51ºÚÁÏ

Students common household utensils and collage materials to imitate beaks and food as well as eye droppers and cups to imitate nectar. Students investigate by using the utensils to pick up various objects in their tray. The eye dropper is to collect water and deposit it in the other cup for nectar. Students match each beak on the worksheet to a common household tool. Challenge the students to use google images to find a bird that has the same beak as on the worksheet. Conclude by sharing their findings.

The students collected ants in the school yard to bring back to class and observe more closely. Students were given this text on ants to read. The students then, completed a written task about the ants text in their science journals. They had to write about the body structure of an ant, their habitat and how ants protect themselves from predators.

This is a powerpoint of fungi images found in Perth Bushlands in Western Australia. It accompanied the IWB lesson on mushrooms from the Children's University of Manchester. Students were given several specimens of &'shop bought mushrooms&'; to draw and label.

Students were placed into teams of three and given a slice of bread to place into a zip lock bag. We then discussed the different locations around the school where they could leave their investigation for a week to investigate if bread mould would grow. Investigation question Do you think bread mould would prefer warm, cold, moist or dry environments? During the week the students were encouraged to make daily observations. At the conclusion of the activity the students completed the remainder of the worksheet. BTW - in Australia we spell mould with a ‘u’. The document is in Microsoft Word so you can change the spelling to ‘mold’.