← Wattle Science

Free primary science lessons for Years 3–6

Wattle Science is free for every teacher and school. 114 one-hour lessons linked to the Australian Curriculum v9, each with a lesson plan, slides with timers, a printable investigation record and exit tickets. Many need no materials beyond iPads, and the rest use cheap household items, so they work in small, regional and low-budget schools. Students can practise without signing in; teachers can make a class and see work against the curriculum.

Open the lesson library

Materials & chemistry

Material matters · Years 3–4

How do we choose the right material for a job? Students classify everyday materials, then test flexibility, waterproofing and heat insulation using simple equipment. They research how materials are re-used, then apply their evidence to a design decision. Each lesson teaches one investigation skill alongside the science.

Curriculum: AC9S4U04

  1. What is it made of?: Why is a spoon not made of paper? Materials needed
  2. Bend, stretch or snap?: A bookmark needs to bend without breaking. Which material is best? Materials needed
  3. Keep it dry: Which material would make the best raincoat for a teddy? Materials needed
  4. Keep it warm: How can wrapping a hot drink keep it warm for longer? Materials needed
  5. Give it another life: What can happen to a material after we have finished with it? Materials needed
  6. Material match challenge: Which materials would you choose for a school lunchbox, and why? Materials needed

Change detectives · Years 5–6

How can we tell whether a change can be undone? Students revisit the particle model, investigate melting and dissolving, recover dissolved salt, then look for evidence of new substances in irreversible changes. The final lesson asks students to classify the unit’s changes again and explain their decisions with evidence.

Curriculum: AC9S5U04, AC9S6U04

  1. The particle puzzle: Why does the outside of a cold drink can get wet on a warm day? Materials needed
  2. Melt it, make it again: Chocolate melts in your pocket. Is melted chocolate still chocolate? Materials needed
  3. Where did the sugar go?: Stir sugar into water and it seems to vanish. Has it gone? Materials needed
  4. Get it back: Sand and salt got mixed into a bucket of water. Can we get both back? Materials needed
  5. Something new: Why can’t toast be turned back into bread? Materials needed
  6. Change detectives challenge: Four changes from this unit are back on the bench. Which can be undone, and how do you know? Materials needed

Material choices · Years 3–4

How do a material’s properties decide what we use it for? Three iPad lessons with no materials. Students match materials to jobs using their properties, run a fair test of wraps that keep a drink warm, then heat and cool materials to see which ones change.

Curriculum: AC9S4U04, AC9S3U04

  1. Match the material: Which material is best for each job? No materials needed
  2. Keep it warm: Which wrap keeps a hot drink warm the longest? No materials needed
  3. Heat it, cool it: What happens to materials when we heat or cool them? No materials needed

Solids and liquids · Year 3

What makes something a solid or a liquid, and how can heating or cooling change it? Three low-cost lessons. Students heat and cool water and other materials on the iPad, test kitchen and school-yard materials to see which keep their shape, then melt chocolate and make it solid again. Lesson 1 needs only iPads; lessons 2 and 3 use water, ice, sand, pebbles, honey and chocolate.

Curriculum: AC9S3U04

  1. Melt it, freeze it: What happens when we heat or cool ice, chocolate and metal? No materials needed
  2. Solid or liquid?: How can we tell if something is a solid or a liquid? Materials needed
  3. Chocolate change: Can we melt chocolate and make it solid again? Materials needed

Solids, liquids and gases · Year 5

Why do solids, liquids and gases behave so differently? Students explore a particle model of ice, water and water vapour on the iPad, test samples for shape, flow and squashing with cups, water and bottles, then track a smell spreading across the room and warm air filling a balloon. Lesson 1 needs only iPads; lessons 2 and 3 need household items.

Curriculum: AC9S5U04

  1. Zoom into water: What are the particles doing in ice, water and water vapour? No materials needed
  2. Shape, pour and squash: How can we tell if something is a solid, a liquid or a gas? Materials needed
  3. Smells on the move: How do gases spread, and what happens when a gas warms up? Materials needed

Fire, fuel and change · Year 6

What happens to substances when they burn, and how do people use that science to stay safe? Students sort reversible and irreversible changes and learn why burning makes new substances, analyse example fire danger forecasts to see how weather affects the fire triangle, then watch teacher demonstrations that break the fire triangle with a jar and with carbon dioxide made from bicarb soda and vinegar. Lessons 1 and 2 need only iPads; lesson 3 is a teacher demonstration using a tea-light candle, jars, bicarb soda and vinegar.

Curriculum: AC9S6U04

  1. Burning is a one-way change: What makes burning different from melting? No materials needed
  2. Fire danger days: Which weather conditions make bushfire danger higher? No materials needed
  3. Break the fire triangle: What happens to a flame when we take away its oxygen? Materials needed

Air: the invisible stuff · Year 5

If we can’t see air, how do we know it is made of anything at all? Students prove that “empty” cups and bags are full of air, learn how scientists over 2000 years, including a botanist who had explored Australia, built the evidence that matter is made of tiny moving particles, then read data showing that pumping air into a ball makes it heavier and harder. Lesson 1 uses cups, paper towel, a tub of water and plastic bags; lessons 2 and 3 need only a screen or printout, paper and pencils.

Curriculum: AC9S5U04

  1. Is air really something?: Can an “empty” cup keep a piece of paper dry underwater? Materials needed
  2. Seeing the jiggle: How did scientists prove that matter is made of tiny moving particles? No materials needed
  3. Pump it up: Does pumping air into a ball make it heavier? No materials needed

Challenge: Particle puzzles · Years 5–6 (challenge)

Can an invisible model of tiny particles solve real mysteries about mixing, mixtures and new substances? An extension topic for students who are ready to think further. Builds on: Solids, liquids and gases (Year 5) and Change detectives (Years 5–6). Lesson 1 uses supplied data to solve the mystery of the missing millilitres with the particle model (a preview of Year 7). Lesson 2 sorts elements, compounds and mixtures and sets a ‘be the engineer’ separation challenge (Years 7 and 8). Lesson 3 is a hands-on judging task: is each change physical or chemical, and what is the best evidence (Year 8)? Lessons 1 and 2 are iPad-only; lesson 3 uses bicarb soda, vinegar, salt and ice.

Curriculum: AC9S5U04, AC9S7U05, AC9S6U04, AC9S7U06, AC9S8U06, AC9S8U07

  1. The case of the missing millilitres: How can 50 mL plus 50 mL make less than 100 mL? No materials needed
  2. Element, compound or mixture?: How can particle pictures tell us whether something is an element, a compound or a mixture, and how do we separate a mixture? No materials needed
  3. Physical or chemical? You be the judge: What is the best evidence that a new substance has formed? Materials needed

Living things

Living things and life cycles · Year 3

How do we know something is alive, and how do living things change as they grow? Students sort living, once-living and non-living things, grow seeds and record changes, sequence animal life cycles from sources, then compare plant and animal life cycles.

Curriculum: AC9S3U01

  1. Alive or not?: How can we tell if something is alive? Materials needed
  2. What do seeds need?: What happens to a seed when it gets water and warmth? Materials needed
  3. Animal life cycles: How does a frog change from egg to adult? Materials needed
  4. Plants and animals compared: How is a bean plant’s life cycle different from a chicken’s? Materials needed

Survival in habitats · Years 5–6

What helps living things survive where they live? Three iPad lessons with no materials. Students sort structural features from behaviours, design a creature for a habitat and test it, then predict what happens to a food web when one living thing changes.

Curriculum: AC9S5U01, AC9S4U01, AC9S6U01

  1. Body or behaviour?: How do features and behaviours help animals survive? No materials needed
  2. Design a survivor: Which features help a creature survive in a habitat? No materials needed
  3. Food web what-ifs: What happens when one living thing in a habitat changes? No materials needed

Food chains and decomposers · Year 4

Who eats whom in a habitat, and what happens to living things when they die? Students predict changes in an Australian bush food web on the iPad, build food chains from paper cards using a source about Australian animals, then search real leaf litter for the decomposers that recycle dead things. Lesson 1 needs only iPads; lessons 2 and 3 need paper and a bucket of leaf litter.

Curriculum: AC9S4U01

  1. Food web what-ifs: What happens in a food web when one living thing changes? No materials needed
  2. Chain makers: How can we show who eats whom in an Australian habitat? Materials needed
  3. Clean-up crew: What happens to leaves after they fall, and who helps? Materials needed

Surviving Australia’s extremes · Year 5

How do Australian plants and animals survive heat, drought and fire? Students investigate how desert animals and plants survive heat and dryness, discover how Australian plants survive and even need fire (and how scientists in different countries worked this out together), then model leaf features with wet paper towel to see which saves water. Lessons 1 and 2 need only iPads; lesson 3 uses paper towel, cling wrap and water.

Curriculum: AC9S5U01

  1. Desert survivors: How do living things survive in Australia’s hot, dry deserts? No materials needed
  2. Born from fire: How do Australian plants survive, and even use, bushfire? No materials needed
  3. Leaf water savers: Which leaf shape or covering keeps water in the longest? Materials needed

Reef in hot water · Year 6

How do changes in temperature, light and water quality affect the survival of corals? Students learn what corals need and why they bleach, analyse example data linking hot-water weeks to bleaching (and how teams of scientists, rangers and citizen scientists collect reef data), then test how muddy water cuts the light corals depend on. Lessons 1 and 2 need only iPads; lesson 3 uses clear cups, soil and a printed reading card.

Curriculum: AC9S6U01

  1. What corals need: Which physical conditions do corals need to grow and survive? No materials needed
  2. Reading the reef: How does the length of a marine heatwave affect coral bleaching? No materials needed
  3. Muddy water, less light: How does soil in water change how much light gets through? Materials needed

Waiting for rain · Year 3

How do plants and animals in dry parts of Australia fit their whole life cycle around the rain? Students compare the life cycles of a burrowing outback frog and a desert wildflower that both wait for rain, read FrogID-style data to see how frog calls follow the rain, then use life cycle knowledge to plan a frog-friendly corner of the school. All three lessons need only a screen or printout, paper and pencils.

Curriculum: AC9S3U01

  1. Life cycles that wait: How do a desert frog and a desert wildflower survive the long dry times between rains? No materials needed
  2. Counting frog calls: Do frogs call more after rain, and how do scientists find out? No materials needed
  3. A frog-friendly school: What does each stage of a frog’s life cycle need, and how could our school help? No materials needed

Dung beetles to the rescue · Year 4

Who cleans up after the animals, and what happens when there is no clean-up crew? Students find out why cow dung piled up in Australian paddocks and how CSIRO scientists and farmers used decomposers to fix it, read data from a dung beetle trial, then go on a school-yard hunt for decomposers and evidence of their work. All three lessons need only a screen or printout, paper and pencils (and the school yard for lesson 3).

Curriculum: AC9S4U01

  1. The dung problem: Why did cow dung pile up in Australian paddocks, and what could fix it? No materials needed
  2. Did the beetles work?: What does the data show about dung beetles, dung pads and flies? No materials needed
  3. Clean-up crew hunt: Which decomposers live in our school yard, and what evidence of their work can we find? No materials needed

Challenge: Food web detectives · Years 5–6 (challenge)

If one living thing changes, how far can the ripples spread through a food web? An iPad-only extension topic. Builds on: Survival in habitats (Years 5–6) and Food chains and decomposers (Year 4). Lesson 1 investigates the real cane toad invasion and predicts two-step ripple effects in a food web. Lesson 2 is a data detective task: why are there so few top predators? It introduces energy flow and matter cycling. Lesson 3 has students build and test their own classification key for Australian animals. These preview Year 7 food webs (AC9S7U02) and classification (AC9S7U01).

Curriculum: AC9S6U01, AC9S7U02, AC9S5U01, AC9S7U01

  1. The cane toad mystery: How can one new animal change a whole food web? No materials needed
  2. Why are there so few eagles?: What happens to energy and matter as they move through a food web? No materials needed
  3. Key to the creatures: How can a set of yes-or-no questions identify any animal? No materials needed

Earth & space

Where does the water go? · Year 4

Where does water go, and how does it come back as rain? Students track a disappearing puddle, catch condensation, model the water cycle in a bag, and test how soils soak up rain.

Curriculum: AC9S4U02

  1. The puddle mystery: Where does a puddle go when it dries up? Materials needed
  2. Cold cup drips: Why does a cold cup get wet on the outside? Materials needed
  3. Water cycle in a bag: How does water get from the ocean to the clouds and back? Materials needed
  4. Where does rain go?: Which soil lets rain soak in fastest? Materials needed

Changing Earth and sky · Years 5–6

How does Earth’s surface change, and how does the Sun seem to move? Three iPad lessons with no materials. Students sort fast and slow changes to Earth’s surface, run fair tests on an erosion table, then use shadow data to explain day and night.

Curriculum: AC9S5U02, AC9S6U02

  1. Fast or slow?: Which changes to Earth’s surface happen fast, and which happen slowly? No materials needed
  2. Erosion table: What makes soil wash away? No materials needed
  3. Sun and shadows: How do shadows change during the day, and why? No materials needed

Rocks, minerals and soils · Year 3

How are rocks, minerals and soils different, and how do we use them? Three low-cost lessons. Students explore rock and soil cards on the iPad and order the steps that make sandstone, test rocks collected from the school grounds, then run a fair test to find which soil lets water through fastest. Lesson 1 needs only iPads; lessons 2 and 3 use rocks, sand and soil from outside plus cups, spoons and water.

Curriculum: AC9S3U02

  1. Rock and soil cards: How are rocks, minerals and soils different? No materials needed
  2. Rock testers: How can we test the properties of rocks? Materials needed
  3. Soil soak test: Which soil lets water through the fastest? Materials needed

Earth and the Sun · Year 6

How do Earth’s spin, tilt and journey around the Sun give us day, night and the seasons? Lesson 1 runs entirely on the iPad: students use the Sun and shadows simulation to find patterns across a day and explain day and night. Lessons 2 and 3 use a torch, an orange or ball and a skewer to model Earth’s rotation, then its tilt and revolution, to explain seasons and why day length changes more in Hobart than in Darwin.

Curriculum: AC9S6U02

  1. Spinning into night: Why do we have day and night, and why do shadows change during the day? No materials needed
  2. Model a spinning Earth: How can a model show why the Sun rises in the east and sets in the west? Materials needed
  3. Tilt and the seasons: Why are winter days in Hobart so much shorter than summer days, and why don’t Darwin’s days change much? Materials needed

Rain, seasons and Country · Year 4

Why does rain fall when and where it does, and how do people keep track of it? Students read Bureau of Meteorology-style rainfall data for three Australian cities, learn how the Bininj/Mungguy people of Kakadu read six seasons from weather, plants and animals, then build rain gauges and test whether a wide container catches deeper rain than a narrow one. Lessons 1 and 2 need only iPads; lesson 3 uses plastic bottles, tubs, rulers and a watering can.

Curriculum: AC9S4U02

  1. Wet season, dry season: When does the rain fall in different parts of Australia? No materials needed
  2. Six seasons in Kakadu: How can watching weather, plants and animals tell you the season? No materials needed
  3. Catch the rain: Does a wide container catch deeper rain than a narrow one? Materials needed

Shaping the land · Year 5

How do water, wind and time shape the land, and what can people do about it? Students trace how Uluru and the Twelve Apostles formed through weathering, erosion and deposition, analyse example beach-width data from before and after a big storm and weigh up how communities protect beaches, then test whether a cover of leaves protects soil from rain. Lessons 1 and 2 need only iPads; lesson 3 uses soil, trays, cups and leaves.

Curriculum: AC9S5U02

  1. Rock stories: How did weathering, erosion and deposition make Uluru and the Twelve Apostles? No materials needed
  2. Storm on the beach: How fast can a storm change a beach, and how should a community respond? No materials needed
  3. Cover the ground: Does a cover of leaves protect soil from being washed away by rain? Materials needed

Soil secrets · Year 3

Is all soil the same, and how do people use different soils? Students feel, roll and compare soils from their own school yard, read data from farmers who buried cotton underwear to find out how alive their soil is, then use what they know to choose the best soil for a vegie patch, a farm dam and a mud brick. Lesson 1 uses only school-yard soil, water and paper; lessons 2 and 3 need nothing but a screen or printout, paper and pencils.

Curriculum: AC9S3U02

  1. Feel the soil: How are soils from different parts of our school yard different? Materials needed
  2. Soil your undies: How can buried cotton tell us whether a soil is full of life? No materials needed
  3. The right soil for the job: Which soil would you choose for a vegie patch, a farm dam and a mud brick? No materials needed

Challenge: Moon, tides and eclipses · Years 5–6 (challenge)

How do the movements of Earth, the Sun and the Moon explain moon phases, eclipses and tides? An extension topic. Builds on: Earth and the Sun (Year 6). Lesson 1 uses a torch and a ball on a stick to model why the Moon’s shape changes. Lesson 2 is a data mystery about real eclipses seen from Australia: why don’t we get an eclipse every month? Lesson 3 is a tide-table puzzle that links the Moon’s movement to the timing and height of tides. Lessons 2 and 3 are iPad-only. Previews Year 7 AC9S7U03.

Curriculum: AC9S6U02, AC9S7U03

  1. Why does the Moon change shape?: Why do we see different shapes of the Moon across a month? Materials needed
  2. Eclipse detectives: If the Moon goes around Earth every month, why don’t we see an eclipse every month? No materials needed
  3. The tide timetable puzzle: Why are high tides about 50 minutes later every day, and bigger at some times of the month? No materials needed

Challenge: Rock cycle detectives · Years 5–6 (challenge)

How can a rock’s appearance tell the story of how it formed, and how long that took? An extension topic. Builds on: Changing Earth and sky (Years 5–6), where students studied weathering, erosion and deposition. Lesson 1 is a ‘rock CSI’ task: use clues such as crystals, layers and fossils to work out how eight rocks formed. Lesson 2 builds a timeline to grasp how slow and how fast Earth processes are. Lesson 3 models the whole rock cycle with crayon shavings. Lessons 1 and 2 are iPad-only. Previews Year 8 AC9S8U04.

Curriculum: AC9S5U02, AC9S8U04

  1. Rock CSI: read a rock’s life story: What clues in a rock tell us how it formed? No materials needed
  2. How long is a long time?: Which Earth processes take minutes, and which take millions of years? No materials needed
  3. The crayon rock cycle: How can crayons model the way rocks change from one type to another? Materials needed

Forces & energy

Forces at play · Year 4

How do pushes and pulls change the way things move? Students identify pushes and pulls, run fair tests with ramps and surfaces, and investigate magnets as a force that acts without touching.

Curriculum: AC9S4U03

  1. Push or pull?: Is opening a door a push or a pull? Materials needed
  2. Ramp racers: Does a higher ramp make a car roll further? Materials needed
  3. Rough or smooth?: Which surface makes a car stop in the shortest distance? Materials needed
  4. Magnet magic: Can a magnet pull without touching? Materials needed

Pushes, pulls and falls · Years 3–4

How do forces change the way things move? Three iPad lessons with no materials. Students sort contact and non-contact forces and test magnets, test whether heavier things fall faster, then run fair tests on a ramp.

Curriculum: AC9S4U03

  1. Touch or no touch?: Which forces need to touch, and which work at a distance? No materials needed
  2. Drop test: Do heavier things fall faster? No materials needed
  3. Ramp racers: What changes how far a toy car rolls? No materials needed

Hot and cold · Year 3

Where does heat come from, and where does it go? Three low-cost lessons. Students watch a warm drink cool on the iPad and read its temperatures, race ice cubes to find where heat comes from, then feel heat moving between warm and cold water and spoons. Lesson 1 needs only iPads; lessons 2 and 3 use ice, cups, warm tap water and spoons.

Curriculum: AC9S3U03

  1. Cooling cup: What happens to a warm drink left on the table? No materials needed
  2. Ice cube race: Where will an ice cube melt the fastest? Materials needed
  3. Warm meets cold: What happens when something warm touches something cold? Materials needed

Light and shadows · Year 5

How does light travel from a source to our eyes, and what happens when it hits things? Students measure shadows in an iPad simulation, test whether light travels in straight lines and which materials let it through using a torch and cardboard, then bounce, absorb and bend light with a safety mirror, paper and a cup of water. Lesson 1 needs only iPads; lessons 2 and 3 need torches and household items.

Curriculum: AC9S5U03

  1. Shadow maker: How can we make a shadow bigger? No materials needed
  2. Light in straight lines: Can light go around corners? Materials needed
  3. Bounce, soak and bend: What happens to light when it hits a mirror, dark paper or water? Materials needed

Electric circuits · Year 6

How does a circuit move energy from a battery to make light, heat, sound or movement? Lesson 1 runs entirely on the iPad: students light a bulb on screen and test which materials conduct. Lessons 2 and 3 use low-cost, low-voltage kits (AA cells, globes or LEDs, wires or foil, paper clips and split pins) to build circuits with switches, test classroom objects, and track how energy is transformed. Only 1.5 V cells are used, never mains power.

Curriculum: AC9S6U03

  1. Light the bulb: What does a bulb need to light up? No materials needed
  2. Build it, switch it: How can we build a circuit with a switch, and which classroom objects conduct? Materials needed
  3. Follow the energy: What happens to energy in a circuit, and how do we stay safe with electricity? Materials needed

Sun, shade and hot surfaces · Year 3

Why do some playground surfaces get so hot, and how can we make them cooler? Students read example temperature data from a hot playground, test which coloured surface warms an ice cube fastest in the sun, then use what they learned to design a cooler corner of the school. Lessons 1 and 3 need only iPads; lesson 2 uses ice cubes, black and white paper and foil.

Curriculum: AC9S3U03

  1. Hot spots: Which playground surfaces get hottest in the sun? No materials needed
  2. Dark or light?: Does the colour of a surface change how fast sunlight melts an ice cube? Materials needed
  3. Design a cool corner: How can we use science to make a hot playground corner cooler? No materials needed

Lights out for turtles · Year 5

How does light travel, and how can people use that knowledge to protect baby turtles? Students discover how people worked out over a thousand years how we see, investigate why turtle hatchlings at Mon Repos in Queensland crawl the wrong way towards town lights and how the community responded, then design and test a shielded light that lights a path but can’t be seen from a turtle’s eye level. Lessons 1 and 2 need only a screen or printout, paper and pencils; lesson 3 uses a phone torch or torch, paper, cups and foil.

Curriculum: AC9S5U03

  1. How do we see?: Does light come out of our eyes, or into them? No materials needed
  2. Hatchlings and the glow: Why do turtle hatchlings crawl towards town lights, and what can a community do about it? No materials needed
  3. Design a turtle-safe light: Can we shield a light so it lights a path but can’t be seen from a turtle’s eye level? Materials needed

Power from the Sun · Year 6

How does energy from the Sun end up lighting a room or pumping water on an outback station? Students trace energy through a solar-powered system on a remote cattle station, learn how a team at the University of New South Wales built on earlier work to invent the solar cell now used in most of the world’s solar panels, then audit the energy transformations in their own school and recommend changes. All three lessons need only a screen or printout, paper and pencils.

Curriculum: AC9S6U03

  1. Sun to switch: How does energy from the Sun travel and change on an outback cattle station? No materials needed
  2. An Aussie invention: How did scientists working together make solar cells better? No materials needed
  3. Energy detectives at school: Where does our school transform electrical energy, and where is energy wasted? No materials needed

Challenge: Energy detectives · Years 5–6 (challenge)

Where does energy come from, where does it go, and why does it never get used up? An extension topic. Builds on: Electric circuits (Year 6), where students traced energy transformations in a circuit. Lesson 1 builds energy transfer chains from the Sun to everyday things and sorts energy into kinetic and potential. Lesson 2 runs an ‘energy audit’ on the Ramp racer simulation. Lesson 3 is a hands-on bouncing ball challenge. Lessons 1 and 2 are iPad-only; lesson 3 uses balls, rulers and tape. Previews Year 8 AC9S8U05.

Curriculum: AC9S6U03, AC9S8U05

  1. Follow the energy from the Sun: How does energy from the Sun end up lighting a torch or moving your legs? No materials needed
  2. Ramp racer energy audit: Where does a toy car’s energy come from, and where does it go? No materials needed
  3. The bouncing ball challenge: Why does a bouncing ball never bounce back as high as it was dropped from? Materials needed

Challenge: Think like a scientist · Years 5–6 (challenge)

How do scientists turn a hunch into a hypothesis, find a rule in data, and decide whether a claim can be trusted? An iPad-only extension topic on scientific thinking. Builds on: Light and shadows (Year 5) and its Shadow maker investigation. Lesson 1 turns a hunch about shadow size into a testable hypothesis and finds a mathematical rule. Lesson 2 takes Galileo’s challenge about falling objects and explains it with balanced and unbalanced forces (a preview of Year 7 AC9S7U04). Lesson 3 is a ‘fix the flawed study’ task where students evaluate real-world-style claims. Previews Year 7 inquiry codes AC9S7I01, AC9S7I05 and AC9S7I06.

Curriculum: AC9S5U03, AC9S7U04

  1. Hypothesis hunters: the shadow rule: Is there a rule that predicts how big a shadow will be? No materials needed
  2. Galileo’s challenge: Do heavier things fall faster, and why does a skydiver stop speeding up? No materials needed
  3. Fix the flawed study: How can we tell whether a scientific claim can be trusted? No materials needed

Curriculum codes were checked against secondary sources; please confirm them on the ACARA website before reporting.