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Term 3 2025 Auckland/Kaikohe & Bay of Islands. Term 4 2025 Auckland. Term 1 2026 Auckland/SH 35/Hawke's Bay
Kia ora e hoa
Term One took us to 30 schools and 2 ECEs and now we’re back home for a bit in Māngere East. Term Two sold out faster than we expected, and since quitting social media in May, we’ve found some much-needed breathing room to think clearly and even get a new show on paper.
A big thanks to everyone who shared their views in our “Social Media – Yeah or Nah?” survey. It really helped us process our decision. It’s clear we all value the connection social media brings, even if many of us feel overwhelmed by how much we scroll and worry about losing important connections if we quit.
So here’s to less screen time and more brain scroll! You’ll see my brain ‘windows’ below and Alan’s thoughts about his latest read near the end of this newsletter.
Mā te wā, Emily
We were there that Term One weekend when everyone was snapping photos of the blood moon.
It was an incredible sight but made spotting stars tricky. Should’ve checked the lunar cycle before booking! Our Dark Sky Project guide was excellent and shared the amazing (off-script!) story of how she and her team found a fallen meteorite. Another highlight was Billy the Bard a local busker who shares stories of the stars and the land. He reminded us again of Matariki and why it continues to matter.
✨ This Matariki, we’re off to the Stardome on June 15th at 4:30pm to refresh our knowledge and catch the show ‘Matariki – Ngā Whetū o te Tau Hou’. Book tickets and watch with us!
✏️ That online Science Learning Hub webinar
✏️ That online Science Learning Hub webinar
It was so much fun learning how to take notes by drawing instead of writing! We love any PLD that gives clear, practical skills we can try out during the session and use the next day.
📺 Missed it? Catch the rerun. Free and brilliant
👀 And there’s another webinar coming up on Māori knowledge in science education. It’s free, online, and afterschool. 👉 Check it out
🎉 Science in a Van’s New Show: Full Force!
🎉 Science in a Van’s New Show: Full Force!
We’re cooking up a brand-new whole-school show to celebrate 15 years of Science in a Van!
It’s going to be big, bold, and full of fun science surprises.
📍 Auckland schools can book now for 2026
📍 SH35 and Hawke’s Bay schools can register for Term 1, 2026
🧠 Prime Minister’s Science Advisory Board
Half the new advisory board comes from the dairy industry — and there’s no one with Mātauranga Māori expertise...
🦠 Citizen Science & Flu Tracking
🦠 Citizen Science & Flu Tracking
Is it Week 25 of a thousand-week term? Somehow we’re dodging flu and COVID, but lots aren’t. If you love graphs and citizen science (we do!), jump on the Flu Survey train.
🏫 MLEs. Love ‘Em or Leave ‘Em?
🏫 MLEs. Love ‘Em or Leave ‘Em?
We’ve seen loads of massive, often beautiful shared learning spaces on our travels.
Some teachers love them, others are heading back to single-cell classrooms. What’s your take? Let us know in this newsletter anonymous survey.
✨ Going Solo
✨ Going Solo
Alan and I have been doing shows together since 2011 — even earlier if you count our Science Museum days in London! But lately, Alan’s happy to let me claim kindys as my turf. I’m not complaining as I love spending extra time after the show checking out how the incredible teachers organise their spaces, chatting to the kids, and marvelling at all the activity stations. Meanwhile, Alan gets time at home to glue our show props back together.
📅 Auckland ECEs. Extra dates are released at the start of each term.
📍 SH35 & Hawke’s Bay. Register Now for a visit in Term 1 2026!
✨ Alan’s Book Review : Nobody Knows What They’re Doing by Lee Crutchley
✨ Alan’s Book Review : Nobody Knows What They’re Doing by Lee Crutchley
The book’s themes have been bouncing around in my head lately, especially with all the chat from teachers trying to get to grips with the government’s new testing and curriculum plans.
At age 11, starting secondary school in London, I really felt like a square peg in a round hole. If I could absorb information by video and recall it orally, I smashed it. I thrived in discussion. But my reading was slow, and when it came to writing, there was a massive blockage from brain to hand. When my GCSE results arrived, I interpreted them as proof I didn’t measure up or meet the expected standard.
And yet, looking back at my time in school, there were some wonderful moments. One of my art teachers worked hard to create spaces for me to explore different styles and materials. A geography teacher took time to talk with me, letting me shape and share my opinions. And there were teachers who turned a blind eye to me hanging out in ‘out-of-bounds’ just to avoid the chaos of the playground at lunchtime.
We often get great feedback on how our shows celebrate neurodiversity and champion students who don’t always “hit the mark.” Sometimes we shrug it off as it’s just what we do. Oh my days, cover your ears while I blow my own trumpet! But here’s the takeaway: while we can’t control everything, let’s not underestimate the impact of what we can control.
A teacher or support staff member bringing a student to meet us early before a show, offering access to noise-reducing headphones, a mat to sit on, a fidget toy - all these small things can be the difference between a student staying in the show or having to leave. And that is massive.
This book will make you think about how every minute of our day feels like it has to be measured - and if it can’t be measured, it’s seen as invalid. But when we focus only on what’s measurable, what do we miss? We see spaces in schools for the unmeasurable: teacher-led Pokémon card games, a library shelf full of the latest unicorn fantasy books, journals to draw or write in which are not marked, but shared and celebrated when the student wants to.
Being assessed for dyslexia in the workplace in my 30s was a huge moment for me, and I know Emily feels a mix of relief and bittersweetness about being diagnosed with ADHD in her late 40s. So seeing the growing understanding, testing, and acceptance of neurodiversity in schools is pretty amazing.
Normally I’d end with a question, some lesson plans, curriculum links, or a call to action. But right now, when some teachers are wondering if they still fit and whether their work is valued, I just want to say this:
The things we see teachers doing for their students,whether measurable or not, are truly amazing.
The things we see teachers doing for their students,whether measurable or not, are truly amazing.
February 2025
February 2025
Kia ora e hoa
We kicked off the school year at Ōtāhuhu Intermediate, and now we’re already in Southern Canterbury! From here, we’re heading all the way down to Bluff School, looping back through the West Coast, then back on Te Ika-a-Māui through Hastings and a few more schools before making it home to Māngere East.
It’s been a fantastic start but you might have noticed, along with Mum, that we haven’t been sharing much of it on social media. That’s because we’re building up to a Facebook breakup (eeek, more on that later).
We’ve built in extra rest days this tour (wild stuff). Today, we’re parked up at Geraldine Top 10 Holiday Park, taking over the TV room, watching Te Matatini, and writing this newsletter.
We’ve lost count of how many times we’ve toured since 2011 (every year except the ‘Covid gap,’ sometimes more than once!). But this year, Alan took things up a notch, designing and building a ‘chuck box’ to help us through this 54-day stint. He loved the process (and I’m definitely reaping the benefits), and it got us thinking... could this inspire a STEAM classroom project? So, Alan’s put together his process, plus STEAM and curriculum links for you (find it at the end of this newsletter).
No Hive Mind sessions at the moment, but we’ve got a great free online session to recommend! Our mates at the Science Learning Hub are running “Drawing for Thinking – even if you ‘can’t draw’” on Tuesday 11 March 2025, 4:00-4:45 pm. It’s all about simple, achievable drawing techniques to help you and your students generate ideas, plan, take memorable notes, and communicate concepts. All super useful science-y skills! We’ve signed up and are hoping to join live… unless we get side tracked by opshops and cheese rolls while travelling from Invercargill to Gore after visiting Fernworth Primary! If we miss it, fingers crossed, they add it to their vast pre-recorded PLD sessions collection.
More stories, ideas and a heads-up that Term 2 is nearly booked out - read on!
Mā te wā, Emily
We started off our Big Term One Tour close to home with two days at Ōtāhuhu Intermediate.
The first day we were greeted by three student leaders who showed us where to sign in, checked the timetable with us and ensured we had everything we needed. It was obvious that students, staff and whānau were all part of the learning journey and they know how to make it fun too!
Click the images to see some creative, hilarious ideas to retain high attendance.
Ka rawe!
Quick question, how do you feel about social media these days? Are you still loving it? Wish you could take a step back? On this Big Term One Tour road trip this topic has kept us occupied for hours as we talk about the pros and cons.
So, after years of posting, commenting and (mostly) scrolling (we’ve started in 2008 with personal facebook profiles and posted as Science in a Van for the first time in 2011!), we’ve decided we are disconnecting from Facebook and Instagram in May 2025.
We’ve had some lovely connections made with social media. It’s been nice to support others and so many of you have encouraged us on these platforms - thank you! We know social media is still a great tool for many, especially for schools to keep whānau up-to-date with what’s going on, so we’ll keep linking to school posts on our Educator Endorsements page.
We’re not disappearing! We’d love to stay connected in ways that feel more like us:
📩 We’ll still be sending out this newsletter! It’s where you’ll find out what we’re up to, tour updates, classroom ideas, behind-the-scenes stories, and yes, probably a cat gif or two.
📅 How about a chat? It’s easy for you to book a quick chat with us using Calendly (it’s a pretty neat app that lets you know which times we’re free).
💡 Sharing resources is something we’ll always love. Over the years we’ve gathered so many great FREE classroom resources that are now all on the one page of our website. (If you have links to other resources that you’ve found useful, please let us know, and we can add them to the site.)
Do you ever think about stepping back from social media? Do you still enjoy it? We would love you to add to this road trip convo! 🛟Take a minute and complete this quick, anonymous survey 🛟
Does the World Need One More Box?
Can boxes be more than just things that hold stuff in your classroom?
I've been on a bit of a journey thinking about the title of this article. Have I found an answer to the opening question?
Being part of the Hackland community, a Makerspace in Auckland for two years, has allowed me to make some cool things. We’ve been visiting schools since 2011, and we’re always finding areas to fine-tune. Whenever we're out on tour, we like to carry a few kitchen supplies with us to cook on the road. But, this often turns into a cluttered mess of boxes, and we end up having to empty them to find anything.
As we were preparing for our Big Term 1 Tour in 2025, we decided to create a purpose-built kitchen system. Surprise, surprise, I wasn’t the first to think of this! The term "Chuck Box" was added to my vocabulary. A Chuck Box is a box you can pack into your vehicle to use as a camp kitchen. It was exciting to see the problem-solving involved, but I also realised that this is not a one-size-fits-all solution.
Here’s how I started planning the Chuck Box:
I measured the boxes I already used.
I measured the storage shelves in our van.
I gathered all the items I would need to figure out what space each would take up.
Then, I started drawing design ideas.
I searched for more conveniently sized items.
I drew up plans.
And then, I started to build.
Finding more convenient items was a fun part of the process. Olive oil and canola oil bottles are typically tall and narrow, but the apple cider vinegar bottle we had was wider and shorter, yet still held 500mls. So, I repurposed one for olive oil and the other for canola oil. I love drip-pour coffee, so I needed several small items for that. First up, I realised I didn’t need to carry a grinder if I brought pre-ground coffee. While in Singapore, I tried a Vietnamese coffee and loved the small, compact filter machine, which didn't need separate filter paper. On tour, we also found a small set of scales at an op shop.
As I built the box, I felt the pressure of getting the external measurements just right, but the internal measurements had to fit everything, too. I constantly checked to make sure things fit, tried different configurations, and made adjustments on the fly.
So, the box got made, and two weeks into our South Island tour, the benefits are already showing themselves:
Everything has a space, and everything stays in its space.
All items are stored safely and are protected.
Thanks to a small gas stove, camping kettle, and pot, we can make tea/coffee and cook anywhere. (We even heated up soup in a park!)
How Could My Experience Benefit You Teaching in Your Classroom?
The process of designing and making a box really hits the STEAM subjects:
Science: What forces are acting on the box? Consider both what's inside and what's outside. Are the boxes stacked? What materials are used? Think about strength and weight.
Technology: What technologies are available? Think of items like Vietnamese coffee makers.
Engineering: I avoided hardware like handles or hinges to keep the weight down and reduce the chance of failure. But I had to come up with ways to make the lid stay put and ensure the two boxes held together when stacked.
Art: The boxes are highly functional, but I made design choices around black screws, bare wood, and labels.
Mathematics: I had to calculate internal and external measurements, as well as volume and weight.
Other Curriculum Links:
Science / Material World / Nature of Science: What materials could we use? What would work well and why? What are the properties of these materials that make them a good choice? Let’s try it out and see what happens. Can we make any improvements?
Geometry and Measurement: What units and devices will we use to measure length, area, volume, capacity, and weight? How can we sort objects by their spatial features and justify it? What shapes are found in boxes and containers?
I think a discussion around your class’s lunchboxes could be a lot of fun. It’d be interesting to explore the difference in design and materials, and how these choices might be affected by what’s being stored inside.
Does the World Need One More Box?
I believe so. Imagine if each student chose a small item that’s special to them—like shells from a beach, a keepsake, a mouth guard, collector cards, or pencils. Then, they’d design a box to fit that item, making decisions around size and compartments. Offering a selection of pre-made boxes can be a great option because it makes things easier in some ways; you're not starting from scratch, but you're still challenged by the constraints of those boxes.
November 2024
November 2024
Kia ora e hoa
About three times a week (at least!), we look at each other and say, “Really, this is how we pay the rent?” Even after all this time, we’re still love our mahi and are incredibly grateful.
Our admiration for teachers keeps growing too. While we might provide the ‘hook’ - giant bubbles for chemistry, rubber chicken launches for physics, and whip-cracking for the science of sound - we know that the deep thinking and sustained learning all happen in the classroom.
Our science shows are often part of a broader learning journey and it’s interesting to see more schools embracing a single theme for the entire year. Each syndicate can explore the theme in ways that suit their learners, and sometimes a subject area, like science, takes the lead for a term’s exploration. It really works a treat!
Big credit to Conifer Grove School, who have embraced a conceptual curriculum.
They explore each concept through science, social studies (including Aotearoa NZ histories), technology (including digital technology), health, and the arts. Here’s four years of their inspiring ‘Big Understanding’ concepts:
Sustainability: ‘People contribute to a sustainable future by taking economic, environmental and/or social action’
Innovation: People innovate to meet their needs and wants, explore new possibilities and/or overcome barriers
Identity: Identity is shaped by relationships, connections and the environment.
Change: Change occurs in different ways which may initiate reactions, opportunities and /or challenges.
One downside of our work?
Missing out on the classroom magic after we leave. We love getting videos that give us a glimpse into that goodness!
Papatoetoe West produces some outstanding snapshot videos!
It’s also great (revealing and funny) when we get emails from teachers with questions that students ask after the show.
The Year 2’s at Gladstone Primary had some good ones!
As planning for 2025 begins, join us and our friends from the Science Learning Hub
for our last Hive Mind of the year
on Thursday, 7 November, at 4 pm via Zoom.
It’s a relaxed 45-minute session to connect, share ideas with other teachers, and get a sneak peek at next year’s Primary Science Week theme.
Yes, it’s a free PLD but we’d prefer to call it the first of the ‘end-of-year’ gatherings (without having to bring a plate)! We’d love to see you.
Kia pai tō rā, Emily and Alan
PS: Keep scrolling – only six spots left in the Big Term One Tour 2025
and how to get past Hive Mind resources in your inbox.
The Big Term One Tour 2025 is nearly fully booked!
Due to a few scheduling changes the following spots are available.
It’s first in, first served. We’ll only be visiting these areas ONCE in 2025.
Dunedin : Monday 3rd March 2025
Christchurch : Monday 17th March 2025
Lower Hutt : Friday 28th March 2025
Hastings & Napier : Thursday 3rd April 2025 & Friday 4th April 2025
Whakatāne : Wednesday 9th April 2025 & Thursday 10th April 2025
Use this form to lock in your booking
Big Term One Tour 2025 Schedule 19 Feb 2025 : Ōakura School | 20 Feb 2025 : Mosston School | 21 Feb 2025 : Te Kura-ā-iwi o Whakatupuranga Rua Mano | 24 Feb 2025 : Rakaia School | 26 Feb 2025 : Beaconsfield School | 27 Feb 2025 : Timaru South School | 28 Feb 2025 : Port Chalmers School | 4 Mar 2025 : Bradford Primary | 5 Mar 2025 : Clutha Valley School | 6 Mar 2025 : The Catlins Area School | 7 Mar 2025 : Mataura School | 10 Mar 2025 : Bluff School, Heddon Bush School | 11 Mar 2025 : Fernworth Primary School | 12 Mar 2025 : Waikaka School, Balfour School | 13 Mar 2025 : Omakau School | 14 Mar 2025 : Te Kura O Take Kārara | 18 Mar 2025 : Kaiapoi North School | 20 Mar 2025 : Southbrook School | 24 Mar 2025 : St Patrick's School | 25 Mar 2025 : Westport South School | 26 Mar 2025 : Reefton Area School, Awahono School - Grey Valley | 1 Apr 2025 : Tamatea Primary School | 2 Apr 2025 : Hereworth School | 7 Apr 2025 : Awakeri School | 8 Apr 2025 : Te Kura o Te Pāroa
In Tāmaki Makaurau? Book now for Terms 2, 3 and 4 2025!
September 2024
September 2024
Kia ora e hoa
We hope you're staying warm and healthy. This term, we've been visiting schools across Te Tai Tokerau, Tāmaki Makaurau, and Ruapehu, experiencing all kinds of weather along the way.
Sometimes winter feels like it’s all inside lunch and TV right? Once the Paralympic Games finishes we might get back to a normal sleeping routine. The Olympics was a great distraction but we’ve had one too many conversations about whether we’re all caught up in a Hunger Games scenario 😆
Join us this month for …
Hive Mind FREE online PLD with Science Learning Hub
AND
Alan is in the Auckland Fringe Festival!
Not a science show friends, a Magic Show! 🪄
If you’re in our part of the motu, book a babysitter and get your tickets. Opening night is tonight and sold out, but there are still evening shows on the 7th, 14th, 20th, and 21st of September!
Not into magic or FREE online PLDs but still keen on accessible, engaging and cheap (as in 💰) classroom ideas, keep scrolling!
Kia pai tō rā, Emily and Alan
We hope you haven’t forgotten to register for the Big Term One Tour 2025!
🚧 The deadline to register is the end of Term 3 🚧
A truckload of schools from Te Wai Pounamu have already signed up—thank you!
If you're in the lower North Island, we’ll be passing through, so don’t miss out!
💡Ideas for exploring the properties of a material with our five senses.💡
💡Ideas for exploring the properties of a material with our five senses.💡
Remember, you don’t need all the answers, just have fun!
Remember, you don’t need all the answers, just have fun!
Exploring material properties, classifying materials and how materials can change is super fun and is a huge part of our ‘Wonderful World of Bubbles’ science show. With the audience we explore how some materials mix and others don’t by trying to mix cooking oil and water. To ensure everyone can see the water, we add blue food colouring.
We love that we found a fun way of exploring the nature of science… by mistake.
We love that we found a fun way of exploring the nature of science… by mistake.
One day we forgot to add the food colouring before the show started. With 200 kids looking on, we improvised and dramatically added it to the water. As it mixed and swirled the crowd went oh and ahhh. So, we did it during the next show too. Soon it became a whole new section to introduce the scientific process.
💭
What do you think will happen when we add the food colouring?
💭
Shall we test it out?
💭
What can you see?
💭
What else can we try/change?
If we only used our sense of sight, we might mistake vinegar for water.
💭But do they smell and taste the same?
As we know, when vinegar and baking soda mix, this combo of materials and their properties create a reaction. Hmmm, water and baking soda don’t do the same thing ….
💭What’s the difference?
Only 10 days left on our 2024 booking calendar! If you're in Tāmaki Makaurau, have budget to spend and want to kick off Term 4 with an exciting experience for your students, now’s the time to book. With six different school science shows and a special ECE version of "The Wonderful World of Bubbles" for under 5s, there’s something for everyone.
Wondering about costs, schedules, or setup? All the answers are just a click away.
💡 We’re loving Paekupu.
Thanks to Whaea Tarraleigh (Whangamarino School), we’ve discovered you can create, store, and share kupu lists. There’s vocab lists for each of our science shows on your (semi-secret!) teacher resources page.
The theme of Term 3 FREE online PLD Hive Mind is playdough. We can’t wait to hear if anyone has used squishy circuits in their classroom.
Science Learning Hub has been amazing once again. Angela has come up with a recipe and a way in which each individual student can make a small amount.
💡To make it easy, place the ingredients, the amounts and the tools needed to measure that ingredient together. Each student ‘visits’ each ingredient and collects what they need into their own bowl.
Dry Ingredients/Materials
Dry Ingredients/Materials
🥄1/3 cup of flour
🥄2 tablespoons of salt
🥄¼ teaspoon baking soda
Before mixing the dry ingredients together with a fork, students could record/discuss the properties of the materials.
Easy prompt to explore using their five senses.
💭How are these materials similar?
💭How are they different?
💭Which material feels the most soft/hard?
Wet Ingredients/Materials
Wet Ingredients/Materials
🥄2 tablespoons of hot water (could be from the tap, depending on your students/set up)
🥄A few drops of food colouring
🥄1 tablespoon of vegetable oil
Before mixing in the wet ingredients;
💭Do the wet ingredient mix on their own?
💭What happens after…Two, six, ten stirs with the fork?
💭How does it change while we knead it together with our hands?
At Science in a Van, we believe mess = learning!
💭After this is all done, what happens when you add different coloured drops of food colouring?
No need for gloves—there’s already enough soft plastic in the world, right?
There’s a heap of links to the curriculum, (use them while you can 😆) here’s just a few …
Material World, Properties and Changes of Matter: Level 2
Material World, Properties and Changes of Matter: Level 2
Observe, describe, and compare physical and chemical properties of common materials and changes that occur when materials are mixed, heated, or cooled.
Material World, Chemistry and Society : Level 2
Material World, Chemistry and Society : Level 2
Find out about the uses of common materials and relate these to their observed properties.
Nature of Science, Investigating in Science : Level 3
Nature of Science, Investigating in Science : Level 3
Build on prior experiences, working together to share and examine their own and others’ knowledge.
Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.
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