scientists monitor 

cyclones to minimise the effects of this natural 

disaster? 








• Students explore how meteorologists track 

the wind speeds of a tropical cyclone and use 

category ratings to communicate the intensity 

of the cyclone, so people can better prepare 

for the effects of this natural disaster. 


• Cyclones, hurricanes and typhoons, although named from 

different origins, all refer to the same type of severe storm. 

These storms are created by low pressure systems that 

form over warm waters and have gale-force winds. 

• To be classified as a cyclone, a storm must have sustained 

winds of 63 km/h or greater, with gusts in excess of 

90 km/h near the centre. 

• Meteorologists measure the speed of these winds to rate 

the severity of the cyclone and predict its path. This allows 

for preparation and/or evacuation of populated areas to 

minimise the number of lives lost. Go to to see the category rating system and 

how they track cyclones. 

• The countries that are most affected by tropical cyclones 

are those that lie near the equator, including the northern 

coastline of Australia. 

• Cyclone Yasi was recorded as a category 5 tropical 

cyclone. It was the worst cyclone to hit the Queensland 

coastline. Go to for more 

information. 



brainstorm the effects of a tropical cyclone 

• conducting online research to find specific 

information about Cyclone Yasi 

• choosing and using an application on an 

iPad ® to present information, orally or in 

written form 

• using an iPad ® application such as Picture 

Frames Maker to create a digital photograph 

collage 


• Use students’ digital presentations from 

Step 6 to assess their understanding of how 

cyclones change Earth’s surface and how they 

affect the lives of all living things. 

Resources 

• Online image—Tropical 

cyclone Yasi at 


with a brainstorm 

application such as Popplet, 

a collage application such as 

Picture Frames Maker, and 

presentation applications for 

students to choose from 

• Online video— 

Understanding tropical 

cyclone categories at 

 

• Online video—Storms 

explained at 





YEAR 

6 




Lesson 5 

Lesson plan 

Introduction 

1. Display the online image showing some of the effects of tropical cyclone Yasi at . Using an iPad ® application such as Popplet, students predict which natural 

disaster they think caused the damage shown in the image and write it in the centre. They then 

create additional popples to record clues from the image that support their prediction. In pairs, 

students share their predictions and discuss any differences. Explain to students that the image is 

showing some of the damage caused by a tropical cyclone which hit the coast of Queensland. QP 

Development 

2. As a class, watch the video at to understand how the intensity and 

path of a cyclone is mapped, using category ratings and predicted paths. The video also explains 

how predicting the path and intensity early, can allow for better preparation in areas that are 

predicted to be hit. 

3. Individually, students conduct online research about Cyclone Yasi which hit Queensland in 2011 

and caused extensive damage, despite no lives being lost. They must include the location that 

Cyclone Yasi was first detected and the path it took as it hit Australia’s coastline, the intensity levels 

of the cyclone before, during and after hitting the coast of Queensland, and the damage caused to 

infrastructure, vegetation and personal belongings, including cars, boats and sheds. Students then 

record their research using an iPad ® application of their choice. PC PA 


• Less capable students can watch the Behind the news video at 

to learn about Cyclone Yasi and record their findings using an audio recorder. 

• More capable students may be encouraged to research and compare the effects of multiple 

cyclones that have hit Australia, including Cyclone Larry (2006), Cyclone Yasi (2011) and Cyclone 

Debbie (2017). 

4. Individually, students create a photograph collage using an iPad ® application such as Picture 

Frames Maker, to show the devastating effects of Cyclone Yasi on Mission beach and surrounding 

towns. Depending on the application used, students may also add text or audio to show where the 

image was taken. C 

5. As a class, watch the Behind the news video Storms explained at . 

This video explains what causes cyclones, hurricanes and typhoons and why they are all called 

different names, despite being exactly the same. PC PA 

Reflection 

6. Individually, students imagine they were asleep in their home near Mission beach when Cyclone 

Yasi hit. Using an appropriate iPad® application, students write or orally record a recount of their 

experience during the cyclone and describe what they found when they looked out the window in 

the morning. How did the landscape change? What happened to the infrastructure, the vegetation 

and people’s belongings? Did other natural disasters occur as a result of the cyclone? C 





Lesson 6 



Teacher notes 


What is a drought and how does it affect the 

landscape? How does flash flooding occur after 

a drought? 









• Students explore how droughts change 

the surface of the land and how this affects 

living things, including farmers, their crops 

and their livestock. They also discover how 

heavy storms after a drought can cause 

flash flooding, which can have further 

implications. 


• A drought is difficult to define because it is determined by 

more than just low rainfall. For a drought to be declared, 

meteorologists and other scientists review historical climate 

records to determine if the dry conditions are unusual for 

the area. 

• Drought is an unusual, prolonged period of time where 

the amount of available water in an area is not sufficient to 

meet the needs of the living things in the area. As water is 

a basic need of all living things, droughts can have severe 

health-related, environmental and agricultural implications. 

• Droughts cause many changes to Earth’s surface including 

the reduction of water in water catchment areas, the drying 

out of groundwater and the compacting of soil. 

• Heavy storms after a drought can cause flash flooding to 

occur, as the compacted soil does not absorb the rainfall as 

easily. To see how, go to . 



brainstorm information about droughts 

• conducting online research to find specific 

information about how heavy rains can 

produce flash flooding after a drought 

• using an iPad ® application such as Seesaw to 

record their predictions and online research 

• uploading digital presentations to a class blog 

or sending it via email to the class teacher 

(optional) 


• Use students’ brainstorms from Steps 2 and 3 

to assess their understanding of the effects of 

drought on the land. 

• Use students’ completed digital presentations 

from Step 6 to assess their understanding of 

how heavy rains can produce flash flooding 

after a drought. 

Resources 

• Online before and after 

image at 

• An iPad ® for each 

student with a 

brainstorm application 

such as Popplet and a 

presentation application 

such as Seesaw 

• Online video—Drought 

help at 

• Online video—Science 

behind drought at 

 





YEAR 

6 




Lesson 6 

Lesson plan 

Introduction 

1. Display the before and after photographs at and compare the two 

images. Using a think-pair-share, students answer the question, Which natural disaster occurred 

between the two images? Students justify their prediction using information from the images. QP 

2. Explain that the natural disaster shown in the image is a drought that occurred in Longreach, 

Queensland. Using an iPad ® application such as Popplet, students brainstorm the effects of a 

drought on the landscape and the living things affected by the dry conditions. QP 

Development 

3. As a class, watch the Behind the news video Drought help at , 

which explains the difference between droughts and other natural disasters and why limited help 

is provided to those suffering from drought. It explains the effects of drought on the land and 

why farmers suffer during these extended periods without rain. Individually, students review their 

predictions about the effects of drought and add any additional information they have learnt, or 

make any necessary changes. PA 

4. Write the following investigation question on the whiteboard—Will heavy rains provide relief to 

those suffering in drought-stricken areas? Individually, using an iPad ® application such as Seesaw, 

students record their prediction and explain their thinking. QP 

5. Students conduct online research to find out how heavy rains can produce flash flooding after 

a long period of drought and what effects flash flooding can have on the living things in the 

environment. Students add images, written text and/or audio recordings to record and explain their 

findings, using the same iPad ® application used in Step 4. PC PA C 


• Less capable students can work with a partner to research how heavy rains can produce flash 

flooding in drought-affected areas. 

• More capable students may be encouraged to research the effects of flash flooding on the 

landscape and the living things in that area, in addition to the effects of droughts. 

Reflection 

6. As a class, watch the online video Science behind drought at to 

see how heavy rains are more likely to cause flash flooding in drought-stricken areas, than in areas 

that receive consistent rainfall. Students add any additional information to their digital presentation 

from Step 5, and then compare their research to their predictions made in Step 4. Note: Students 

may be encouraged to email their presentation to the teacher for assessment or upload it to a class 

blog. PA C 

7. In pairs, students reflect on their digital presentation explaining how heavy rains can cause flash 

flooding after a drought, and discuss how they could improve their research and/or presentation 

skills for future investigations. E 





Assessment 



Teachers notes 


Sudden geological changes and extreme weather events can affect Earth’s surface (ACSSU096) 

Indicators 

• Draws a diagram to show the effects of a volcanic eruption. 

• Describes how a volcanic eruption changes Earth’s surface. 

• Describes how earthquakes and tsunamis can affect coastal cities. 

• Identifies what is meant by an extreme weather event and lists three examples. 

• Describes how droughts and floods can affect Earth’s surface. 

• Explains why coastal cities are more likely to be affected by tropical cyclones. 

• Describes how tropical cyclones change Earth’s surface and the implications of these changes on 

living things in the area. 

Answers 


1. (a) Teacher check 

(b) Volcanic eruptions can build up the land by creating new rock formations, but can also change 

the landscape by displacing rocks and soil and destroying natural vegetation and infrastructure. 


3. An extreme weather event is an event caused by severe, unpredictable and often destructive 

weather, such as tornadoes, blizzards, hurricanes, floods and droughts. 


5. (a) Coastal cities are more likely to be affected by tropical cyclones because they are the often the 

first piece of land that a cyclone meets. Tropical cyclones build in intensity over the water and 

hit coastlines with the greatest force, before weakening as they move inland. 

(b) Teacher check 





YEAR 

6 




Assessment 

1. (a) Look at the image of the volcanic island. Draw what the island might look like after a 

volcanic eruption. 

Before 

After 

(b) Describe how a volcanic eruption can change Earth’s surface. 

Islands along the Pacific Ring of Rire are often affected by 

earthquakes and tsunamis, as they are situated along tectonic 

plate boundaries. In 2011, an earthquake with a magnitude of 

9.0 occured along the ocean floor, on the east coast of Japan. 

The ground could be felt shaking in many cities. Following the 

earthquake, a tsunami hit the same coastline and travelled more 

than five kilometres inland. 

2. Describe how each sudden geological change may have affected 

the coastal cities in Japan. 

Landscape 

Living 

things in 

the area 

Earthquakes 

Tsunamis 





Assessment 




3. Describe what is meant by an extreme weather event and give three examples. 

4. Use the T-chart to list how a drought and a flood can change Earth’s surface. 

Drought 

Flood 

5. Tropical cyclones develop from strong spiralling winds which build in intensity over the 

warm ocean waters near the equator. These winds draw water vapour up into the air, 

creating large clouds and stronger winds. 

(a) Explain why coastal cities are more likely to be affected by tropical cyclones, than 

inland areas. 

(b) Describe how a tropical cyclone can change the landscape of a coastal city and the 

implications of these changes on the living things in the area. 

Changes to the landscape 

Implications on living things 





YEAR 

6 





The three little pigs sequel 


Students design and create a landscape scene with the three little pigs houses’ in three 

different natural-disaster zones, and an evacuation centre in a safe location. They then create 

a movie sequel to the story The three little pigs, that teaches the pigs about the dangers of 

building a house in areas that are commonly affected by natural disasters. 



• Apply knowledge of sudden geological changes and extreme weather events that change 

Earth’s surface and how these natural disasters can affect the lives of plants and animals. 

• Use science inquiry skills to plan and conduct experiments to simulate three different natural 

disasters. For example: a volcanic eruption, a landslide, an earthquake, a cyclone, a drought 

or a flash flood. 

• Communicate ideas about sudden geological changes and extreme weather events in the 

form of a movie, including the effects of these natural disasters on living things in the area. 


• Apply the design process to plan, create and evaluate a natural landscape, three model 

houses for the three little pigs, and an evacuation centre. Create simulations of each natural 

disaster and show its effects on the landscape and the little pigs. 

• While working collaboratively, use project management processes to ensure accountability 

of all group members when planning, organising, controlling resources, monitoring timelines 


• Use a digital storyboard creator to plan each scene in the movie sequel. 

• Use a digital camera or an iPad ® to film the story and use a movie-editing application or 

program to make improvements to scenes in the movie. 

Mathematics 

• Use a cartesian plane to plan the positions of landscape features, each little pig’s house and 

the evacuation centre. Locate where the natural disaster will take place and the area that will 

be affected by the disaster. 


• Students design and create a seismometer to record the seismic activity of a cardboard box 

simulated earthquake. Use a ruler to measure the height of the primary waves (P-waves) and 

the secondary waves (S-waves) on their seismograph. Note: Watch the video at for an explanation of how seismographs are used to determine the 

magnitude of an earthquake on the Richter scale. Students create an online news bulletin to 

warn nearby cities of a possible earthquake and explain the devastating effects it could have 

on the landscape and the living things in the area. 

• Students design and create a website informing people of the possible natural disasters 

that could occur in Australia, the effects each natural disaster could have on surrounding 

areas and how to prepare for each. Students include information about how to prepare an 

emergency survival kit and what to do in the event of an evacuation. They should also be 

encouraged to add appropriate navigational tools to their website. 











• Sudden geological changes and extreme weather events can affect Earth’s surface (ACSSU096) 

Science as a Human Endeavour 

• Science involves testing predictions by gathering data and using evidence to develop explanations of events and 

phenomena and reflects historical and cultural contributions (ACSHE098) 

• Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE100) 



• With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS232) 




• Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital 





Evaluating 


Communicating 



















• Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and 

technical protocols (ACTDIP022) 



• Introduce the Cartesian coordinate system using all four quadrants (ACMMG143) 



YEAR 

6 






Teacher notes 

Students design and create a landscape scene with the three little pigs houses’ in three 

different natural-disaster zones, and an evacuation centre in a safe location. They then create 

a movie sequel to the story The three little pigs, that teaches the pigs about the dangers of 




• Divide the class into groups of three and 

give each group a copy of page 96. Read 

through the problem, the task and the 

criteria, and clarify any queries students 

have. 

• As a class, watch the video, Australia: 

Mother Nature’s playground at to see the four 

most common natural disasters to occur 

in Australia, including drought, bushfires, 

floods and cyclones. 

• Give each group a copy of the project 

steps on page 97, so students can 

manage and assess their progress. 


• Students scan the QR code on page 97 or 

type the URL into a web browser to revise 

different types of natural disasters and 

how they affect the landscape and living 

things in the area. 

• In their groups, students plan and 

conduct experiments to simulate each 

natural disaster they choose for their 

movie. Note: The four experiment cards 

on page 98 may be used to see how to 

simulate a volcanic eruption, a landslide, 

an earthquake and a tsunami. 


• Students draw a cartesian plane on a 

piece of 2-cm grid paper and draw where 

each landscape feature will be positioned 

as well as each house and the evacuation 

centre. Students also record where each 

natural disaster will take place and where 

the affected area will be. 

• Students write a script for their movie, 

based on the storyline of the original 

Three little pigs story. They create a digital 

storyboard to plan each scene and label 

when each natural disaster will occur. 

They then describe how they will simulate 

each natural disaster. 


they will need to create their landscape, 

the pigs’ houses, the evauation centre, 

the natural disaster simulations and their 

movie. 

4. Create 

• Students create the landscape setting for 

their movie, including the pigs’ houses 

and the evacuation centre, and prepare 

their natural disaster simulations. 

• After a rehearsal, students film their movie 

as a sequel to The three little pigs. 


• Students evaluate their natural disaster 

simulations and their movie to ensure they 

meet all the criteria listed on page 96. 

• Using a movie-editing application or 

program, students make any necessary 

changes. 


• Students upload their movie to a digital 

library or save it in a shared folder on the 

network. 

• Students watch the movies created by 

each of the other groups and provide 

constructive feedback to each group. 



well their group cooperated together to 

produce their movie. 








Project brief 

THE THREE LITTLE PIGS SEQUEL 

The problem 

In the story The three little pigs, the pigs learnt a valuable lesson about choosing 

appropriate materials to build a house. After the big bad wolf blew down the 

houses made from straw and sticks, the first two pigs sought refuge in the third 

pig’s house, which he made from bricks. 

The two pigs who initially built their houses using straw and sticks, decided 

they would also build a brick house so they would be safe forever. But they had 

another very valuable lesson to learn about where to build a house. 

The task 

Design and create a landscape scene with the three little pigs’ 

houses in three different natural-disaster zones, and an evacuation 

centre in a safe location. Create a movie sequel to the story 

The three little pigs, that teaches the little pigs about the dangers of 


The movie must entertain and educate the target audience about sudden 

geological changes and/or extreme weather events that change Earth’s surface 

and how these changes could affect the pigs and other living things in the 

environment. 


• You must work in groups of three. 

• A cartesian plane must be used to show the positions of landscape features, the little 

pigs’ houses and the evacuation centre. Each house and the evacuation centre must 

be located in a different quadrant of the cartesian plane. 

• The location that the natural disaster will take place and the area that will be 

affected by the disaster must be recorded on the cartesian plane. The three 

quadrants containing the pigs’ houses, must experience a different natural disaster. 

• A simulation of each natural disaster must be included to show how the disaster 

changes the three-dimensional landscape and how it affects the living things in the 

area, including plants and the three little pigs. Experiments should be conducted to 

ensure simulations accurately demonstrate the natural disaster. 

• Use a digital storyboard creator to plan each scene in the movie. The movie must 

communicate factual information to its target audience about the effects of each 

natural disaster on the landscape and the lives of the pigs. 

• Use a digital camera or an iPad ® to record a three-minute video of your story. Use 

a movie-editing application or program to reflect on and make improvements to 

scenes. Upload your movie to a digital library or save it in a shared folder on the 

network. 





YEAR 

6 





Investigate 

Project steps 

Scan the QR code or go to to 

revise different types of natural disasters and how they affect the 

landscape and the living things in the area. 

Plan and conduct experiments to test the most effective way to simulate each 

natural disaster in your story. Decide which variables you will control, change and 

monitor to ensure each test is fair. 


Draw a cartesian plane on a piece of two-centimetre grid paper and draw where each 

landscape feature will be positioned, as well as each of the little pigs’ houses and the 

evacuation centre. Record where each natural disaster will occur and where the affected 

area will be. 

Plan the materials you will use to create the landscape, the pigs’ houses and evacuation 

centre and record the dimensions of each landscape feature as planned on the cartesian 

plane. 

Write a script for your three-minute movie, using a similar storyline to the original story. 

Use a digital storyboard to plan each scene in the story. Label when each natural disaster 

will occur and who will be responsible for simulating it. 

Write or record audio of how you will simulate each natural disaster according to the 

results of your experiments. 

Collect or locate all the materials you will need to create your landscape setting and your 

movie, and to simulate each natural disaster. 

Create 

Create the landscape setting for your movie and prepare your natural disaster simulations. 

Rehearse your movie without the natural disaster and practise filming it. 

Film your sequel to The three little pigs with simulations of each natural disaster. 


Ensure your movie meets all the criteria listed on page 96. 

Use a movie-editing application or program to make any necessary changes. 

Communicate 

Upload your movie to a digital library or save it in a shared folder on the network. 

Watch the movies created by each of the other groups and provide constructive feedback 

to each group. 








Natural disaster simulations 

Volcano simulation 

Scan the QR code or visit to see an 

example of a volcano experiment. 

Earthquake simulation 


example of a shake table that can be 

used to simulate an earthquake. 

Volcano simulation 


example of a volcano experiment. 

Earthquake simulation 


example of a shake table that can be 

used to simulate an earthquake. 

Landslide simulation 


example of a landslide experiment. 

Tsunami simulation 


example of a tsunami experiment. 

Landslide simulation 


example of a landslide experiment. 

Tsunami simulation 


example of a tsunami experiment. 





YEAR 

6 






Student name: 

Date: 

STEM project: The three little pigs sequel 




of others. 





















Project task: 

Design and create a landscape scene with the three little pigs’ houses in three different naturaldisaster 

zones, and an evacuation centre in a safe location. Create a movie sequel to the story 

The three little pigs, that teaches the little pigs about the dangers of building a house in areas 

that are commonly affected by natural disasters. 

CRITERIA 


Applies knowledge of extreme weather events and sudden geological changes and why 

these result in natural disasters in populated areas. 


Plans and conducts experiments to create accurate simulations of three different natural 

disasters. 

Controls variables that may affect the accuracy of their experiment results and records 

methods and results so each simulation can be replicated during the movie. 


terminology. 


Plans, designs and creates a three-dimensional landscape with simulations of three 

different natural disasters. 

Uses resources safely and sustainably while conducting the experiments and creating the 

three-dimensional landscape. 


changes. 

Uses a digital camera or an iPad ® to film the story and uses a movie-editing application or 

program to make improvements to scenes, as required. 

Uploads a movie to a digital library or saves it to a shared folder on the network. 


Uses a cartesian plane to plan the positions of landscape features, each little pig’s house 

and the evacuation centre. 

Uses a cartesian plane to plan where the natural disaster will take place and the area that 

will be affected by the natural disaster. 

Group skills 











YEAR 

6 


Physical sciences 

on 

off 

electricity 

fossil fuels 

renewable energy 

non-renewable energy 

turbine 

hydroelectricity 

solar energy 

MAKE IT SPARK 

BATTERY 

Keywords 

generator 

electrical conductors 

electrical insulators 

electrons 

electrical circuit 

switch 

open circuit 

QUIZ 

power source 

LED 

wires 

alligator clips 

light globe 

filament 

tungsten 



wind farm 

closed circuit 



Unit overview 


MAKE IT SPARK 

Electrical energy can be transferred and transformed in electrical circuits and can be 

generated from a range of sources (ACSSU097)) 

Lesson 1 

What non-renewable 

energy sources are used 

to generate electricity? 

How do fossil fuels 

generate electricity? 

Lesson 2 

What renewable energy 

sources are used to 


How do wind and water 


Lesson 3 

How does solar energy 


How can the flow of 

electricity be shown in a 

circuit diagram? 

Lesson 4 

What materials can 

be used to make an 

electrical circuit? What 

materials are conductors 

and insulators of 

electricity? 

Lesson 5 

What is a switch and 

how does it work? How 

is it shown in a circuit 

diagram? 

Lesson 6 

How does a light bulb 

work? What are the 

features of light globes? 



Buzz of electricity 

Students are introduced to various sources of energy used 

in the generation of electricity through an interactive game, 

and then focus on fossil fuels. Students create a flowchart to 

represent the process. 

The focus of this lesson is non-renewable sources of energy 

by way of wind and water energy. Students create flowcharts 

to represent the processes of turning wind and water energy 

into electricity, before creating a working water turbine. 

Students investigate solar energy and solar thermal energy as 

generators of electricity. Students then work out how to light 

up an LED using a mini solar panel and a simple electrical 

circuit. Students are also introduced to a basic circuit 

diagram. 

Students predict and investigate different materials to 

determine if they are good electrical conductors or if they are 

electrical insulators. Students will create paper circuit designs 

and test five materials to see if they allow electricity to pass 

through and light up an LED. 

Students investigate how to create a switch using drawing 

pins and a paperclip, and how it works in an electrical circuit 

to turn a light on and off, by testing different connection 

combinations of the components. Students also learn how to 

draw a circuit diagram with a switch symbol. 

Students explore the incandescent light globe and label 

its features. Particular attention is paid to the design of the 

filament and the tungsten it is made from. Students create 

their own light globe to demonstrate the electrical circuit and 

test three materials as the filament. 

Students use their science knowledge to answer questions 

and draw flowcharts and diagrams about the sources used to 

generate electricity, and about electrical circuits. 

Students apply their knowledge of circuits to design and 

create buzzers to be used in a quiz show, along with a set 

of quiz questions to be used digitally and displayed on the 

whiteboard. 

Pages 

104–106 

107–109 

110–113 

114–116 

117–120 

121–124 



125–127 

128–134 



YEAR 

6 



MAKE IT SPARK 

Unit overview 



Electrical energy can be transferred and transformed in electrical 

circuits and can be generated from a range of sources 

(ACSSU097) 






















(ACSIS107) 



Evaluating 


(ACSIS108) 

Communicating 



(ACSIS110) 

Lesson 

1 2 3 4 5 6 Assessment 

STEM 

project 

3 3 3 3 3 3 3 3 

3 3 3 3 3 

3 3 3 3 3 

3 3 3 3 3 3 

3 3 3 3 3 3 3 

3 3 3 

3 3 3 3 3 3 3 3 

3 3 3 3 3 3 



3 3 3 3 3 3 

3 3 3 3 3 3 3 3 



Lesson 1 


MAKE IT SPARK 

Teacher notes 


What non-renewable energy sources are used to 

generate electricity? How do fossil fuels generate 

electricity? 








• Students investigate the use of electricity and how 

electrical energy is generated in Australia and 

around the world. 

• Students discuss the conservation of non-renewable 

sources of electricity and consider the costs and 

benefits of the use of various sources of energy to a 

community and the environment. 


• Electricity is simply defined as the flow of energy or 

electric charge. 

• Electricity can be generated from renewable and 

non-renewable sources. Non-renewable sources are 

fossil fuels such as coal, oil and gas, while renewable 

sources include solar, wind and water. 

• Fossil fuels are used to heat water, which becomes 

steam, which then turns a turbine. This turbine then 

creates mechanical energy which is converted into 

electrical energy by a generator. Electricity is then 

transformed to the right voltage and transmitted to 

wires and towers for distribution to homes. 

• For more information on non-renewable energy 

see (also linked to 

the QR code on page 106 for students to use for 

research). 

Technology/Engineering/Mathematics link: 

• deconstructing how electricity is 

generated through the burning of 

fossil fuels which creates steam to 

move a turbine 

• investigating processes to generate 

electricity 

• using a range of iPad ® applications to 

create and present information 


• Use Step 1 as a diagnostic assessment 

of students’ prior knowledge about 

electricity. 

• Use page 106 and the digital flowchart 

as a formative assessment of students' 

understanding that fossil fuels are a 

source of energy used to generate 

electricity and that it is a nonrenewable 

resource 

Resources 

• iPad ® with Notes, Pages, Popplet, 

Keynote, ShowMe or Book 

Creator and QR code reader 

• Online video—The energy 

challenge at 

• Online video—Fossil fuels at 

 

• Copies of page 106 

• URLs linked to QR codes on 

page 106: , 

• Kettle and pinwheel for steam 

demonstration 





YEAR 

6 



MAKE IT SPARK 

Lesson 1 

Lesson plan 

Introduction: 

1. Give each student a copy of page 106. Students imagine a new city is being developed. Discuss 

how they might create electricity to power the new city. How would you generate electricity for 

the people in the community? What sources would you use? What sources do we use in Australia? 

What is electricity? In pairs, students use an iPad ® and an application such as Popplet to brainstorm 

answers to these four questions, as listed on page 106. QP 

Development: 

2. As a class, discuss the energy options and decisions that need to be made by a city presented 

in the video The energy challenge at . This video highlights 

the challenges faced by cities about how to generate electricity for a community, while also 

considering the economy and sustainability. PA 

3. Focus students' attention on electricity generated by fossil fuels— coal, oil and gas—and, as a class, 

watch the video at . Students take notes using the Notes or Pages 

application on an iPad ® . Using page 106, students complete the questions and conduct further 

research by scanning the QR codes to read information on two other websites. PC PA C 

4. Individually, students draw a flowchart of how fossil fuels generate electricity using an iPad ® 

application, such as Keynote, ShowMe or Book Creator and write or record information to describe 

the process. PA C 


• Less capable students can work in pairs to create the flowchart and record audio to describe the 

process of electricity generation, rather than writing a description. 

• More capable students can create a mini book using Book Creator on an iPad ® , to transfer their 

research about what a fossil fuel is, and create a flowchart showing how it is used to generate 

electricity. 

Reflection: 

5. Students email or upload their flowcharts to the teacher. As a class, discuss whether they were 

aware that electricity was generated by fossil fuels and compare their research to their initial 

predictions. Did you know that the fossil fuels were used to heat water to turn a turbine which then 

created electricity? Did you think steam was that powerful? PA C 

6. Demonstrate to the class how steam can move a turbine, using a kettle and a pinwheel held over 

the top of the steam when the kettle is nearly finished boiling. 

7. After students consider all the information, take a class vote about whether they think fossil fuels 

are a good source to use to power a city. E C 





Lesson 1 


MAKE IT SPARK 

Sources of electricity 

1. Brainstorm the following questions using an iPad ® application of your choice. 

• What is electricity? 

• How would you generate electricity for the people in a community? 

• What sources would you use? 

• What sources do we use in Australia? 

2. (a) Watch the video Fossil fuels as a class, and use the Notes or Pages application on an 

iPad ® to take down any important information. 

(b) What is a fossil fuel? 

(c) What are two problems associated with the use of fossil fuels? 

3. (a) Scan the QR code or go to to read more 

about fossil fuels or non-renewable sources of energy. 

(b) Write three pieces of key information about each. 

Coal Oil/Petroleum Gas 



4. (a) Scan the QR code or go to and read the 

information under the heading Turning generators indirectly, to find out how 

fossil fuels become electricity. 

(b) Draw a flowchart of how fossil fuels are used to generate electricity, using a drawing 

application on an iPad ® , and describe the process. 



YEAR 

6 



MAKE IT SPARK 

Lesson 2 

Teacher notes 


What renewable energy sources are used to generate 

electricity? How do wind and water generate electricity? 








• Students discuss the use of wind energy and 

hydroelectricity to generate electricity and the 

sustainability of both sources. 

• Students investigate how electrical energy is 

generated in Australia and around the world 

and consider the costs and benefits of the use of 

various sources of energy to a community and the 

environment. 


• The energy of flowing water is harnessed 

by underwater turbines. The kinetic energy 

from the moving water is transferred to the 

blades of the turbine and causes them to 

turn, becoming mechanical energy. The 

turbine is connected to a generator and, 

as the turbine spins, energy is transferred 

to the generator. As the generator spins it 

converts the energy into electricity. 

• The energy from moving wind is harnessed 

by wind farms made up of many tall turbines 

with long blades. The blades have an air 

foil design—one surface is rounded while 

the other is flat. As the wind pushes against 

the blades, they absorb some of the kinetic 

energy and begin to turn. This makes the 

central rotor hub spin with rotational energy. 

As the rotor spins it transfers energy to the 

shaft, which in turn transfers energy to a 

generator, which then converts the energy 

into electricity. 


• exploring how sustainability is 

considered when designing products 

to generate electricity 

• using a range of software and iPad ® 

applications to represent and transmit 

information 


• Use the flowcharts from Step 3 and the 

submitted videos of the working water 

turbine as a formative assessment of 

students’ understanding of how a water 

turbine works to generate mechanical 

energy, which in turn generates 

electrical energy. 

• Use the written response from Step 6 to 

assess the student’s ability to suggest 

improvements to their experiment. 

Resources 

• Online video—Energy report at 

• iPad ® application with drawing 

application and video recorder 


• Renewable energies website linked to 

QR code on page 109 at 

• Creating energy from solar, wind, and 

water sources video linked to QR code 

on page 109 at . Note: The video will end if not 

a subscriber but nothing further needs to 

be viewed 

• Experiment materials (per group): 

2-L plastic bottle, scissors, cork, art knife, 

skewer, string, washer weight, jug of 

water 





Lesson 2 


MAKE IT SPARK 

Lesson plan 

Introduction: 

1. Revise sources of energy that are used to create electricity as discussed in the previous lesson, 

and list the cleaner alternatives—wind, solar, water (hydroelectricity) and geothermal. Which ones 

does Australia use? What do you think would be the most appropriate for Australia, considering 

our climate and location? Discuss the questions as a class and watch the video Energy report at 

to learn about Australia’s energy future. QP 

Development: 

2. Recall the flowchart from the previous lesson about the process of how fossil fuels generate 

electricity. In pairs, students draw a flowchart of how they think the power of moving wind and 

water is used to generate electricity. Students use an iPad ® application to draw their predicted 

flowchart and save the file. QP 

3. Give students a copy of page 109. Individually, students conduct research into how the energy of 

wind and water is harnessed, by watching a video and referring to a website linked to the QR codes 

on page 109. Based on their research, students draw two flowcharts of how electricity is generated 

by the power of wind and water, using the same iPad ® application as in Step 2. Alternatively, 

students may simply draw the flowcharts on paper or in their science journals. Students compare 

the research-based flowcharts to their predicted flowcharts from Step 2. PA 


• Less capable students can draw just one flowchart based on either the process of turning wind 

or water energy into electricity. 

• More capable students may construct a more detailed flowchart for the process of turning wind 

and water power into electricity. 

4. In small groups, students follow the procedure on page 109 to create a model of a water turbine, 

to demonstrate how the power of water can be used as mechanical energy to lift a washer attached 

to a turbine. Note: This is best done in an outside area as water may spill. Students will also need to 

film the turbine in action. PC 

Reflection: 

5. Students upload or email their video of the water turbine. As a class, discuss whether the water 

turbine was effective and whether the experiment showed it to be a viable option to generate 

electricity. C 

6. Were there any problems with the creation? What else could you test, or change about the 

experiment to show how much power water could generate? Students discuss with a partner and 

write two improvements in their science journal or on the back of their worksheet. E 





YEAR 

6 



MAKE IT SPARK 

Lesson 2 

Water turbine investigation 

1. Scan the QR code or go to to read about 

wind- and water-based renewable energy. 

2. Scan the QR code or go to to watch a video 

about wind and hydroelectric power. View until the video stops. 

3. Using an iPad ® , draw flowcharts of how wind and water can be used to generate electricity. 

4. Conduct the following water turbine investigation. 

Materials: 

• 2-L plastic bottle 

• Scissors 

• Cork 

• Art knife 

• Barbecue skewer 

• String 

• Washer weight 

• Jug 

Procedure: 

1. Cut out the middle section of the bottle and use it to cut eight blades to be used for 

the turbine. 

2. Insert one end of the blades into the cork by slicing eight evenly spaced openings on 

the cork to insert the blades into. 

3. Use the bottom part of the bottle as the base of the turbine. Cut a hole in the bottom 

where the excess water can escape. 

4. Pierce two holes on either side of the base. This is where the turbine will eventually be 

inserted. 

5. Insert a skewer into the cork with the blades, so that it makes a hole all the way 

through, and then remove it. 

6. Insert the skewer into one hole in the base, thread through the cork with blades and 

then thread the skewer through to the other hole opposite. 

7. Tie a piece of string to the protruding part of the skewer and tie a washer to the 

bottom of the length of string. 

8. Pour water from a jug onto the 

blades, and watch the turbine 

turn the string. 



9. Create a video of the water 

turbine in action, explaining 

what is happening and why. 



Lesson 3 


MAKE IT SPARK 

Teacher notes 


How does solar energy generate electricity? 

How can the flow of electricity be shown in a 

circuit diagram? 








• Students discuss the use of solar energy 

for electricity and its sustainability. 

• Students investigate how electrical 

energy is generated in the world. 


• Light energy from the sun is collected in solar panels. 

Each panel contains a number of special cells called 

photovoltaic (PV) cells. As sunlight strikes a solar 

panel, some of its energy is transferred to each PV cell. 

The construction of the cells allows them to instantly 

convert the light energy into electricity. An inverter then 

transforms the direct current (DC) electricity to the type 

required for households, which is alternating current 

(AC). 

• Solar thermal energy uses the light of the sun and a 

series of mirrors to reflect the sunlight onto one central 

point on a tower. This tower contains salt which retains 

heat well, even after the sun is no longer shining, and 

then creates steam to power a turbine. 

• When connecting a mini solar panel to light up an LED, 

the corresponding positive parts are connected as are 

the corresponding negative parts. 

• For more information on connecting solar panels to an 

LED light, see . 

• A circuit diagram shows the flow of electrons on a circuit 

path and how components are connected. It denotes 

lights, power sources and switches with the use of 

standard symbols. More information can be found at 

or . 


• exploring how sustainability is considered when 

designing products to generate electricity 

• using a range of software and iPad ® applications to 

present and transmit information 

• representing electrical circuits with technical 

diagrams and symbols 

• investigating processes to connect a light to a 

power source 


• Use the experiment worksheet on page 112 

and the labelled photographs from Step 7 as a 

formative assessment of students’ understanding 

of how solar energy can be used to create 

electricity to light a globe, and how to represent 

this circuit with a diagram. 

Resources 

• Renewable energy website 

at 

• Online video—Solar energy 

at 

• Online video—Supercritical 

steam at 

• iPad ® with applications such 

as Chatterbox and digital 

photograph editor 


• Experiment materials: 

mini solar panels, LED or DC 

motor, wires with alligator 

clips 

• Digital copy of page 113 





YEAR 

6 



MAKE IT SPARK 

Lesson 3 

Lesson plan 

Introduction: 

1. Display the information and diagram about solar energy, from the website used in the previous 

lesson to research wind and water energy. In pairs, students use an iPad ® application, such as 

Keynote, to describe how this diagram is different to the other sources of electricity diagrams 

from previous lessons. (There are no turbines used; the solar batteries absorb energy directly, and 

convert it into electricity, ready to use.) QP 

Development 

2. As a class, watch a video explaining solar energy and how it works at , 

and then watch a video about a newer form of solar power called solar thermal energy at . 

3. In pairs, students discuss and compare the differences between solar energy and solar thermal 

energy and record a short explanation of how this new form of harnessing solar energy is similar to 

the processes from previous lessons, using an iPad ® application such as Chatterbox. PA 

4. Pass around some mini solar power panels for students to inspect. Students hypothesise and 

then investigate how to connect the solar panel with alligator-clip wires, to light a small LED when 

placed in the sun. Note: Depending on classroom resources available, students can use simple 

wires or a DC motor. Students follow the investigation on page 112 and methodically record their 

attempts on the page. QP PC PA 

5. Students take a photograph of how they arranged the wires to get the light or motor to work, 

noticing if there are any + or - connections. Students add labels to the photograph using the edit 

feature in the Photos application or another similar application. PA 


• Less capable students record an oral description of how they got their light or motor to work, 

and what they noticed about the connections and wires. 

• More capable students can add extra components, such as making a propeller to add to the DC 

motor, or adding another LED and working out how to connect it to the existing circuit. 

6. Display a digital copy of page 113, and introduce the term circuit. In pairs, students discuss the 

wiring they used and compare the diagram on page 113 to their photograph. Why do you think it’s 

called a circuit? Reinforce the circular nature of the circuit diagram and how it must be a complete 

circle for electricity to flow. Discuss the symbols used for the technical circuit diagram, where: 

represents light; and 

represents the battery with positive shown by the longer line and negative shown by the shorter, 

thicker line. PA 

Reflection 



7. Students add any extra information they learnt from Step 6 to their photographs and labels of their 

solar-powered circuit from Step 5 and upload or email them to the teacher. C 

8. Take a class vote on whether the use of solar power seems like a better choice to generate 

electricity and whether it should be used more in Australia. PA C 



Lesson 3 


MAKE IT SPARK 

Solar-powered circuit investigation 

Hypothesis: 

How should the wires on a solar panel be connected to an LED to make it work? 

Materials: 

• Mini solar panel 

• LED 

• Red and black wires/ 

alligator clips 

• 6-V DC motor (optional) 

Investigation procedure: 

Connection 

combinations 

Attempt 1 

Attempt 2 

Attempt 3 

Variables: 

Controlled: 

Independent: 

How are the wires connected? 

(red, black, positive, negative) 

Did the 

light work? 



Attempt 4 



YEAR 

6 



MAKE IT SPARK 

Lesson 3 

Solar-powered circuit diagram 

BATTERY 

The longer leg on an LED is positive. 

The shorter leg on an LED is negative. 

Red wire 

Black wire 

Connect the red wire from the solar panel (positive) to the positive leg of the LED. 

Connect the black wire from the solar panel (negative) to the negative leg of the LED. 

Instead of drawing the circuit diagram like the picture, it is drawn like this: 

LED 





Lesson 4 


MAKE IT SPARK 

Teacher notes 


What materials can be used to make an electrical 

circuit? What materials are conductors and insulators 

of electricity? 




• Processing and analysing data and information 

PA 




• Students predict and investigate the effects of 

using different materials for an electrical circuit. 


• Electrical conductors are materials that have 

a low resistance to electricity and will allow it 

to easily pass through. Many metals are good 

conductors, such as silver and copper, and 

other metallic materials such as aluminium 

foil. Playdough is a conductor due to the salt 

content, and a simple pencil line shaded in will 

also act as a conductor due to the graphite in 

the lead. 

• Electrical insulators are materials that have a 

high resistance to electricity and won’t allow it 

to flow through them. Materials such as plastic, 

twine, rubber and wood are insulators. 


• investigating characteristics of materials 

used to create circuit paths for electricity 

• generating a design to create a circuit 

path that resembles an object with a light 



information 


• Use page 116 and the submitted 

digital files from Step 4 as a formative 

assessment of students’ understanding 

of which materials make good electrical 

conductors and that the most practical 

materials are metals as opposed to 

playdough, even though it is a conductor. 

• Use the created drawings as a 

formative assessment of the student's 

understanding of and ability to make a 

complete circuit. 

Resources 

• Online video—Introduction to simple 

circuits at 

• iPad ® with applications such as 

Popplet, ShowMe or Seesaw 


• Materials for experiment: 9-V battery, 

LEDs, tape/glue, lead pencils, 

aluminium foil, plastic wrapper, 

playdough, twine. 

• Online video—Simple circuits for kids 

at 





YEAR 

6 



MAKE IT SPARK 

Lesson 4 

Lesson plan 

Introduction: 

1. Revise simple circuits by watching the video at . Stop it at 2:20, 

before it goes on to discuss switches (this is covered in the next lesson). Which materials are best to 

use for the path of a circuit? Which ones allow the flow of electrons? In pairs, students make a list of 

materials they think would be best suited to make a circuit path. QP 

Development: 

2. Students share their lists of predicted suitable materials. Revise the terms insulator and conductor 

and refer to the suggested suitable materials as possible conductors of electricity. In pairs, students 

discuss the question Why do you think the materials you listed as suitable, would make good 

electrical conductors? QP 

3. State the five materials listed on the experiment page on page 116—lead pencil (shading), 

aluminium foil, plastic wrapper, playdough and twine. Students use page 116 to complete their 

hypothesis individually, by sorting the materials as either conductors or insulators. QP 

4. Students create simple paper circuits made from the five materials to be tested. A space needs 

to be left in the path for the battery and a space for the LED to be attached. When placed in the 

drawing the battery and LED will complete the circuit. Students should glue or draw their path onto 

card. Students can create a design of any shape as long as there is a flowing path with spaces for 

the battery and LED, such as the one shown on page 116 or these examples below of a torch and a 

miner’s helmet: PC 

5. Students create a table using a spreadsheet program or an iPad ® application to record their 

results. They then record an oral conclusion using an iPad ® application such as ShowMe or Seesaw. 

Students submit their results by either emailing or uploading the files. PA C 


• Less capable students can work together in pairs to create their circuit paths and conduct the 

experiments. They may also use simple rectangular circuit paths rather than creating pictures. 

• More capable students can test one or two other materials of their choosing in addition to the 

materials listed on page 116, or select any six materials of their choice—three they predict to be 

insulators and three they predict to be conductors. 



Reflection 

6. As a class, watch the video of a child testing various materials at . 

Students discuss and compare the information in the video to the experiment they conducted. 

Would this be a better way to test the conductivity of materials? E 

7. What would you prefer to make a circuit out of? In their science journals, students list practical 

materials to use for electrical circuits and other materials they may want to test. C QP 



Lesson 4 


MAKE IT SPARK 

Solar-powered circuit investigation 

Hypothesis: 

Which materials will act as conductors of electricity and which will be insulators? 

Materials: 

• 9-V battery 

• LEDs 

• Tape/Glue 

• Lead pencil (use as shading) 

List the variables: 

Controlled: 

Independent: 

• Aluminium foil 

• Plastic wrapper 

• Playdough 

• Twine 

Dependent (what will change as a result of the independent variable? How will it be 

measured?): 

Procedure: 

1. Create a drawing or simple shape—you can be creative by 

drawing something that has a light that you can bring to life, 

like a torch or car. Make sure the path is a circuit and leave a 

space for the battery and a space for the LED light. 

2. Make five copies of the design to use as a template. 

Cover the path on each template using one of the materials in 

your list of independent variables to test the flow of electricity. 



3. Tape each leg of an LED light to each end of the path, labelling the positive and 

negative leg of the LED. 

4. Place the battery to connect the other gap, making sure the positive part of battery is 

connected to the path that leads to the positive leg of the LED. 

5. Record your dependent variable results in a table or graphic organiser of your choice 

using a computer or iPad ® . 

6. Record an oral conclusion about what the results showed and whether your hypothesis 

was supported. What materials are good electrical conductors? 

BATTERY 



YEAR 

6 



MAKE IT SPARK 

Lesson 5 

Teacher notes 


What is a switch and how does it work? How is it 

shown in a circuit diagram? 









• Students predict and investigate the effects 

of changes to circuits with the use of a 

switch. 


• A switch in a circuit acts as a break in the 

flow of electrons. When the switch is on, the 

circuit is closed and when the switch is off 

the circuit is open. 

• Different batteries can be used with 

different voltage globes. A D-size battery 

will power a small 1.2-V light. The battery 

listed in this experiment is a 9-V battery, so a 

corresponding light should be used. 

• Store-bought science switches can also 

be used in this lesson to create more 

authentic looking circuits that can be 

threaded through a shoebox, such as 

the demonstration shown in the video at 

. 


• investigating how electricity is affected by 

components like a switch 

• representing electrical circuits with technical 

diagrams and symbols 



information 

• investigating processes involved in 

constructing an open and closed circuit 


• Use page 120 and submitted files from 

Steps 4 and 6 as formative assessments of 

students' understanding of how to connect a 

switch to a circuit. 

Resources 

• Online video—The power of circuits at 

 

• Digital copy of circuit diagram from 

Lesson 3 on page 113 

• iPad ® with drawing application and 

audio recording application 

• Digital copy of page 119 


• Online video—Electric circuits on paper: 

The basics at 





Lesson 5 


MAKE IT SPARK 

Lesson plan 

Introduction: 

1. Watch the video about electrical circuits and switches at . 

2. Display the circuit diagram from Lesson 3 on page 113, and recall the symbols used to represent 

a battery and a light. How do you think a switch might be added to this diagram? In pairs, students 

predict how a switch may be indicated in a circuit diagram using an iPad ® drawing application. QP 

Development: 

3. Display page 119 for students to compare their predicted diagram to. Note: The switch is shown by 

the part that resembles a gate. This diagram shows a switch that is off. How would the diagram look 

if the switch was on? (The gate symbol would be closed and the circuit would be intact and shown 

as ). PA 

4. In pairs, students follow the experiment plan on page 120 to make a circuit and a switch using 

drawing pins and a paperclip, while testing different connection combinations. Students then draw 

the circuit diagram that represents the best physical layout, using an computer or iPad ® application, 

and record an oral explanation of why they think the other circuit combinations did or did not work. 

QP PC PA 

5. As a class, watch the video about paper circuits with a switch created from 3-V coin batteries at 

(if time is limited, you can skip through the 3–4 minute period). 

Discuss how this switch is similar and/or different to the switch in the circuit the students created, 

by drawing a Venn diagram on the whiteboard to complete as a class. Discuss the benefits/ 

disadvantages of both types. Which switch do you think works better? How could your switch have 

been improved? PA E 


• Less capable students should work in a small group together with teacher assistance to 

systematically attempt different connections, to establish a working circuit. 

• More capable students can add a second switch to their circuit and test if it works, or make a 

switch from different materials. 

Reflection: 

6. Students individually describe the required features for a switch to work effectively in a circuit, by 

writing in their science journals or making an oral recording and emailing the file to the teacher. 

C 





YEAR 

6 



MAKE IT SPARK 

Lesson 5 

Physical layout from video 

Circuit diagrams 

Equivalent circuit diagram 





Lesson 5 


MAKE IT SPARK 

Hypothesis: 

Make a switch experiment 

To incorporate a switch into a circuit, how should it be 

connected? 

Procedure: 

Materials: 

• Piece of cardboard 

• Two metal drawing pins 

• Large metal paperclip 

• Wire 

• Bulb of 5 W or less 

• 9-V battery 

1. Make a switch using the drawing pins and paperclip, by pressing the drawing pins into 

the cardboard with the paperclip hooked under one drawing pin. 

2. Create the rest of your circuit using the wire, battery and bulb. 

3. Take a photograph of the connection that makes the light work when the switch is on. 

4. Test the effect of applying the following actions to your working circuit. Remember to 

return the circuit to its original position, before doing the next action. 

Action: 

Swap the position of the battery 

and the switch. 

Swap the position of the battery 

and the light. 

Swap the position of the switch 

and the light. 

Connect the light the other way 

around. 

Connect the battery the other 

way around. 

Conclusion: 

Effect: 



Using an iPad ® application or a computer, draw a circuit diagram showing how a switch 

should be connected. Create an audio recording over your diagram explaining why some 

of the tests did not make the light work. 



YEAR 

6 



MAKE IT SPARK 

Lesson 6 

Teacher notes 


How does a light bulb work? What are the 

features of light globes? 









• Thomas Edison is credited as being the 

inventor of the first practical incandescent 

light globe, which is still used today, 

although slowly being replaced by more 

efficient LED globes. 

• Tungsten wire is used as the filament 

due to its ability to withstand very high 

temperatures. The filament is made by 

coiling a two-metre tungsten wire, which 

then gets coiled again to make the small 

2.5-cm length of the filament. Using 

a long coiled wire allows for greater 

resistance, which slows the flow of 

electrons and allows for a greater buildup 

of energy. Eventually, 10% of the 

energy is visible white light energy, while 

the rest is heat energy. 

• The filament is supported by two wires 

connected to a glass mount, and two stiff 

contact wires that form part of the circuit. 

• The globe is connected to the circuit by 

two metal contacts, one at the foot of the 

globe and the other at the side. Current 

flows from the circuit through one 

contact, up the stiff wire to the filament, 

then down the other stiff wire to the other 

contact and back into the circuit. 

• All light globes are sealed and the air 

replaced with argon, an inert gas that 

does not react with any elements. In 

the presence of oxygen, the filament in 

an incandescent globe would burn out 

before reaching the temperature required 

for releasing visible light energy. 


• Students investigate the use of electricity and 

predict how light globes work, including which 

materials are best to use for the filament. 

• Students explore how Thomas Edison and 

Joseph Swan changed the way people lived. 


• investigating the processes involved in light 

globes using electrical energy to generate light 

• investigating the features of a light globe 

• observing properties of materials used to 

construct a light globe 

• using a range of software to create visual and 

audio representations of information 


• Use pages 123-124 and the conclusions from 

Step 7 as a formative assessment of the student’s 

understanding of how a light globe works and 

their ability to evaluate the effectiveness of 

methods used in their experiment. 

Resources 

• Online video—Edison’s light bulb at 

• Light globe diagram at 

• iPad ® with Popplet, video recorder and audio 

recorder applications 

• Light globe diagram with labels at 

• Online video—How a light bulb works at 

 

• Copies of pages 123 and 124 

• Experiment materials per group: 0.5-mm 

piece of pencil lead (used in mechanical 

pencils), copper wire, picture hanging/hobby 

wire, 6 × D-size batteries, electrical tape, 

mason jar and lid, red and black wires with 

alligator clips on both ends, timer/stopwatch 

• Video about engineering behind the 

filament in a light globe, linked to QR 

code on page 123, at 

• Online video—Build a light bulb at 





Lesson 6 


MAKE IT SPARK 

Lesson plan 

Introduction: 

1. Watch the video Edison’s light bulb at , as an introduction to the 

inventor of the incandescent light globe, Thomas Edison. 

2. Display the diagram of a light globe (at full-screen size) at . In pairs, 

using an iPad ® application such as Popplet, students answer the following questions and attempt 

to label the numbered parts on the diagram. Thinking about electrical circuits and the flow of 

electrons, how do you think the original light globe Edison invented to light up New York worked? 

Can you guess what the numbered parts are? QP 

Development: 

3. Students share their ideas of how they think a light globe works. Reveal what the numbered parts 

on the light globe are, as listed next to the image under the heading Construction at . Students may reattempt to explain how a light globe works based on the 

revealed parts. QP PA 

4. Watch a light globe light up in slow motion at in order to see the 

simple electrical circuit at work. Students then conduct their own experiment in small groups, to 

establish the role and importance of the filament in a light globe. This relates to the properties of 

the material used as, in a real light globe, tungsten is used due to its ability to be heated to high 

temperatures. Using page 123, students watch a video about the engineering behind the filament 

by scanning the QR code or typing the URL into a web browser. They predict which material will 

work best from the options being tested —copper wire, pencil lead and picture hanging/hobby wire 

and then conduct the experiment following the procedure. QP PA 

5. Students record their time data in a table, and record a video of the three tests. PA 

6. Using page 124, students scan the QR code or go to to watch 

a variation of the experiment. Students answer the questions on page 124 to determine if they 

should have changed anything to improve their experiment. E 


• Less capable students can work together in a small group with a teacher to guide setting up the 

experiment and to assist with the observations. 

• More capable students can select two other materials to test as the filament and predict whether 

they think they will perform better than either the copper, pencil lead or hobby wire just tested. 

Reflection: 

7. Individually, students either write a conclusion by answering the questions on page 124, or create 

a voice over on the video of the best-performing filament, to explain how a light globe works and 

what properties make this filament the best. Based on the test observations, students answer the 

question Why is tungsten the superior material for a filament? PA C 

8. If time allows, discuss other light globes, such as fluorescent and LED, and how they are different 

to the original incandescent globes. Watch a video as a brief introduction to this concept of new 

forms of light globes at . 





YEAR 

6 



MAKE IT SPARK 

Lesson 6 

Homemade light globe experiment – 1 

Scan the QR code or go to to watch a video 

about the design of the filament in a light globe. 

What kind of filament will work best for a homemade light globe? Why? 

Materials: 

• 0.5-mm piece of pencil lead 

• Copper wire 

• Picture hanging/hobby wire 

• 6 × D-size batteries 

• Electrical tape 

• Mason jar 

• Red and black wires with 

alligator clips on both ends 

• Timer/Stopwatch 

• Safety glasses 

Procedure: 

List the variables: 

1. Create the wire structure to act as the contact 

wires, with the alligator clips to be used to hold 

the test material in place as the filament. 

2. Use the electrical tape to attach the ‘contact 

wires’ to the surface if needed. 

3. Place the jar over the top of the upright wires. 

• Controlled—What will stay the same? 

• Independent—What will be changed? 

• Dependent—How will it be measured? 

4. Connect the D batteries together with electrical tape, ensuring the positive and 

negative ends are placed together. 

5. Attempt to light your globe by connecting the alligator clips to the ends of the joined 

batteries. 



6. Create a video of the results for each test material and use a stopwatch to time how 

long the ‘filament’ burns for. Record the results in a table. 

Was your hypothesis supported? 



Lesson 6 


MAKE IT SPARK 

Homemade light globe experiment – 2 

Evaluation: 

1. Watch a variation of the experiment by scanning the QR code or 

going to . 

2. What elements of the experiment in the video do you like? Explain why. 

3. What would you change about the experiment you conducted? 

4. How would these changes improve your experiment? 

Conclusion: 

1. How does a light globe work? Use your knowledge of circuits to explain. 

2. Based on the results, what is the best material 

for a filament in a homemade light globe? 

3. What properties are required for a filament? 



4. Why is tungsten the superior material for a filament? 



YEAR 

6 



MAKE IT SPARK 

Assessment 

Teacher notes 


Electrical energy can be transferred and transformed in electrical circuits and can be generated from 

a range of sources (ACSSU097) 

Indicators 

• Identifies non-renewable fossil fuels used to generate electricity. 

• Uses a diagram to represent the process used to turn fossil fuels into electricity. 

• Identifies wind, water and solar power as renewable sources of energy used to generate electricity. 

• Uses a diagram to represent the process used to turn the energy from flowing water into electricity. 

• Describes and identifies examples of electrical conductors. 

• Identifies symbols in an electrical circuit diagram. 

• Translates a physical layout into a circuit diagram. 

• Identifies the components required to make a simple circuit work, including a light, switch and 

power source. 

• Draws the electrical circuit in an incandescent light globe. 

Answers 


1. coal, oil, gas 

2. 

• Fossil fuels are burnt and heat water to create steam. 

• The steam turns a turbine. 

• The turbine turns the generator which produces 

electricity. 

• The electricity goes to a transformer to turn it into 

the right voltage for homes. (This step is optional. It is 

sufficient for students to state the first three steps only.) 

3. solar power, wind, water (geothermal energy is also acceptable) 

4. 

• Water flows onto the blades of a turbine. 

• The turbine spins. 

• This turns a generator which produces electricity. 

5. An electrical conductor allows the flow of electricity to pass through. Examples include most metals 

like copper, aluminium, iron, steel as well as playdough and lead pencil. 

6. In order of the listed symbols: light, switch on, switch off, power source/battery, wire 

7. 



8. (a) Reason: There is no power source. 

(c) Reason: The switch is off. Filament 

9. A simple diagram of the internal 

Filament 

structure will suffice, showing the contact wire up 

Filament 

to the filament and then the contact wire going down out of the filament into the 

base. This is the circuit the electricity flows. 

Filament 



Assessment 


MAKE IT SPARK 

1. Name three non-renewable fossil fuels used to generate electricity. 

2. Draw and label a flowchart of how fossil fuels generate electricity. 

3. Name three renewable sources of energy used to generate electricity. 

4. Draw and label a diagram of how energy from water is turned into electricity. 



5. Describe what it means if a material is a good electrical conductor. Give three examples. 



YEAR 

6 



MAKE IT SPARK 

Assessment 

6. Match each symbol to the correct component of an electrical circuit. 

• • wire 

• • light 

• • switch off 

• • power source/battery 

• • switch on 

7. Draw a circuit diagram of the following setup: 

on 

off 

BATTERY 

8. Circle the circuit diagrams that will not make a light turn on. Explain why. 

(a) (b) (c) 

9. Draw the circuit that makes an incandescent light bulb work and label which part is the 

filament. 







MAKE IT SPARK 

Buzz of electricity 


Students design and create a set of buzzers to be used for a quiz show. The quiz show will 

be based on concepts about electricity, so a series of questions will need to be prepared in 

digital format to display as slides on a whiteboard. Answers should also be provided. 



• Apply knowledge of how electrical circuits work, including a switch and a motor. 

• Apply knowledge of how turbines and rotors can be used to create mechanical energy to 

power something else. 

• Plan and conduct an investigation to work out how to make a buzzer sound and evaluate the 

investigation. 

• Construct a circuit diagram to represent the buzzer components and connections. 

• Communicate knowledge of electricity concepts through the creation of quiz questions and 

answers. 


• Investigate how a switch and an electrical circuit can be used to create sound in the form of a 

buzzer. 

• Apply the design process to plan, create and evaluate a buzzer. 

• Plan a series of quiz cards. 


both group members when planning, organising, controlling resources, monitoring time lines 


• Use a computer program or application to write a series of questions as a slide show for a 

quiz. 

Mathematics 

• Calculate fractions of a whole number to determine the number of quiz cards that need to be 

created based on the criteria given. 


• Students design and create an intruder alarm that goes off when someone touches a door 

handle. The video at provides some insight into how this can 

be accomplished. It is based on the use of a simple switch that closes a circuit upon pressure 

from contact. 

• Students design and create a set of party decorations for end-of-term celebrations, by lighting 

up balloons using LEDs and a circuit. Go to and 

look for the Light up balloons video to get further information on how this can be done. 





YEAR 

6 



MAKE IT SPARK 





• Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources 

(ACSSU097) 

Science as a Human Endeavour 

• Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE100) 








Evaluating 


Communicating 




Design and Technologies Knowledge and Understanding 

• Investigate how electrical energy can control movement, sound or light in a designed product or system (ACTDEK020) 

• Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate 

the impact of their use (ACTDEK023) 

















Number and Algebra 

• Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies 

(ACMNA127) 





MAKE IT SPARK 

Teacher notes 


Students design and create a set of buzzers with an electrical circuit. The buzzers should include 

a DC motor that turns an object to strike another object which will generate noise like a buzzer, 

when a switch is pressed on. A set of quiz questions and answers will also need to be prepared 

for use in a quiz play-off. 



• Display page 131 and read through the 

problem, the task and the criteria, and clarify 

any queries students have. Watch a video of 

a game to introduce the idea of an online/ 

TV quiz, at . 

Note: You only need to watch the first three 

minutes. 

• Divide the class into groups of four and 

give each group a copy of the project steps 

on page 132, so students can manage and 

assess their progress. 


• Students revise circuit diagrams, including 

wires, power sources, switches and lights. 

Students explore or revise how swapping 

out a light for a DC motor changes the wire 

connections, if at all. 

• Students research how a DC motor can be 

used to move an attachment that strikes 

another object to create a sound. The video 

at provides 

inspiration about how to do this, but you 

can decide whether students need to view 

this, or if it is more suitable just for those less 

capable students. Otherwise, allow students 

to work out what will cause a sound from a 

striking action and how they can make the 

items strike against each other. Note: In the 

video, a drill and soldering iron are used but 

this is not necessary as it can be adapted to 

suit the supplies and equipment available in 

the classroom. 

• Depending on supplies, students use a 

button switch as shown in the video, or 

create their own switch based on their 

knowledge from previous lessons and 

by conducting some further research. A 

different kind of switch is shown at . 

• Provide time for students to familiarise 

themselves with how to use a program 

such as PowerPoint or Keynote to create 

and edit a presentation that includes 

images, sounds and so on. Students may 

use another program in order to add other 

features, such as voice overs. 


• Students plan their wiring and connections 

by drawing a circuit diagram, and plan how 

to make their switch, if not using a storebought 

one. 

• Students plan their quiz by calculating how 

many of each type of question is required, 

and then writing the questions and 

answers. The number of cards of each type 

are: 7 electrical circuits, 2 solar energy, 4 

fossil fuels, 2 hydroelectricity, 3 conductivity 

and 3 light globes. 


they will need to create the buzzer. 

4. Create 

• Students create the circuit and buzzer, and 

the quiz slides. 


• Students evaluate the buzzers and quiz 

to ensure they meet all the criteria listed 

on page 131 and make any changes 

necessary. 


• Students share their quiz and buzzers 

with the class by playing against another 

team. They may also wish to email 

other classmates their quiz to test their 

knowledge. 



well their team cooperated together to 

produce the buzzers and quiz slides. 





YEAR 

6 



MAKE IT SPARK 


Project brief 

BUZZ OF ELECTRICITY 

The problem 

You've been tasked with creating an end-of-term science quiz for your class. 

Buzzers are not part of the classroom budget so you need to make do with your 

classroom supplies and make your own buzzers for the quiz. 

The task 

Design and create a set of four buzzers to be used in a quiz. You will also need 

to write and create a set of questions to display on the whiteboard as slides, 

followed by the answers. The quiz must be about electricity! 


QUIZ 

• You must work in groups of four. 

• One prototype buzzer should be designed, produced and tested first and then 

three more should be made. 

• A circuit diagram must be drawn to show how the buzzer will work as a switch. 

• You must include a rotor mechanism powered by a DC motor, that will use 

mechanical energy to turn an attachment that creates a sound. 

• There must be 21 quiz questions: 1 3 

of which must be about electrical circuits; 

1 

7 of the remaining questions about solar energy; 1 3 

of the remaining questions 

about how fossil fuels create electricity; 1 4 

of the remaining questions about 

hydroelectricity; 1 2 

of the remaining questions about conductivity; and the rest 

about light globes. 

• The quiz questions must be written in digital format using a program or application 

such as PowerPoint or Keynote, so they can be displayed on a whiteboard during 

the quiz. The answer slide should follow. You may add images and sounds to the 

slides to make it like a real quiz show. 

• You will then play-off against another team, using each others’ quiz questions. 







MAKE IT SPARK 

Investigate 

Project steps 

Identify the components of a circuit and recall how to draw a circuit diagram. 

Research which kind of switch you will use, that will turn the buzzer on when pressed. 

Do you have access to a ready-made push switch or will you make one like in the video at 

? Is there a better way? 

Research what a DC motor can be used for and what things can be attached to it to spin. 

How can the spinning DC motor attachment make a sound? What kind of attachment 

would make a good buzzer sound? Could the attachment make a sound by striking another 

object? What kind of sound do you want your buzzer to make? 

Learn how to use an iPad ® application or computer software to create a slide and add 

images or sound. 


Decide which materials will be used to create a sound for the buzzer. 

Decide which kind of switch will be used to activate the buzzer sound when pushed 

during the quiz. Sketch a design if creating a new switch. 

Plan the circuit and draw a circuit diagram to show the connections. 

Plan the quiz questions by calculating how many cards of each type are required 

according to the criteria, then writing the questions and answers in your science journal. 

Collect or locate all the materials you will need to create the circuit, rotor and buzzer. 

Create 

Create the buzzer and build the circuit. 

Use an iPad ® application such as PowerPoint or Keynote, or similar computer software to 

create the question and answer slides. 

Add images, sound effects or voice overs to the slides to make it like a real quiz show. 


Ensure the buzzer works and is loud enough to hear during a quiz, and make any changes 

necessary. 

Ensure the slides contain the correct number of electricity-related questions, and make 

any changes necessary. 

Communicate 

Share your quiz and buzzers with the class by playing against an opposing team, using 

each others' quiz questions and buzzers. You can also email the quiz to other people for 

them to test their knowledge. 





YEAR 

6 



MAKE IT SPARK 



Student name: 

Date: 

STEM project: Buzz of electricity 




of others. 


















MAKE IT SPARK 



Project task: 

Design and create a set of buzzers with an electrical circuit. The buzzer sound should be created 

from a DC motor that turns an object to strike another object which will generate noise like a 

buzzer, when a switch is pressed on. A set of quiz questions and answers will also need to be 

prepared for use in a quiz play off. 

CRITERIA 


Applies knowledge of how circuits are constructed including a rotor component, and how 

switches work. 


Plans and conducts online research about different switches, DC motors and mechanisms 

to create sound. 

Creates a circuit diagram to show the connections and components of the buzzer circuit. 

Evaluates the success of the connections and components of the circuit. 


terminology in the form of quiz questions and answers about electricity. 


Plans, designs and creates a working buzzer. 

Selects appropriate materials to create the circuit and to make an audible buzzer sound. 


changes. 

Uses an iPad ® application or computer software to create a series of slides, that incorporate 

images, text, and sound effects or voice overs, like a real quiz show. 

Uses a whiteboard to display the slides, and email to send the file to other classmates. 


Calculates fractions of whole numbers to establish the number of required quiz questions 

for each concept. 

Group skills 











YEAR 

6

6176RB Science a STEM approach Year 6 low res watermark

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?