School Holiday full day STEM workshops!

School Holiday full day STEM workshops!

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This school holidays we are offering a set of stage-wise full day STEM workshops. The activities offered in these workshops are designed by NSW education standards authority and cover related syllabus accordingly. You can have access to the workshop details and support resources once you get enrolled.

Early Stage 1
Activity 1: Create your own personalised superhero

Make your favourite superhero or design your own one!

Context:

Investigating a range of different materials or fabrics and identifying their properties
Relating the clothing according to the type of activities
Designing and drawing
Activity 2: Exploring footprints

Investigate the characteristics of footprints

Context:

Observe and determine different ways of describing and measuring footprints.

Why characteristics of our footprints change?

What information can we get from footprints?

Activity 3: Keep it dry

Design and create a piece e of clothing or device to keep a teddy bear dry.

Context:

Investigate waterproof materials and using them design and make a protective cloth to keep your teddy bear dry.

Outcomes of early stage 1 activities:

Skills:exploring the immediate surrounding environment, observing, communicating and sharing the ideas, using a simple design process to produce solutions with identified purposes, using concrete materials and/or pictorial representations to support conclusions, describing mathematical situations using everyday language, actions, materials and informal recordings, using objects, actions, technology and/or trial and error to explore mathematical problems, using concrete materials and/or pictorial representations to support conclusions, composing simple texts to convey an idea or message
Knowledge and understanding: objects are made of materials with different properties, recognising how products, places, and spaces are made to suit purposes, describe and comparing areas; observing, how daily and seasonal changes in the environment affect us and other living things; identifying that the way objects move depends on a variety of factors, describing and comparing lengths and distances using everyday language, describing and comparing areas using everyday language, describing and comparing the masses of objects using everyday language

Stage 1
Activity 1: Push, pull and Play

Design and construct a toy truck!

This activity is divided into two sessions:

brainstorming, designing and sketching the toy
Constructing, testing, improving and peer feedback.
Activity 2: Investigate the characteristics of clothing

Investigate the characteristics of a particular type of clothing and design and make that item of clothing for your teddy bear!

This activity could take up to three sessions:

discussion and design
making
evaluating and modification
Context: Students know that clothes are made from materials with different characteristics. They can design and make a clothing to accommodate a particular purpose

Activity 3: Oil and water

Investigate the problem ‘How do the characteristics of water affect the way oil mixes with it?’

Context:

Students are familiar with the way different substances mix or act with water, eg. dissolving (soluble) and non-dissolving (insoluble) substances, or floating and sinking. They may be presented with news items or stories about oil slicks or oil leaks in water.

Outcomes

Skills: Investigating questions and predictions by data collection and sharing experiences; using everyday tools and techniques to satisfy needs and wants; supporting conclusions; describing mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols; using objects, diagrams and technology to explore mathematical problems
Knowledge and understanding: describing effects of push and pull forces on objects; describing position of objects; gathering and organising data; describing a range of manufactured products in the local environment and how their different purposes influence their design; measuring, recording, comparing and estimating lengths and distances using uniform informal units, metres and centimetres

Stage 2
Activity 1: Visualise your future town

Design a local building!

This activity includes:

discussion and planning
design and sketching
constructing a physical model of the design
Activity 2: A place to play

Develop and model a playground design with living and non-living features. In doing so, students will consider the purpose, appearance and functionality of built environments alongside environmental considerations.
This activity could take up to 3 sessions.

Context:

Students recognise the difference between built and natural environments. They are able to reflect upon their own interactions in built environments. Students appreciate that environmental considerations are a priority when choosing construction materials and locations for built environments.

Outcomes:

Skills: Applying a design process and addressing particular design criteria by using a range of tools; analysing collected data, suggesting explanations and communicating on the process; managing mental or written strategies to solve problems; checking the accuracy of a statement and explaining the reasoning used
Knowledge: describing ways that science knowledge helps people understand the effect of their actions on the environment and on the survival of living things; describing how people interact within built environments and the factors considered in their design and construction; measuring, recording, comparing and estimating lengths, distances and perimeters in metres, centimetres and millimetres, and measuring, comparing and recording temperatures; measuring, recording, comparing and estimating areas using square centimetres and square metres

Stage 3
Activity 1: Keeping food cool

design and build a cooling system which works without electricity!

Context:

The students will explore how the cooling effect of evaporation helps them design a cooling system.

Activity 2: build an air-fuelled car

Build an air-fuelled car in which wheel size is compared to determine efficiency and effectiveness.

This activity includes two steps:

build the vehicle and gather data
display and analyse data.
Context:

Students estimate and measure distances, carry out a first-hand investigation to gather, record and display data in such a way as to be able to make predictions.

Activity 3: Up, up and away

Investigate different aspects of aerodynamics and share your knowledge to design and create paper planes.

This activity consists of the following steps:

Initial testing and measurments
research, design and testing
competition, gathering results and reflection

Outcomes:

Skills: investigating and gathering data, planning and implementing a design process, selecting proper tools and identifying the constraints; giving reasons for supporting possible solutions
Knowledge: comparing and contrasting influences on the management of places and environments; describing and explaining different experiences of people living in Australia over time;using appropriate methods to collect data; identifying the observable properties of material; describing systems in built environments; describing systems used to produce or manufacture products, and the social and environmental influences on product design
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