Digging Dinosaurs A look at ancient organisms, their traces, relationships & extinction theories Enquire Now 🦖 Living World: Palaeontology Digging Dinosaurs Realistic, hands-on science for budding palaeontologists Students will have a roaring great time in this hands-on workshop designed to look at palaeontology in a realistic way. No slideshows here—just pure scientific inquiry as students work like real palaeontologists to dig out and analyse specimens found in the field. From handling life-size replica skulls of a Velociraptors to identifying replica fossil skeltons, students explore the ancient world while gaining insight into Australian megafauna and the processes of fossilisation. Key Investigations: Replica Analysis: Face-to-face with replica Parasaurolophus and Velociraptor skulls. The Dig: Methodical excavation and analysis of different specimens. Fossil Formation: Discover how fossils form and where to find them. Skin & Scales: Feel and compare replica dinosaur skin to modern animals. Megafauna: Explore the local giants that once roamed Australia. Casting: Make your own ancient creature fossil casts to keep! Real-World Field Expertise Our founder has participated in real dinosaur digs in outback Queensland. This program is uniquely informed by that field experience, which also helped shape distance learning for the Australian Age of Dinosaurs Museum. Trustpilot 4 Million+ Students Inspired since 2004 Trustpilot Check Availability Online Class Option: Interactive distance programs since 2010. Includes live demonstrations and hands-on activities with full child protection protocols. 🦖 Materials list provided on booking. 🎥 Zoom, Teams, or school software. Quick Links Past projects Requirements Cost per Science Show Free Science Resources Back to Primary Science Visits 150 Free Experiments Fizzics in the Media Australian Curriculum Mapping for all science workshops & shows Australian National Curriculum Mapping for all our science incursions Australian ACARA Content Outcomes: Science F-10 Version 9.0 Foundation explore the ways people make and use observations and questions to learn about the natural world AC9SFH01 pose questions and make predictions based on experiences AC9SFI01 Year 1 identify the basic needs of plants and animals, including air, water, food or shelter, and describe how the places they live meet those needs AC9S1U01 Year 2 explore different actions to make sounds and how to make a variety of sounds, and recognise that sound energy causes objects to vibrate AC9S2U02 Year 1 & 2 describe how people use science in their daily lives, including using patterns to make scientific predictions AC9S1H0, AC9S2H01 pose questions to explore observed simple patterns and relationships and make predictions based on experiences AC9S1I01, AC9S2I01 compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance AC9S1I05, AC9S2I05 Year 3 compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals AC9S3U01 Year 4 explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships AC9S4U01 Year 3 & 4 examine how people use data to develop scientific explanations AC9S3H01, AC9S4H01 consider how people use scientific explanations to meet a need or solve a problem AC9S3H02, AC9S4H02 pose questions to explore observed patterns and relationships and make predictions based on observations AC9S3I01, AC9S4I01 compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions AC9S3I05, AC9S4I05 Year 5 examine how particular structural features and behaviours of living things enable their survival in specific habitats AC9S5U01 Year 6 investigate the physical conditions of a habitat and analyse how the growth and survival of living things is affected by changing physical conditions AC9S6U01 Year 5 & 6 investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions AC9S5H02, AC9S6H02 pose investigable questions to identify patterns and test relationships and make reasoned predictions AC9S5I01, AC9S6I01 compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions AC9S5I05, AC9S6I05 Australian National Curriculum Mapping for all our science workshops & shows NSW SCIENCE SYLLABUS CONTENT for all our incursions NSW K – 10 Science Syllabus mapping NSW Science Syllabus Content A student: ST2-4LW-S compares features and characteristics of living and non-living things ST3-4LW-S examines how the environment affects the growth, survival and adaptation of living things ST3-10ES-S explains regular events in the solar system and geological events on the Earth’s surface NSW Science and Technology K–6 Syllabus (Implementation from 2027) For explanatory points & implementation advice, please visit the NESA Science and Technology K–6 Curriculum site. Early Stage 1 STE-SCI-01 identifies and describes characteristics of living things, properties of materials, and movement Examine animal bodies, their body coverings, and how and what they eat Observe and group animals based on their characteristics and justify the grouping Pose questions to compare the characteristics of living things and non-living things Stage 1 ST1-SCI-01 measures and describes changes in living things, materials, movement, Earth and the sky Examine the evidence for extinct animals Stage 2 ST2-SCI-01 uses information to investigate the solar system and the effects of energy on living, physical and geological systems Recognise that all animals are either invertebrates with no spine, or vertebrates with a spine Model how bones, muscles and joints work together to cause movement Stage 3 ST3-SCI-01 uses evidence to explain how scientific knowledge can be used to develop sustainable practices Observe behavioural and structural adaptations of plants and animals, and suggest how these may help them survive in their environments Examine evidence that environments have changed over time and continue to change NSW K – 10 Science Syllabus mapping Print NSW Mapping PDF VIC Science & Technology Content VIC Curriculum F–10 Version 2.0 For explanatory points & implementation advice, please visit the VIC Curriculum F-10 site. Foundation to Level 2 plants and animals have observable features that can be used to group them in different ways. VC2S2U01 experiences can be used as a basis for posing questions to explore observed patterns and relationships, and to make predictions. VC2S2I01 observations, findings and ideas can be shared with others by using everyday and some scientific vocabulary. VC2S2I06 Level 3 & 4 living things have characteristics that distinguish them from non-living things and things that were once living, including fossils. VC2S4U01 scientific investigations to answer questions or test predictions can be planned and conducted using provided scaffolds, including identifying the attributes of fair tests, and considering the safe use of materials and equipment. VC2S4I02 Level 5 & 6 organisms have evolved over time, as seen in fossils and scientific records; the structural features and behaviours of living organisms enable them to thrive in their environments. VC2S6U02 repeatable scientific investigations to answer questions can be planned and conducted, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests, considering potential risks, planning for the safe and ethical use of equipment and materials, and obtaining permissions for investigations conducted on Country and Place or in protected areas. VC2S6I02 VIC F – 6 Science Syllabus mapping Print VIC Mapping PDF School Testimonials View All Camberwell Grammar School Feedback on: Digging Dinosaurs Thanks to Ben visiting us yesterday. The boys really enjoyed the experience! Science Show Activities Dinosaur dig out Organise your team to excavate your specimens Dan the Duck Bill Replica of a parasaurolophus skull. It's head crest made many loud sounds Dino Eggs What did they look like? What did the embryo's look like inside? Sands of Time Look at how sedimentation helps to form fossils Scaly skin Compare modern animal skins to the replica dinosaur skin Casting creatures Makes casts of ancient organism impressions Birds are Dinos? Check out the archaeopteryx, a possible precursor to modern birds For the record Geological record shows a mass extinction 65 million ago. Why did it occur? T-rex Puzzle Mix and match the right bones to form a replica T-Rex skeleton. Terry Triceratops Meet the cuddly Triceratops puppet and learn about Cretaceous herbivores Talking Teeth Work out which teeth belong to which extinct or modern animal A school fossil incursion students love! Science workshop content What Students Experience: The Palaeontology Lab Students step into the shoes of a working palaeontologist, moving from the theory of extinction to the practical reality of excavation and skeletal reconstruction. This workshop balances hands-on discovery with the latest scientific thinking. 1. The Excavation After discussing fossil formation, students join a simulated dig. They sweep out and identify replicas, discovering the “rarity of giants”—simulating the realistic abundance of marine fossils compared to rare land-dwelling dinosaurs. 2. Skeletal Assembly Replicating a real dig site, the class works together to assemble a replica T-Rex model from a pile of bones. This leads into hands-on exploration of fossilised eggs, teeth, skulls, and even replica dinosaur skin. 3. Behavioural Analysis The session concludes with our animatronic Triceratops. We examine its features to discuss how palaeontologists determine diet and defence, and why its famous frill was likely a display feature rather than armour. S St Michael’s Daceyville, NSW Our budding palaeontologists had a “roar-some” time today! It was fantastic to see the students so engaged in the excavation process and learning how to identify different fossils. A truly memorable science incursion! View on Facebook EST. 2004 Our Commitment to Quality Science Education A Trusted School Partner for 20 YearsFizzics Education delivers reliable, syllabus-aligned visits that engage students and meet the practical requirements of the Australian classroom. ✓Hands-on SafetyUsing high-quality replica materials to teach rigorous scientific concepts and field methods. ✓Verified ImpactHighly rated by teachers for classroom management and student engagement during discovery. ✓Qualified PresentersExperienced educators trained to facilitate deep-dive inquiry and student investigation. Real, Verified, Unedited Trustpilot Requirements 📊 Workshop Logistics Session Requirements 👥 Capacity & Timing 👨🎓 Attendance: Max 30 students per class. 🏫 Target: Appropriate for Years K to 6. ⏰ Duration: 60 or 90 minute versions. 🛠️ Set/Pack: 45 mins setup + 45 mins pack down. Note: Materials may be varied to suit conditions. Contact your presenter for specific focus requests. 📍 Space & Power 🏗️ Room Layout: 10 tables arranged around the edge of the room. 🔌 Power: Access to 2 standard electrical power sockets. 🪑 Seating: Chairs are not required for students during the session. Social Distancing: Contact us to tailor a program to suit your school and the State’s social distancing requirements. 🛡️ $20M Public Liability ✅ WWCC Checked 📋 Full Risk Assessments 🎓 Expert Science Educators Go Further! Complete Units of Work to Support Your Teaching Save time and engage students in STEM year-round with high-quality videos, printable experiments, and full marking rubrics. Find out more! Extend the Experience Pair this workshop with a larger stage show for groups of up to 240 students: Big Science Big Fun tick tick BOOM! Destination Moon Food Science Show Deep Blue Oceans Cost 💰 Workshop Investment Digging Dinosaurs Most Popular $580 inc. GST 60-Minute Workshop ✨ $19.33 per student (Based on 30 students) $660 inc. GST 90-Minute Workshop ✨ $22.00 per student (Based on 30 students) ✓ Early Bird: Book and pay within 7 days to receive 10% off your booking. View bulk offers & discounts 🌍 Online: Available as a LIVE interactive online class worldwide. 📍 Regional: We visit country schools via Country Science Tours. 📑 Syllabus: Print a PDF for mapping of all science visits. Ready to dig in? Call 1300 856 828 Find out more about our impact 4 Million+ Students Inspired since 2004 Trustpilot Enquire Now Extension Ideas! STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More Extension Ideas! Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More Fizzics Education Awards Related Shows Telescope Evening Years 3 and up Maximum 21 students / session School workshop (NSW only) Variable length Earth and Space Human Endeavor Physical Science Science Inquiry New South Wales Year 3 Year 4 Year 5 Year 6 Read More Enquire Now Madlab Electronics Years 5 & 6 Maximum 20 students Workshop (NSW only) 2 hours Physical Science Science Inquiry New South Wales Victoria Year 5 Year 6 Human Endeavor Read More Enquire Now …tick, tick BOOM! Years K to 6 Maximum 240 students Science show (NSW, ACT & VIC) 60 minutes Human Endeavor Physical Science Science Inquiry New South Wales Victoria Year 3 Year 4 Year 5 Year 6 Whole School Chemical Science Read More Enquire Now
Australian National Curriculum Mapping for all our science incursions Australian ACARA Content Outcomes: Science F-10 Version 9.0 Foundation explore the ways people make and use observations and questions to learn about the natural world AC9SFH01 pose questions and make predictions based on experiences AC9SFI01 Year 1 identify the basic needs of plants and animals, including air, water, food or shelter, and describe how the places they live meet those needs AC9S1U01 Year 2 explore different actions to make sounds and how to make a variety of sounds, and recognise that sound energy causes objects to vibrate AC9S2U02 Year 1 & 2 describe how people use science in their daily lives, including using patterns to make scientific predictions AC9S1H0, AC9S2H01 pose questions to explore observed simple patterns and relationships and make predictions based on experiences AC9S1I01, AC9S2I01 compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance AC9S1I05, AC9S2I05 Year 3 compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals AC9S3U01 Year 4 explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships AC9S4U01 Year 3 & 4 examine how people use data to develop scientific explanations AC9S3H01, AC9S4H01 consider how people use scientific explanations to meet a need or solve a problem AC9S3H02, AC9S4H02 pose questions to explore observed patterns and relationships and make predictions based on observations AC9S3I01, AC9S4I01 compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions AC9S3I05, AC9S4I05 Year 5 examine how particular structural features and behaviours of living things enable their survival in specific habitats AC9S5U01 Year 6 investigate the physical conditions of a habitat and analyse how the growth and survival of living things is affected by changing physical conditions AC9S6U01 Year 5 & 6 investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions AC9S5H02, AC9S6H02 pose investigable questions to identify patterns and test relationships and make reasoned predictions AC9S5I01, AC9S6I01 compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions AC9S5I05, AC9S6I05 Australian National Curriculum Mapping for all our science workshops & shows
NSW K – 10 Science Syllabus mapping NSW Science Syllabus Content A student: ST2-4LW-S compares features and characteristics of living and non-living things ST3-4LW-S examines how the environment affects the growth, survival and adaptation of living things ST3-10ES-S explains regular events in the solar system and geological events on the Earth’s surface NSW Science and Technology K–6 Syllabus (Implementation from 2027) For explanatory points & implementation advice, please visit the NESA Science and Technology K–6 Curriculum site. Early Stage 1 STE-SCI-01 identifies and describes characteristics of living things, properties of materials, and movement Examine animal bodies, their body coverings, and how and what they eat Observe and group animals based on their characteristics and justify the grouping Pose questions to compare the characteristics of living things and non-living things Stage 1 ST1-SCI-01 measures and describes changes in living things, materials, movement, Earth and the sky Examine the evidence for extinct animals Stage 2 ST2-SCI-01 uses information to investigate the solar system and the effects of energy on living, physical and geological systems Recognise that all animals are either invertebrates with no spine, or vertebrates with a spine Model how bones, muscles and joints work together to cause movement Stage 3 ST3-SCI-01 uses evidence to explain how scientific knowledge can be used to develop sustainable practices Observe behavioural and structural adaptations of plants and animals, and suggest how these may help them survive in their environments Examine evidence that environments have changed over time and continue to change NSW K – 10 Science Syllabus mapping Print NSW Mapping PDF VIC Science & Technology Content VIC Curriculum F–10 Version 2.0 For explanatory points & implementation advice, please visit the VIC Curriculum F-10 site. Foundation to Level 2 plants and animals have observable features that can be used to group them in different ways. VC2S2U01 experiences can be used as a basis for posing questions to explore observed patterns and relationships, and to make predictions. VC2S2I01 observations, findings and ideas can be shared with others by using everyday and some scientific vocabulary. VC2S2I06 Level 3 & 4 living things have characteristics that distinguish them from non-living things and things that were once living, including fossils. VC2S4U01 scientific investigations to answer questions or test predictions can be planned and conducted using provided scaffolds, including identifying the attributes of fair tests, and considering the safe use of materials and equipment. VC2S4I02 Level 5 & 6 organisms have evolved over time, as seen in fossils and scientific records; the structural features and behaviours of living organisms enable them to thrive in their environments. VC2S6U02 repeatable scientific investigations to answer questions can be planned and conducted, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests, considering potential risks, planning for the safe and ethical use of equipment and materials, and obtaining permissions for investigations conducted on Country and Place or in protected areas. VC2S6I02 VIC F – 6 Science Syllabus mapping Print VIC Mapping PDF
What Students Experience: The Palaeontology Lab Students step into the shoes of a working palaeontologist, moving from the theory of extinction to the practical reality of excavation and skeletal reconstruction. This workshop balances hands-on discovery with the latest scientific thinking. 1. The Excavation After discussing fossil formation, students join a simulated dig. They sweep out and identify replicas, discovering the “rarity of giants”—simulating the realistic abundance of marine fossils compared to rare land-dwelling dinosaurs. 2. Skeletal Assembly Replicating a real dig site, the class works together to assemble a replica T-Rex model from a pile of bones. This leads into hands-on exploration of fossilised eggs, teeth, skulls, and even replica dinosaur skin. 3. Behavioural Analysis The session concludes with our animatronic Triceratops. We examine its features to discuss how palaeontologists determine diet and defence, and why its famous frill was likely a display feature rather than armour. S St Michael’s Daceyville, NSW Our budding palaeontologists had a “roar-some” time today! It was fantastic to see the students so engaged in the excavation process and learning how to identify different fossils. A truly memorable science incursion! View on Facebook EST. 2004 Our Commitment to Quality Science Education A Trusted School Partner for 20 YearsFizzics Education delivers reliable, syllabus-aligned visits that engage students and meet the practical requirements of the Australian classroom. ✓Hands-on SafetyUsing high-quality replica materials to teach rigorous scientific concepts and field methods. ✓Verified ImpactHighly rated by teachers for classroom management and student engagement during discovery. ✓Qualified PresentersExperienced educators trained to facilitate deep-dive inquiry and student investigation. Real, Verified, Unedited Trustpilot
STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More
STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More
Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More
Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More
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