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Introduction to the wonders of rockets, flight and space, connecting curiosity and imagination with play-based learning experiences.

Explore the science behind forces, Laws of Motion, flight and velocity using fair testing to build rockets to fly or race. Excite and inspire!

Creatively extend student STEM knowledge and skills with our advanced design solution and fair testing challenges.

We've got

Incursions Covered

1.) Thorough risk assessments
2.) ACARA mapped workshops
3.) Public Liability Insurance
4.) Blue Card compliancy
5.) Lesson plans and resources
6.) Backed by leading national rocketing institutions

Pricing

Minimum daily charges apply, additional travel costs may be incurred dependant on service location. See Terms and Conditions. All prices are GST exclusive.

Schools

$300*

/daily session

First 30 students included + $10 per additional student

Frequently Asked Questions

Is this a show or exhibition that you watch?

ANSWER:  It’s Rocket Science Adventures have participants completely immersed in the rocket science experience from building to launching their very own water rocket.  Our team is fun and engaging and we guarantee our ‘challenges’ are suitable for all ages, fitness levels and abilities, where skills are developed in a progressive and sequential manner.

Are the rocket experiments safe?

ANSWER: It’s Rocket Science Adventures take launching rockets very seriously. Safety first is our practice. Instruction in safety procedures and safe handling of equipment will be provided by the facilitator prior to field experiments. ALL workshops are covered by our Public Liability Insurance. We have an Activity Provider Risk assessment and all our facilitators and technicians are qualified to identify, reduce or eliminate potential risk of harm to all participants and will continue to be closely evaluated. We provide special considerations for participants with medical, behavioural or special needs who require additional assistance or support to ensure their participation is enjoyable

What is your service area?

ANSWER: Generally our service area is Brisbane, Sunshine Coast, Gold Coast, Ipswich & Toowoomba, however, we do coordinate interstate travel so give us a call for more information.

What if we have more than one class participating in a school incursion?

ANSWER: We can accommodate multiple classes for an incursion and can assist with scheduling throughout the booking process. It may require more than one facilitator for the day or you may prefer the option of scheduling incursions over several days if required to accommodate all of the classes.

What is the maximum group/class size?

ANSWER: The maximum group size is 30 students per session.  For larger or multiple classes we recommend separate sessions.

Will additional assistance be required?

ANSWER: The incursion facilitator will liaise with the classroom teacher or facility manager to assure each rocket launch team will be supervised by a responsible adult such as incursion facilitators, class teacher, teacher aids, or parent helpers to manage the activity safely. Provisions for individual students with medical, behavioural or special needs who require special considerations will be assessed by the classroom teacher prior to the incursion taking place to secure the additional supervising adults that may be required.

How do we pay?

ANSWER: Once a booking has commenced, a confirmation of booking and invoice will be provided.  Payment is due by within seven (7) business days of the invoice date and payment via direct bank transfer is preferred and need to be received by our account by the event date.

When do you supply Blue Card, Certificate of Currency and risk assessment details?

ANSWER: We will email all relevant documents for the workshop as required by legislation once the booking process is commenced.

What happens if it rains?

ANSWER: If it is raining at 7:00am on the day of the workshops and showers are predicted all day, or should there be moderate we weather, lightning associated with thunderstorms or high winds that may affect or endanger life or property, a decision will be made by the company Director by 7:00am on the day of the event to cancel the event.  The organisation’s booking contact will be notified, participants will be emailed and official social media profiles will be utilised to announce this decision.

Are the workshops suitable and accessible for all?

ANSWER: Yes, we welcome all ages, fitness levels and abilities and have developed our programs to accommodate everyone. We aim to make all participants comfortable and fully participate in activities.  Please email us ahead of time of relevant needs and we will endeavour to provide satisfaction.

We love to help to make your next incursion the best it can be.

As with any group undertaking a workshop with your school, there will be plenty of questions. Here we have tried to list as many answers to those we often get asked or find value to booking your next water rocket adventure.

Outcome Based

All our programs are created to not only generate bucket loads of fun but that skills and knowledge are equipped through each of our programs.

ACARA Mapping

From Prep to Year 10 our incursions have been designed from the ground up to integrate ACARA mapped modules from Science, Maths and Design Technologies. With different levels of workshops, we are able to create more advanced and detailed outcomes. It’s Rocket Science is the perfect education tool to plug into your classes schedule.

SCIENCE

Prep - Year 3

Different materials can be combined for a particular purpose (ACSSU018/ACSSU031)

A push or a pull affects how an object moves or changes shape (ACSSU033)

Science involves making predictions and describing patterns and relationships (ACSHE021/ACSHE034/ACSHE050)

Scientific knowledge helps people to understand the effect of their actions (ACSHE051)

With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS024/ACSIS038/ACSIS053)

With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS025/ACSIS054)

Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy (ACSIS104)

Compare results with predictions, suggesting possible reasons for finding.( ACSIS213/ACSIS041/ACSIS215)

Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS029/ACSIS042/ACSIS060)

Year 4

Natural and processed materials have a range of physical properties that can influence their use (ACSSU074)

Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)

Science involves making predictions and describing patterns and relationships (ACSHE061)

Science knowledge helps people to understand the effect of their actions (ACSHE062)

With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064)

With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065)

Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)

Use range of methods including tables and simple column graphs to represent data and to identify patterns and trends ( ACSIS068)

Compare results with predictions, suggesting possible reasons for findings (ACSIS216)

Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)

Year 5

Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077)

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE081)

Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE217)

With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231)

Discussing how well predictions matched results from an investigation and proposing reasons for finding (ACSIS216)

Communicating with other students carrying out similar investigations to share experiences.; Using simple explanations and arguments, reports or graphical representations to communicate ideas to other students (ACSIS071)

Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS086 and ACSIS088)

Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy (ACSIS087)

Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationship in data (ACSIS090)

Compare data with predictions and use as evidence in developing explanations (ACSIS218)

Reflect on and suggest improvements to scientific investigations (ACSIS091)

Year 6

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 (ACSHE220)

Changes to materials can be reversible or irreversible (ACSSU095)

Sudden geological changes and extreme weather events can affect Earth’s surface (ACSSU096)

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

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 & ACSIS105)

Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy (ACSIS104)

Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationship in data (ACSIS107)

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

Reflect on and suggest improvements to scientific investigations (ACSIS108)

Year 7

Change to an object’s motion is caused by unbalanced forces, including Earth’s gravitational attraction, acting on the object (ACSSU117)

Scientific knowledge has changed people’s understanding of the world and is refined as new evidence becomes available (ACSHE119)

Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE223)
Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE120)

People use science understanding and skills in their occupations and these have influences the development of practices in areas of human activity  (ACSHE121)

Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)

Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)

Measure and control variables, select equipment appropriate to the task and collect data with accuracy (ACSIS126)

Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data, including using digital technologies as appropriate (ACSIS129)

Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence (ACSIS130)

Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS131)

Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS132)

Year 8

The properties of the different states of matter can be explained in terms of the motion and arrangement of particles (ACSSU151)

Differences between elements, compounds and mixtures can be described at a particle level (ACSSU152)

Chemical change involves substances reacting to form new substances (ACSSU225)

Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy transformations and transfers causes change within systems (ACSSU155)

Scientific knowledge has changed people’s understanding of the world and is refined as new evidence becomes available  (ACSHE134)

Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE226)

Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE135)

People use science understanding and skills in their occupations and these have influences the development of practices in areas of human activity  (ACSHE136)

Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)

Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS140)

Measure and control variables, select equipment appropriate to the task and collect data with accuracy (ACSIS141)

Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data, including using digital technologies as appropriate (ACSIS144)

Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence (ACSIS145)

Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS146)

Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS234)

Year 9

All matter is made of atoms which are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms (ACSSU177)

Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer (ACSSU179)

Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community (ACSHE157)

Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE158)

People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE160 and ACSHE161)

Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)

Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165)

Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data (ACSIS166)

Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169)

Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170)

Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171)

Year 10

Energy conservation in a system can be explained by describing energy transfers and transformations (ACSSU190)

The motion of objects can be described and predicted using the laws of physics (ACSSU229)

Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community (ACSHE191)

Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE192)

People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE194 and ACSHE195)

Formulate questions or hypotheses that can be investigated scientifically (ACSIS198)

Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199)

Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data (ACSIS200)

Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS203)

Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204)

Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205)

MATHEMATICS

Prep - Year 3

Model and represent unit fractions and their multiples to a complete whole (ACMNA033/ACMNA058)

Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA015/ACMNA035/ACMNA060)

Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG019/ACMMG037/ACMMG061)

Make models of three-dimensional objects and describe key features (ACMMG022/ACMMG042/ACMMG063)

Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064)

Year 4

Recognise, represent and order numbers to at least tens of thousands (ACMNA072)

Investigate equivalent fractions used in contexts (ACMNA077)

Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line (ACMNA078)

Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)

Compare objects using familiar metric units of area and volume (ACMMG290)

Convert between units of time (ACMMG085)

Compare the areas of regular and irregular shapes by informal means (ACMMG087)

Compare angles (ACMMG089)

Select and trial methods for data collection (ACMSP095)

Construct suitable data displays from given or collected data. Include tables, column graphs and picture graphs (ACMSP096)

Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097)

Year 5

Factors and multiples using sequences (ACMNA098)

Use estimation and rounding to check calculations (ACMNA099)

Solve problems involving division by a one digit number, including remainder (ACMNA101)

Use efficient mental and written strategies and calculators to solve problems (ACMNA291)

Compare and order common unit fractions and locate and represent them on a number line (ACMNA102)

Modelling and solving addition and subtraction problems involving fractions (ACMNA103)

Compare, order and represent decimals (ACMNA105)

Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)

Identifying and describing the line and rotational symmetry of a range of two-dimensional shapes (ACMMG114)

Estimate, measure and compare angles using degrees. Construct angles using a protractor (ACMMG112)

Identifying the best methods of presenting data to illustrate the results of investigations (ACMSP119)

Describe and interpret different data sets in context (ACMSP120)

Year 6

Compare fractions with related denominators and locate and represent them on a number line (ACMNA125)

Solve problems involving addition and subtraction of fractions with the same or related denominators (ACMNA126)

Find a simple faction of a quantity where the result is a whole number (ACMNA127)

Convert between common metric units of length, mass and capacity (ACMMG136)

Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)

Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147)

Year 7

Solve problems involving addition and subtraction of fractions, including those with unrelated denominators (ACMNA153)

Express one quantity as a fraction of another, with and without the use of digital technologies (ACMNA155)

Recognise and solve problems involving simple ratios (ACMNA173)

Investigate, interpret and analyse graphs from authentic data (ACMNA180)

Identify and investigate issues involving numerical data collected from primary and secondary sources (ACMSP169)

Year 8

Solve problems involving the use of percentages, including percentage increases and decreases, with and without digital technologies (ACMNA187)

Solve a range of problems involving rates and rations, with and without digital technologies (ACMNA188)

Investigate techniques for collecting data, including census, sampling and observation (ACMSP284)

Year 9

Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly from secondary sources (ACMSP228)

DESIGN & TECHNOLOGIES

Prep - Year 3

Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK001/ACTDEK010)

Explore how technologies use forces to create movement in products (ACTDEK002)

Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP007/

Year 4

Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)

Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011)

Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016)

Year 5

Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services and environments for current and future use (ACTDEK019)

Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026)

Year 6

Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services and environments for current and future use (ACTDEK019)

Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026)

Year 7-8

Investigate the ways in which products, services and environments evolve locally, regionally and globally Examine and how prioritise competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions to meet community needs for preferred futures (ACTDEK029)

Why not book your next adventure today?!

We can customise any package, just ask!