This is a limited time only offer to help us parents through the current lockdown. The table below shows the order of boxes, the topic and the areas of the primary curriculum that they explore. All our boxes are made to encourage children to think and work scientifically, to make predictions, conduct test and analyse results. Click here if you are having trouble seeing the table on smaller devices.
| Date shipped |
Theme |
Activities |
Curriculum links |
| 8th Jan |
Mighty Microbeasts
|
Burping Yeast
Make a microbe |
Living things and habitats/Evolution and inheritance:
- identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
- describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro- organisms, plants and animals
- recognise that living things can be grouped in a variety of ways
-
recognise that environments can change and that this can sometimes pose dangers to living things.
-
explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
|
| 15th Jan |
Light Fantastic
|
Down Periscope
Mystic Marbles |
Engineering and design:
- use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
- select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
- apply their understanding of how to strengthen, stiffen and reinforce more complex structures
Light:
- recognise that they need light in order to see things and that dark is the absence of light
- notice that light is reflected from surfaces
- recognise that light appears to travel in straight lines
- use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
- explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
|
| 22nd Jan |
Cool Crystals
|
Sparkling Snowflakes
Goldrush |
States of matter/ Properties and changes of materials
- compare and group materials together, according to whether they are solids, liquids or gases
- observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
- identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
- know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
|
| 29th Jan |
Spooky Science
|
Dracula’s cloak
Build a bone |
States of matter/ Properties and changes of materials Materials and properties:
- know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
- demonstrate that dissolving, mixing and changes of state are reversible changes
- explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.
- identify that humans and some other animals have skeletons and muscles for support, protection and movement.
Engineering and design:
- select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
- apply their understanding of how to strengthen, stiffen and reinforce more complex structures
|
| 5th Feb |
Magnificent Magnets
|
Make a magnet
Magnetic money trap
Make a compass |
Forces and Magnets:
- notice that some forces need contact between two objects, but magnetic forces can act at a distance
- observe how magnets attract or repel each other and attract some materials and not others
- compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
- describe magnets as having two poles
- predict whether two magnets will attract or repel each other, depending on which poles are facing.
Engineering and design:
- select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
- apply their understanding of how to strengthen, stiffen and reinforce more complex structures
|
| 12th Feb |
Bees and pollinators
|
Bumblebee B&B
Flower Power |
Plants, animals and habitats:
- identify and describe the functions of different parts of flowering plants
- explore the requirements of plants for life and growth
- explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal
- recognise that environments can change and that this can sometimes pose dangers to living things.
Engineering and design:
- select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
- apply their understanding of how to strengthen, stiffen and reinforce more complex structures
|
We’ve never used single use plastic packaging (and are working with suppliers to try and stop them doing it too!)
All our Boxes are invented and manufactured in Oxfordshire.
Postage of £2 will be added at checkout and to each renewal.
You can cancel at any time.
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