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THE FMS LEARNING FROM HOME SERIES PACK FOR
Lower Primary (6 – 9 years)
Wednesday 6 October 2021
Term 4 2021
Montessori
learning ideas1and 2Weeks
2
From your teachers
Dear 6 – 9 children and parents
Welcome back! We have arrived at the beginning of a new term, the last one
of the year. We have been looking forward to seeing all of you again.
This term will see the children coming back to school for face-to-face
learning, but we still have a few weeks of online learning before this
happens. Please continue to be patient with us as we continue to support
your children at home as best we can.
This Learning From Home pack will cover weeks 1 and 2, and has
introductory activities for units of work we will be working on this term.
We will restart our URStrong program that focuses on building resilience in
friendship and self-esteem. We will be running two programs concurrently as
the children in the 6 – 9 are in stage 1 and 2 of the NSW curriculum.
We will have separate videos for level 1 and 2, and for level 3. Please be sure
that you are watching the correct videos as labelled.
We will be starting our History unit on the Fundamental Human Needs, with a
focus on self, family, local community, global community, and historical
comparison.
The group meetings for each level will be starting again in week 2. Please note
that these meetings will focus on working through concepts with the
URStrong program and the Fundamental Human Needs, so please ensure
that your children are in the meetings if possible. If that is not possible, let us
know and we will work with you to find an alternative to help support your
child in their learning.
We are looking forward to seeing the children face-to-face later in the term,
but we are looking forward to working with them as much as we can.
If you have any questions, please don’t hesitate to contact us.
Warm regards
Xarifa, Emily and Harini
Lower primary (6 – 9 years) staff.
Here is the link to our virtual classroom.
https://docs.google.com/presentation/d/15falPkJiFQ1CSWPa_TWR6NFeB5Y1jAzp1e7zHskCC8E/edit#slide=id.gf4e0704441_1_0
3
Rhyming words online game
Fundamental Human needs
video.
Use this to reflect on what your
needs are?
A funny video on what our
grandaprents usd to eat.
Can you interview your
grandparents and ask them
what they used to eat? Or
even try it.
A video about what people
around the world eat for
breakfast.
Make your own video about
what you eat for breakfast.
Images of childrens toys from
around the world.
Can you take a photo of your
room and all the things you
loove?
Watch the story
‘Children of the World’
What is your favourite part of the story?
Use this to reflect on your own needs?
‘Round is a moon cake’
Listen to the story and use it to
constrcut your own study about
the important shapes in your
own life.
For ideas on how how you can be creative
with the art materials in your pack visit the
FMS virtual classroom.
https://docs.google.com/presentation/d/
15falPkJiFQ1CSWPa_TWR6NFeB5Y1jAzp1
e7zHskCC8E/edit?
pli=1#slide=id.gea1a532fab_4_17
Once in the virtual classroom click on the
different objects to discover video tutorials
and fun arty activities you can try at home
using your new equipment.
6 – 9 Visual arts: the art packs
Share the original artworks you have been making
at home on the FMS Gallery of Awesomeness
by emailing your images or videos to:
Click here to enjoy the wonderful work created
by the children of FMS displayed in the gallery.
4
Last term the group decided that the 6 – 9 class art
auction artwork will be a beautiful collage of mini
beasts thriving together in an imaginary natural
environment created by the children.
Over the next 2 weeks we will be finishing all of our
mini beast project work so that we can create our
masterpiece by combining all of our artwork together.
The 6 – 9 art auction masterpiece: mini beasts
The Zoom lessons
Week 1: Drawing from nature, using your own
photos or take your art pack outside and draw
or paint in your garden.
Week 2: Bring your favourite mini beast or
nature picture to the lesson and make it even
more amazing.
Email all of your artworks to
[email protected] by the
end of week 2 term 4 so that they can be
added to the whole class picture.
5
FMS 40 year anniversary commemorative project:
Thriving together
‘Photographs open doors into the past,
but they also allow a look into the future.’ Sally Mann
This year to celebrate the 40 year anniversary we would like
everyone that is willing to partake in a special photography
project that marks the occasion and leaves a legacy for the
future.
The idea is for every FMS family to take a photograph of the
whole family in front of a doorway demonstrating their
individual personalities and connection with each other.
Although it is a time of distancing and separation we will
connect all the images of the families to make a montage of
the school community in beautiful framed poster bringing
everyone together.
There will also be a special anniversary photo-book
produced that includes all of the families which will be
available for order for anyone that would like to own a copy.
6
What to do:
• put on your favourite outfits
• place yourselves in front of a doorway – it can be
anywhere in the house and can be open or closed
• get the whole family in to position – you can be
doing whatever you like in the photo
• set the orientation on portrait
• make sure the whole door and family fit into the
frame
• set your camera or phone on timer or someone
could take the picture if they don’t want to be in it
• take loads of photos and most importantly have
fun!
Email your favourite photos to
by the Monday week 2 of term 4.
• For the photo-book we would love to have a small piece of text to accompany each family’s
photo of whatever you would like to share with the school community.
• Some ideas of what you might like to write about: A favourite memory of FMS, what you like
about FMS, what would you like to say to families in the future or to the founders of the school,
or maybe you have a family recipe you would like to share.
7
6 – 9 Jump rope for heart
For more ideas on how you can be
super sporty at home
Check out the FMS virtual
classroom sport slide
Once in the virtual classroom click
on the different sports to discover
video tutorials and fun ways to
move your body
Jumping jellybeans, Jump rope for heart
will go ahead this term in week 6 when
we can all be together again having fun
with our friends!
Click on this link to make your own
fundraising page, get skipping and start
raising money for the Heart Foundation.
Or click here for further info
8
Ready to challenge yourself?
Try out these skipping skills and
tick them off once you have
perfected them.
Click here for videos on how to
perform these skipping skills.
Too easy or too hard?
Check out the full list of skipping
challenges to master
6 – 9 Jump rope for heart
9
Week 1: Wednesday 6 October 2021
Start time: Activity: End time:
Reflection: How was your day? What do you need to continue working on? Did you have any problems? How did you solve them?
10
Week 1: Thursday 7 October 2021
Start time: Activity: End time:
Reflection: How was your day? What do you need to continue working on? Did you have any problems? How did you solve them?
11
Week 1: Friday 8 October 2021
Start time: Activity: End time:
Reflection: How was your day? What do you need to continue working on? Did you have any problems? How did you solve them?
12
Week 2: Monday 11 October 2021
Start time: Activity: End time:
Reflection: How was your day? What do you need to continue working on? Did you have any problems? How did you solve them?
13
Week 2: Tuesday 12 October 2021
Start time: Activity: End time:
Reflection: How was your day? What do you need to continue working on? Did you have any problems? How did you solve them?
14
Week 2: Wednesday 13 October 2021
Start time: Activity: End time:
Reflection: How was your day? What do you need to continue working on? Did you have any problems? How did you solve them?
15
Week 2: Thursday 14 October 2021
Start time: Activity: End time:
Reflection: How was your day? What do you need to continue working on? Did you have any problems? How did you solve them?
16
Week 2: Friday 15 October 2021
Start time: Activity: End time:
Reflection: How was your day? What do you need to continue working on? Did you have any problems? How did you solve them?
17
URStrong: what is URStrong?
18
Creating a kinder world by empowering kids with friendship skills.
URSTRONG’s whole-school friendship strategy has improved the
social climate in schools around the world, connecting
over a million kids, parents, and teachers with a common language of friendship.
How does URSTRONG work?URSTRONG is all about empowering kids with friendship skills!
We’ve developed a proven, skills-based strategy that teaches kid-friendly
concepts, skills and language to help them build and maintain healthy friendships.
1Mindfulness and wellbeing
19
https://urstrong.com/about/
Creating a kinder world by empowering kids with friendship skills.
URStrong: what is URStrong? 1Mindfulness and wellbeing
20
In the following videos, there will be some parts where Dana will ask you to discuss things with the
class, or to brainstorm ideas. She say things like ‘ask your teacher’ or ‘your teacher will…’ or ‘as a
class…’, and that’s where you may need to think of ideas or discuss something with someone.
We will be sharing these ideas during our Group Meetings so do your best to write down or keep a
record of your answers. You don’t have to share with the group, but you could email your thoughts to
Xarifa or Emily.
Even though the videos are aimed towards different lLevels, feel free to watch both and do the
activities for each Level if you want.
Watch this video about our coloured days:
https://www.youtube.com/embed/O3gQHWU_djs
A child is reading Dr. Seuss’ book My Many Coloured Days.It talks about how our
emotions can change everyday and how we feel is important.
URStrong: what is URStrong? 1Mindfulness and wellbeing
https://urstrong.com/friendology/12_innerninja/
21
In order to create healthy friendships, we need children to first look
inward + treat themselves like a best friend.
This session is focused on self-compassion, teaching children ways
to treat themselves like a best friend.
As part of our work with mindfulness and wellbeing, we are going to be
taking a closer look at howe we can be kinder to ourselves and others.
The URStrong program focuses on building resilience in friendship and in
life.
We are going to restart our URStrong program this term with the first
lesson in their new curriculum for Stage 1 (Level 1 and 2).
You will need a favourite stuffed toy to help
with the activities in the sessions for
URStrong.
These are to help with role playing and to make
things easier as sometimes we talk more or find it
easier to our stuffy friends than our people friends.
1URStrong level 1 and 2: lesson 1 – Inner Ninja
Mindfulness and wellbeing
22
What did you think about the video?
Did you find it helpful for understanding how we can be kinder to ourselves?
What are the sort of things that you love about yourself?
Write about your thoughts on these questions here
1URStrong level 1 and 2: lesson 1 – Inner Ninja
Mindfulness and wellbeing
23
Complete this sentence, ‘I am…’ and be sure to focus on your strengths. Create a word splash of amazing qualities that you have.
Be sure to use LOTS of colours, bubble letters, block letters… get creative with your fonts and have fun with it!
On the next page, in the space provided, write down or draw all the things that make you who you are. Below is an example of what you could do.
I am…
InterestingA good cook
GREAT at playing Tetris
Interested in new experiencesSomeone who loves spending time with my family and friends
Supportive of people I care about
Great at thinking up new ideas
A person who loves trying new foods
? Fun to be around
Curious about games from all over the world An early ri
ser
Loved and loving
1URStrong level 1 and 2: lesson 1 – Inner Ninja
Mindfulness and wellbeing
I AM…
24
1URStrong level 1 and 2: lesson 1 – Inner Ninja
Mindfulness and wellbeing
URStrong level 3: lesson 1 – Inner Ninja
25
https://urstrong.com/friendology/34_innerninja/
As part of our work with mindfulness and wellbeing, we are going to be
taking a closer look at howe we can be kinder to ourselves and others.
The URStrong program focuses on building resilience in friendship and
in life.
We are going to restart our URStrong program this term with the first
lesson in their new curriculum for Stage 2 (Level 3 and 4).
Bonus activity
Write about or make a short video about what you thought of this video.
In order to create healthy friendships, we need children to first look
inward + treat themselves like a best friend.
This session is focused on self-compassion, teaching students how
to tame their butterflies and feel calm when they are experiencing big
emotions.
You might want some paper and pens
and pencils handy if you want to write
anything down.
1Mindfulness and wellbeing
26
New colourful feelings
‘Sometimes we have big feelings inside of us and it’s important to
put a name to those feelings. Can you help me name this feeling?’
When we think of feelings, do you think we can give them a name and a
face?
When we are frowning and crossing our arms, what could we be feeling?
Angry? Mad?
What about when we are smiling? Happy? Glad?
If you think about emotions, what kinds of colours do you think about? Is
mad red? Is happy yellow? Think of different emotions and assign them
colours and give them life!
‘One of the cool things about being human is that we have ALL THE
COLOURS of feelings, emotions, and moods inside of us. They’re
all part of what makes us human and even the negative feelings are
important. How do you think negative feelings help us?’
On the following page, in the space provided, write about how positive and
negative feelings help us. Draw your own colourful feelings! Our colourful feelings
Watch this video about our coloured days:
https://www.youtube.com/embed/O3gQHWU_djs
A child is reading Dr. Seuss’ book My Many Coloured Days.
URStrong level 3: lesson 1 – Inner Ninja 1Mindfulness and wellbeing
My Colourful Feelings
27
URStrong level 3: lesson 1 – Inner Ninja 1Mindfulness and wellbeing
Mindfulness and wellbeing
1Online mindfulness colouring pages
28
Many children said that they enjoyed colouring in the mindfulness pages, so we
have added more into this pack.
http://www.supercoloring.com/coloring-pages/arts-culture/mandala
http://www.supercoloring.com/coloring-pages/arts-culture/zentangle
http://www.supercoloring.com/coloring-pages/arts-culture/pattern
http://www.supercoloring.com/coloring-pages/arts-culture/abstract-animals
http://www.supercoloring.com/coloring-books/floral-fantasy
https://colormandala.com/
29
30
31
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w.teachin
gid
eas.c
o.u
kIm
ages: ©
Thin
kS
tock
©
32
33
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w.teachin
gid
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ages: ©
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2
34
We have another number word search
for you to try!
This one is a bit different, as you need
to do the addition problems and then
write the number out as its word, rather
than its symbol. Then, find that word in
the word search!
Can you find all the words?
Mathematics: addition word search
copyright: www.mathinenglish.com
Addition Word Search
Find the answers to the math problems below and find
and mark all the answers in the word search box.
R E O S E V N I V V S I
N N S S E E I E V E V T
S G F V X N T T G O E V
N F I V E I V T O X G E
E E V T I F V S I E O E
I N N T G O N E X E I N
E E E W H U F I H N E V
E F O O T R S F N I S R
N U W T E E E F I E V I
O E V T S E V E N E E H
I E E I N N E I N E S O
E E S E X E N S S R R E
2 + 1 =
5 + 3 =
4 + 5 =
1 + 1 =
1 + 4 =
2 + 2 =
4 + 3 =
1 + 8 = 2 + 5 =
3 + 3 =
7 + 3 =
1 + 0 =
3 - three
2
35
Mathematics: shape detective
copy
righ
t: w
ww
.mat
hin
eng
lish
.com
Addit
ion
Wor
d S
ear
ch
Fin
d t
he
answ
ers
to t
he
mat
h p
roble
ms
bel
ow
and f
ind
and m
ark a
ll t
he
answ
ers
in t
he
word
sea
rch b
ox.
RE
OS
EV
NI
VV
SI
NN
SS
EE
IE
VE
VT
SG
FV
XN
TT
GO
EV
NF
IV
EI
VT
OX
GE
EE
VT
IF
VS
IE
OE
IN
NT
GO
NE
XE
IN
EE
EW
HU
FI
HN
EV
EF
OO
TR
SF
NI
SR
NU
WT
EE
EF
IE
VI
OE
VT
SE
VE
NE
EH
IE
EI
NN
EI
NE
SO
EE
SE
XE
NS
SR
RE
2 +
1 =
5 +
3 =
4 +
5 =
1 +
1 =
1 +
4 =
2 +
2 =
4 +
3 =
1 +
8 =
2
+ 5
=
3 +
3 =
7 +
3 =
1 +
0 =
Maybe once you’ve
done this, you
could make your
own!
Email to Xarifa or
Emily and we could
send it to everyone
to try for fun!
2
36
A Fubuki puzzle is a logic and math puzzle combined
together to make a fun math game. In this puzzle, you
need to place each number from 1 to 9 only once in
the grid.
To work out where each number goes, you need to pay
close attention to the value at the end of each row or
column. These values represent the sum or product of
each row or column.
By using this information, you can solve the Fubuki
puzzle by logically working out which number needs to
go where, and there is only one valid solution for each
puzzle, so take your time to work out the answer.
Have a look at the example to see how they work. This
example is an addition Fubuki puzzle.
Maybe you can make up your own!
Mathematics: Fubuki puzzles – addition
Addition Fubuki Puzzle
Place the numbers 1 to 9 in the 3 by 3 grid so that each horizontal and vertical
line adds up to the given sum. You can use each number only once.
Some numbers are already placed for you.
4 5
3
2
10
17
18
17 17 11
5
1 9
16
16
13
14 13 18
3
5
7
12
15
18
7 15 23
6 3
9
14
16
15
16 10 19
2
7
4
9
18
18
18 9 18
4
9
8
12
19
14
18 9 18
1
86
97
2
37
Solve these addition
Fubuki puzzles.
Take your time!
Maybe you can make up
your own as a
challenge!
Addit
ion
Fub
uki Pu
zzle
Pla
ce t
he
nu
mb
ers
1 t
o 9
in t
he
3 b
y 3
gri
d s
o t
ha
t e
ach
ho
rizo
nta
l an
d v
ert
ica
l
line
ad
ds
up
to
th
e g
ive
n s
um
. Yo
u c
an
use
ea
ch n
um
be
r o
nly
on
ce.
So
me
nu
mb
ers
are
alr
ea
dy
pla
ced
fo
r yo
u.
45 3
2
10
17
18
171711
5 19
16
16
13
141318
3 5 7
12
15
18
71523
63 9
14
16
15
161019
2 7
4
9 18
18
18918
4 9
8
12
19
14
18918
Mathematics: Fubuki puzzles – addition
Mathematics: multiplication Fubuki challenge
2
38
Fubuki Multiplication Puzzle
Place the numbers 1 to 9 in the 3 by 3 grid so that each horizontal and vertical
line multiplies to the given product. You can and must use each number only once.
Some numbers are already placed for you.
4
6 3
9
1
2
20
144
126
168 135 16
1
2
3
5 6
9
24
120
126
8 105 432
3
8
4
5 1
2
108
35
96
168 120 18
5
1
6
3
7
2
140
96
27
40 72 126
6
2
1
4
3
7
90
56
72
96 20 189
1
2
9
8 6
3
63
192
30
8 360 126
This Fubuki puzzle is a multiplication puzzle.
It follows the same rules as an addition Fubuki puzzle.
You can only use the numbers 1 to 9 once in each grid,
and the values at the end of each row and column are
the products of the numbers.
This is a big challenge, so have fun with it!
5
8
7
2
39
Fub
uki M
ulti
plic
atio
n Pu
zzle
Pla
ce t
he
nu
mb
ers
1 t
o 9
in t
he
3 b
y 3
gri
d s
o t
ha
t e
ach
ho
rizo
nta
l an
d v
ert
ica
l
line
mu
ltip
lies
to t
he
giv
en
pro
du
ct. Y
ou
ca
n a
nd
mu
st u
se e
ach
nu
mb
er
on
ly o
nce
.
So
me
nu
mb
ers
are
alr
ea
dy
pla
ced
fo
r yo
u.
4 63 9
1 2
20
144
126
168135
16
1 2
3 56 9
24
120
126
8105432
3 8
4 51 2
108
35
96
168120
18
5 1
6 3
7 2
140
96
27
40
72
126
6 2
1 4
3 7
90
56
72
96
20
189
1 2
9 86 3
63
192
30
8360126
Mathematics: multiplication Fubuki challenge
Mathematics: area and space2
40
In this activity, you need to fit the different grocery items into
the cart by using your spatial understanding to turn, slide and
fit the pieces into the cart.
Cut out the pieces and then try and find a solution that fits all
the different grocery items into the cart.
Look at the example to see what we mean. Please note that
where we’ve put the tissues may not be where it is meant to fit
in the final solution.
Can you find more than one way to solve this puzzle?
It’s a bit like playing Tetris! Have you ever heard the term
‘just Tetris it?’
Cut out the shapes below and place them inside the dotted line area in the shopping cart above. Try turning some shapes around to see if they’ll fit!
Will it fit?
Mathematics: time
2
41
Can you find more
than ons solution?
Cut
out
the
shap
es b
elow
and
pla
ce th
em in
side
the
dotte
d lin
e ar
ea in
the
shop
ping
car
t abo
ve. T
ry tu
rnin
g so
me
shap
es a
roun
d to
see
if th
ey’ll
fit!
Will
it fi
t?
Language activity suggestions
3
42
We would like you to keep a record of all the books you
are reading.
See the table to record your books on the next page.
Choose different ways to respond to the books you are
reading, try to do at least 2 of these this week.
1. Answering questions from the question sheet on the
following page
2. Comparing 2 books using the Venn diagram
3. Write a story map
4. Retell the story to your parents – be sure to describe the
beginning middle and end of the book.
5. Book review – record a podcast or make a video of you
promoting your favourite book to a friend.
6. Draw a picture of your favourite part.
7. Retell the story in a simple comic strip form.
Don’t forget to visit Epic! For access to books
online during school hours.
https://www.getepic.com/sign-in/educator
Watch the book
"Children of the World"
https://www.youtube.com/watch?
v=ps7yPHphJ4w
43
Book Response
Choose a book you
have read and record
some of these
questions and your
answers on paper, or
in your own
workbook.
Not every question
may be relevant to
your book.
Choose at least 5
questions to answer.
Or use a story map or
compare it with
another book on a
Venn digram (following
page) to respond to
your book in some
way.
44
45
46
Language activity revision
3
47
Emily’s Video Lesson links from last term
https://www.youtube.com/watch?v=o3e1b3VmV-4
Twig vs The Travel Bug (Story Comparison)
https://www.youtube.com/watch?v=udvl5Hy5g8M&t=15s
The Very Clumsy Click Beetle (Story Map)
https://www.youtube.com/watch?v=uhPbp061EfM&t=1s
What the Ladybird heard (Sound Investigation)
https://www.youtube.com/watch?v=Y19VfJ9sO4w&t=2s
The very lonely Firefly (Favourite Part of the Story )
https://www.youtube.com/watch?v=ii34BtljZgQ&t=7s
The very hungry caterpillar (Modelled Writing)
Maybe you would like to
record yourself reading part
of your favourite book aloud!
4History: Fundamental Human Needs – an introduction of focus
When we think about history, we can consider things as
grand as the universe, or as small as our local community.
However, what we focus on in Montessori, is the history of
human beings, but not just civilisations that have risen and
fallen throughout time, but as we have developed
ourselves through the satisfaction and fulfilment of our
Fundamental Human Needs.
The Fundamental Human Needs apply to all human
beings, across all of time. They are universal and not just
tied to a particular group of people, place, moment in time
or age of a person (for example, infant, toddler, teens,
adult, etc). They are the key factors in understanding
human history.
What we are going to explore this term is focusing on
human beings as a whole, and not just the leaders or those
who are famous. We are going to look at the ways in which
human beings differ across space and time. We want to
look at what we have in common but what also makes us
different as an individual, and as a people across the world.
Human beings have an enormous amount in common, but
also in what we need to be happy, healthy and whole.
48
However, in saying that, we differ just as much in how we
satisfy these needs. What we have in common units us,
but it’s also important that we understand how we differ,
why we differ, and what we differ in.
We can celebrate our differences, but also appreciate
them. There are a few videos on the virtual classroom
about children from around the world. The link below is a
collection of photographs of children's bedrooms. Maybe
you can take your own photo of your room and the things
that are important to you. Are they needs or wants?
https://petapixel.com/2013/03/13/portraits-of-kids-
around-the-world-posing-with-their-favorite-toys/
Our ways of life differ according to where we live, but also
when we live as the way of life changes over time.
4History: Fundamental Human Needs – an introduction of focus
This term, we are going to focus primarily on how
we fulfil our needs on different levels:
• Personally: How do I fulfil my Fundamental
Human Needs?
• Family and/or friends: How do my family
members fulfil their Fundamental Human
Needs? How do my friends fulfil their
Fundamental Human Needs?
• Community: How does my community fulfil
their Fundamental Human Needs?
• Globally: How do other children fulfil their
Fundamental Human Needs? How do other
groups of people fulfil their Fundamental Human
Needs?
• Historically: How did peoples of ancient times
fulfil their Fundamental Human Needs?
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We will start with looking at how we fulfil our
Fundamental Human Needs Personally.
The following activities will give us a good start
on how to look at what we do to fulfil our own
personal needs.
Please note that we will be doing activities
focusing on this concept during our group
meetings starting in Week 2.
What is a need and what is a want?
Write down a few sentences about what a need is and what a want is.
What is the difference?
4Need Want
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History: Fundamental Human Needs – an introduction of focus
The following slides have a set of tables and pictures of different
items and activities.
In the first table, there are two columns: Needs and Wants. Cut out
(but don’t glue) the different items and activities and sort them into
what you believe to be their proper place - are they a need or a
want?
In the second table, there are three columns: Very Important, Quite
Important and Not Important. Like with the previous activities, sort
the activities and items into the columns you think they belong in.
Why did you put those items in those columns? Have a think about
why you answered the way you did.
Ask someone else to do the activity and see if you had any
similarities or differences. Why do you think there might be any
differences or similarities?
Bonus activity
Write about or make a short video about what you thought of this
activity and why you sorted the items and activities the way that
you did.
4
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History: Fundamental Human Needs – an introduction of focus
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Geography: science experiments
5 Even though Science Week is finished, that doesn’t mean that we can’t still explore science
experiments and concepts! You can still visit their website and explore the experiments that they
have on the site.
https://www.scienceweek.net.au/diy-science/
Visit the Science is fun! page in the FMS Virtual Classroom and follow the prompts to view some of
these experiments.
https://docs.google.com/presentation/d/15falPkJiFQ1CSWPa_TWR6NFeB5Y1jAzp1e7zHskCC8E/
edit#slide=id.ge9f18deb76_3_73
Have a look through some of the previous videos and see if they inspire you to make a video
that we can share with the class!
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We have had children send us some wonderful videos of them
performing experiments and we would love it if you would continue
to send us videos!
