Whizz Pop Bang is a science magazine for kids, covering the key topics taught at school as part of the KS1 and KS2 primary science curriculum. To accompany the magazine, schools can subscribe to receive new science resources every month. These downloadable resources help teachers deliver accurate and engaging lessons, providing children with a deeper understanding of scientific concepts. All Whizz Pop Bang resources are tried and tested by science teachers, and kids!
Uncover hours of fun with this Ultimate Gemstone Dig Kit from National Geographic!
The extra-large dig brick has 20 amazing gemstones hidden inside. Your kids will love discovering them all using the included dig tool and brush and then get a close-up view of each with the magnifying glass. A full-colour learning guide provides fascinating facts about each gemstone, and easy-to-follow instructions make excavating each gemstone a whole lot of fun! Gemstones include two types of agate, three types of quartz, tiger’s eye, snowflake obsidian, amethyst, aragonite, aventurine, hematite, desert rose, a geode piece, green fluorite, pyrite, red jasper, sodalite, turquenite, blue calcite, and labradorite.
Explore glow-in-the-dark science with PUTTY, SLIME, CRYSTALS AND MORE!
The days are getting shorter and the nights are drawing in but fear not, this fun STEM kit from Bandai is sure to brighten any dark evening! Inquisitive minds will love discovering the world of glow-in-the-dark by making glowing slime and growing their own crystals! We’ve got THREE Glow-in-the-Dark Mega Science Kits to give away!
The National Geographic Glow-in-the-Dark Mega Science Kit is an astounding collection of experiments and activities that all glow when the lights are out! Inside the kit, you’ll find a crystal growing set that produces a glow-in-the-dark crystal specimen you can proudly display.
There are two DIY slime packs in this kit as well, allowing you to mix and play with your own glow-in-the-dark purple and green slime! And glow-in-the-dark putty will astound kids as they use the included UV light keychain to draw pictures and words that glow when the lights are off!
There is so much included in this Mega Kit: one glowing crystal seed, two DIY slime powders in glowing green and glowing purple, two slime containers, one glowing putty in a storage tin, one wernerite rock, one UV light, and a full-colour learning guide that takes you through each experiment step by step.
To celebrate Black History Month and Mae Jemison’s birthday on 17th October, we’re giving away a free sample page from Whizz Pop Bang magazine – a feature all about engineer, doctor, astronaut, dancer and scientist, Dr Mae Jemison.
And that’s not all… if you’re looking for primary science teaching resources or reading comprehensions, you’re in luck. Keep scrolling to find a heap of resources linked to this biography text!
Find out more about this teaching resource that’s perfect to use during Black History Month:
A biography text for year 3 and P4, linking to the topics animals including humans and body systems and cells, on the remarkable scientist Mae Jemison. Mae Jemison trained to be a dancer, engineer, scientist and astronaut! Mae also spends lots of time teaching and encouraging young people to become scientists, no matter what their background. She wants us all to reach for the stars, and she is still doing this herself by leading a project to develop the science and engineering needed to travel to a different solar system in the next 100 years. Mae doesn’t want anyone to be left out.
Year groups: Year 3 and P4 Topics: Animals including humans
This downloadable reading pack includes:
An A3 reading spread for you to print.
Reading comprehension question and answer sheets, differentiated using our magnifying glasses key (on the bottom right). One magnifying glass indicates easier and two means harder.
Our award-winning resources… 🧪Are compiled by expert teachers and scientists 🧪 Bring science to life in your child’s classroom 🧪 Are easy to download 🧪 Make planning science lessons simple 🧪 Link to the National Curriculum for England and the Scottish Curriculum for Excellence for primary schools
Our award-winning downloadable resources make it easy for teachers to teach inspirational science to primary school children. We have a huge library of over 300 curriculum-linked science and reading resources, including hands-on science lesson plans, stimulating science reading comprehensions and science vocabulary posters.
Your school can download FREE sample resource packs via our website, and claim a FREE copy of Whizz Pop Bang magazine, too! Simply click ‘Sign up for FREE resources‘ on our schools page…
Teachers say…
The lesson plans from Whizz Pop Bang are fantastic – exactly what teachers want! Written by teachers, for teachers, they are clearly laid out and concisely written so you can pick them up and use them straight away.” Paul Tyler, Primary Science Lead, Glasgow
“The resources and magazines are linked to the science curriculum and support cross-subject learning. Plus they’re bursting with awesome experiments that my less confident colleagues can teach with ease!” Kay Wilkie, Shawridge Primary School
Our award-winning downloadable resources make it easy for teachers to teach inspirational science to primary school children. We have a huge library of over 300 curriculum-linked science and reading resources, including hands-on science lesson plans, stimulating science reading comprehensions and science vocabulary posters.
We’d love it if you could help us to spread the love of science into more primary schools – simply tell your child’s teacher, school or PTA about Whizz Pop Bang’s award-winning, time-saving school resources.
Our award-winning resources… 🧪Are compiled by expert teachers and scientists 🧪 Bring science to life in your child’s classroom 🧪 Are easy to download 🧪 Make planning science lessons simple 🧪 Link to the National Curriculum for England and the Scottish Curriculum for Excellence for primary schools
Claim FREE samples for your school
Your school can download FREE sample resource packs via our website, and claim a FREE copy of Whizz Pop Bang magazine, too! Simply click ‘Sign up for FREE resources‘ on our schools page…
The lesson plans from Whizz Pop Bang are fantastic – exactly what teachers want! Written by teachers, for teachers, they are clearly laid out and concisely written so you can pick them up and use them straight away.” Paul Tyler, Primary Science Lead, Glasgow
“The resources and magazines are linked to the science curriculum and support cross-subject learning. Plus they’re bursting with awesome experiments that my less confident colleagues can teach with ease!” Kay Wilkie, Shawridge Primary School
Astronaut Tim Peake travelled to the International Space Station in 2015 and spent 186 days orbiting the Earth and has shared some tales from this epic adventure with Whizz Pop Bang magazine in this brilliant blog post: Tim Peake spills the beans on life in space!
He’s also just published his first children’s book, along with bestselling author Steve Cole, based on space-age science and technology: Swarm Rising. We’ve got SIX COPIES to give away!
When Danny is kidnapped by Adi – who can run through brick walls and make cars drive on water – he realises that all humans are in danger. Adi is part of a super-advanced hive mind, the Swarm, which intends to protect the Earth from the environmental catastrophe caused by the human race.
Adi – Alien Digital Intelligence in the form of a girl – can bend the laws of physics and control digital data, but as a digital being she wants to know what it’s like to be human. Which is where Danny comes in.
But what exactly is the ‘help’ the secretive Swarm is offering? Can Danny and his friend Jamila help Adi stop the Swarm Agents and give humanity a second chance?
Tim Peake spent 186 days on the International Space Station between 15 December 2015 and 18 June 2016 and has shared some of his amazing experiences with Whizz Pop Bang magazine. He’s also just published his first children’s book, along with bestselling author Steve Cole, based on space-age science and technology: Swarm Rising. Find out how you could win a copy here!
European Space Agency astronaut, Tim Peake.
How did you feel when you were preparing to go into space?
“I had so many feelings! On the one hand, there was a huge amount of excitement and adrenaline. The trip was a culmination of years of work and effort, so I was really looking forward to it. I was a little bit apprehensive as well – obviously there’s a rocket launch to go through, and then all eyes are on you. The eyes of the agency, the eyes of your crew mates, the eyes of the nation watching! There are times when you just have to step up to the plate and perform.
Catching a visiting cargo vehicle is a one-person job: it is your responsibility to connect an entire space station to an entire cargo vehicle, and nobody else can help with that. These tasks are very, very high-pressure!
I felt that pressure – as sports people do when they have to perform – when I went out on the space walk. So I was definitely apprehensive, but the majority of my feelings were excitement and adrenaline. Being up there on the space station is such a privilege and everyone supports you to try and be the best that you can be.”
What’s it like looking at Earth from space?
“I just loved looking down at Kamchatka on the east coast of Russia, for example, and seeing a volcano smoking away. I’d think, ‘Nobody but me knows that volcano is erupting,’ because there literally are no humans within 2000 square miles of that location. It’s just wonderful that you can visualise the entire planet having been around it about 3000 times.
There’s nowhere on Earth that I don’t know now. Although clearly, I haven’t visited every country, I’ve got a different perspective of the planet.
It’s very serene in space. It’s a beautiful environment to be in; weightlessness, to be floating, to be looking down, just gracefully passing over the Earth without any noise, no vibration. It’s a beautiful, beautiful feeling.”
Did you look out for aliens!?
“Absolutely! The funny thing about looking out away from Earth is that in the daytime, you just see the blackness of space. It’s a very strange black – the blackest black you’ll ever see. Here on Earth we never really see black like this, because there’s always ambient light around.
In space – wow! You feel like you’re falling into the void when you look out at the blackness of space. And of course, there are no stars because the Sun is so bright that it blinds out the light of the other stars. You can only see this black abyss.
At night, when we are in the Earth’s shadow, all the stars come out. It’s beautiful to look the other direction: you can see 100 billion stars making up the Milky Way with no light pollution. The interesting thing is, you can’t see other satellites which you can see clearly from Earth – I look up at the night sky here, and I’m always seeing satellites going overhead. But in space, because we’re travelling so fast, it’s very, very hard to see another satellite that’s also travelling very fast with the naked eye. So we don’t see lights coming towards us in space.”
What’s bedtime like in space?
“Sleeping in weightlessness is lovely once you get used to it. It’s a bit tough to begin with, because your body doesn’t know to go to sleep. Here on Earth, every day of our lives we lie down at bedtime, rest our heads on pillows, and these actions are such strong triggers to make us fall asleep. When you don’t have those triggers, you float around all day, you float into your crew quarter, you zip up a sleeping bag, you can switch off the lights, you can put in some earplugs in but your body says, ‘What now?’ Once you get used to it and your body can fall asleep, wow, it’s a lovely sleep. There are no pressure points, no tossing and turning, no restlessness and you wake up completely relaxed.
We only need six hours’ sleep maximum on the space station because the quality of sleep is so good.
I used to like to strap my sleeping bag loosely using tie wraps, just enough to allow me to float around a little bit – not so much that I’d bang my head on the roof, but enough to enjoy that floating experience.”
How do you eat on the ISS?
“You get very unpopular with your crew mates if you open a packet of crisps or something like that!
Crumbs go everywhere, even in people’s eyes, all week long – so we try and avoid that.
I had bags of pistachio nuts, already shelled, but they were a treat that were sent up in care packages every now and again. You just had to be careful about how you eat that kind of thing. But yes, you don’t really want to have crumbs in the space station!”
For fans of Alex Rider, Young Bond and Cherub, this exciting action-adventure is the first children’s book from astronaut Tim Peake and bestselling author Steve Cole, and is based on space-age science and technology.
When Danny is kidnapped by Adi – who can run through brick walls and make cars drive on water – he realises that all humans are in danger. Adi is part of a super-advanced hive mind, the Swarm, which intends to protect the Earth from the environmental catastrophe caused by the human race.
Adi – Alien Digital Intelligence in the form of a girl – can bend the laws of physics and control digital data, but as a digital being she wants to know what it’s like to be human. Which is where Danny comes in.
But what exactly is the ‘help’ the secretive Swarm is offering? Can Danny and his friend Jamila help Adi stop the Swarm Agents and give humanity a second chance?
Do you want to cover climate change in KS2 but don’t know where to start?
Climate change is not specifically mentioned in the National Curriculum, but we all know it’s an important topic that we need to teach. However, it is quite a complex subject and can be hard to explain to primary-age children.
We have dedicated a whole magazine to explaining this topic in a child-friendly way, without making it feel scary.
How to explain greenhouse gases to Year 3 and 4, to help them understand how our planet is getting warmer.
In our library of downloadable science teaching resources, you’ll find a new lesson pack that explains what climate change is, using simple terms so children can easily understand it. The lesson plan includes a simple experiment that uses chocolate, an upturned glass and a sunny spot to demonstrate the greenhouse effect.
Year 3 and 4 Climate change lesson pack
Climate change can be a scary subject, so we’ve tried to make the messaging as positive as possible so that children understand that if we act now, it’s not too late. Even though they might not be old enough to vote or make rules about the way we live, they are never too young to speak up and influence those in power. We have included a flow chart to help them identify ways in which they are able to make positive changes towards helping to stop global heating. We have also included a climate pledge for children to fill in. Maybe your whole class could make a climate pledge together to display in class so that you can keep checking in and making sure you are all sticking to it.
How can I create a climate change debate in my classroom?
Debates are a great way to get children inspired and motivated. In our Year 5 and 6 pack, we have written a fictitious letter from a made-up sustainable energy department, stating that it would like to offer a few schools in the area some renewable energy resources. Your pupils can debate where might be a good place to install wind turbines or solar panels on your school premises and how the scheme might impact school life. The discussion pack also includes two explanation texts, one on solar panels and the other on wind turbines.
Year 5 and 6 Save our planet lesson pack
Guided reading
To help consolidate pupils’ learning, why not introduce some climate-themed reading into your English sessions from our downloadable reading resources?
We have an inspirational information text for Year 5 readers, showcasing the achievements of ten amazing young climate activists.
Inspire your Year 4 class by reading about the life of sensational scientist David Attenborough.
There’s a fascinating explanation text on wind turbines for Year 3.
For Year 6, we have an interview with plant biologist Professor Joanne Chory, who realised that she could use her knowledge of biology to help solve the problem of climate change.
“Great resources! Using as a whole class reading text – my year 4 class will love it! Lovely, visual text in the format of an interview and a good range of questions, (including ‘test style’) which all fit nicely into the VIPERS strands! Thank you!”
Are you teaching the topic ‘Living things and habitats’ in Year 2?
As part of the sequence of lessons in your medium-term plan, you’ve probably arranged for your class to go on a hunt for some minibeasts. This is a really fun and engaging activity, but once the children find the bugs, can they tell you what they are? Do they know which minibeasts are insects?
Learning to identify insects
We have an excellent lesson plan that you can use before the children go on their bug hunt. It will help children learn how to identify insects from other creepy-crawlies, which is an important skill to learn in preparation for classifying animals in Year 4. The downloadable lesson pack includes a lesson plan that links to the National Curriculum and gives ideas for previous and future learning.
Insect lesson plan Year 2
The PowerPoint presentation explains how to identify an insect.
One slide from the PowerPoint presentation included in the lesson pack
Make sock insects!
Your class can then apply their newly acquired knowledge by making fun sock insects! This project requires no sewing, upcycles old socks and it’s perfect for both visual and kinesthetic learners. They each just need to make sure that their cuddly insect has three body parts (a head, thorax and abdomen), as well as six legs. They could also add wings and antennae if they like.
To help with the lesson, we have included detailed images of some insects. These clearly show the body parts to help children to identify the things they must include on their sock insect. To support your less able learners, we’ve included a visual set of instructions that can be followed with help from your teaching assistant.
To stretch your top scientists, there’s a spot-the-odd-one-out activity. A rogue creepy-crawly has found its way onto the page with the other insects. The challenge is to find the minibeast that isn’t an insect, and then use one of the insects as a model for their sock toy. It’s important that throughout the lesson you talk about how to identify whether a bug is an insect. By the end of the lesson, the children should be able to identify that an earwig is an insect, but a woodlouse or a spider is not.
Create an insect display
Once the children have made their sock insects, you could create a fabulous display of them in your classroom. If you would like pupils to revisit their learning, ask them to create labels for each part of the insect and then add those to the display, or alternatively take photographs and pop them in their science books for evidence of the lesson. Make sure you share your photos with us too! Use the hashtag @whizzpopbangmag or post them to our Teacher Facebook Group – join here
For your next lesson, the children can go out and find minibeasts, but unlike when they did this activity in Reception or Year 1, this time they will have the knowledge to identify the insects.
Make insect collectors
Here are some instructions on how to make pooters. You can use these to collect insects safely and humanely, observe them, and then release the insects back into their habitats. Download these instructions for FREE
To help consolidate pupils’ learning, why not introduce some insect-themed reading into your English sessions? Download our fascinating reading comprehension about ants. Since it’s for Year 2, the text and questions have been differentiated for different abilities.
Year 2 Non-chronological report on ants
Whizz Pop Bang magazine and teaching resources are brilliant ways to enhance your school’s science teaching:
We provide downloadable science lesson plans, PowerPoint presentations, hands-on investigations and science reading comprehensions written by primary school teachers.
Whizz Pop Bang teaching resources link to the National Curriculum, ensuring correct coverage.
All of our resources are year group specific, ensuring progression between the years.
We make cross-curricular links to other subjects, such as English, Maths, History, Geography, Art, Design and Technology and PSHE.
Prices from as little as £190 per year for a copy of Whizz Pop Bang magazine through the post each month and whole-school access to our ever-growing library of downloadable teaching resources, with unlimited teacher logins.
We’ve also just launched a new individual membership option so teachers and home educators can access all of our amazing downloadable resources for just £20 for the whole year. https://www.whizzpopbang.com/schools/#subscribe
“Using Whizz Pop Bang school resources has enabled investigations to be an integral part of my science planning. I now have investigations and experiments throughout my planning rather than just at the end. The lessons are easy to resource and the pack has everything I need to teach the lesson so it saves me time as well!” Louise Hampson, Year 3 teacher
Darren had so many brilliant stories to share that we couldn’t fit them all in the issue, so here’s some more from the man who digs in poo to find dung beetles…
“I’ve been obsessed with insects since I was at junior school.”
In my early teens, I joined the Amateur Entomologist’s Society and through their magazine I learnt lots of new things and that there were even more books on insects! Remember, this is before the internet existed. Through this group I bought a secondhand copy of A Coleopterists’ Handbook’ – an entire book on beetles, including how to find them, and this became my instruction manual for the next few years and what got me interested in beetles.
A dung beetle in some dung! Photo: Darren Mann
“The first time I went through the entire process of collecting, preserving, and identifying specimens on my own, I felt a real sense of achievement.”
I went out again, and again, and, well you get the picture. I spent hours searching dung, finding beetles, and because I did it so much, I got quite good at finding and identifying them. I became the Warwickshire county recorder for dung beetles and their allies and found some quite rare ones, including a few species not discovered in the county before. The excitement of getting a first county record has never worn off and it is always a privilege to be the first person to find something new.
“I’ve now worked at the Oxford Museum of Natural History for over 20 years”
My favourite space is the Westwood Room, named after the first professor of Zoology at Oxford – John O. Westwood. It has an open fireplace carved with a hawkmoth and stag beetle life cycle, hanging above is a portrait of the great beetle hunter, the Reverend Canon Fowler, and it housed the British Insect collection, including all the dung beetles.
“I’m currently working on a project moving over a million British insects into a new space”
One of the museum’s major projects, supported through The National Lottery Heritage Fund is HOPE for the Future which aims to move all the British insects out of the Westwood Room and into new storerooms in shiny new pest proof cabinets. The room will then be refurbished to accommodate teaching, workshops, exhibitions and maybe even some bug handling sessions. The first stage in any large project is applying for funding, you need money to employ people and buy stuff. We spent many hours working on the application, discussing logistics, costings, and delivery plans. With over a million British insects, we needed extra help. Training and working with volunteers is an important part of my role. For this project, there was a team of twelve volunteers, counting and cataloguing the insect collection – this took quite a long time due to the sheer number of insects involved.
“I dream of going dung beetling in medieval Britain!”
Many of our insects were collected by famous entomologists from places that I have also visited. It gives you a sense of connection to the Victorian bug hunters and sometimes a little beetle envy creeps in, as many of their old haunts have been lost or the species is now almost extinct in the UK. If there is ever a time machine built, I want to go dung beetling in medieval Britain, searching the dung of the extinct Aurochs and visit Deal sandhills with Commander JJ Walker before it was developed into a golf course.
“I also give tours at the museum”
Another aspect of my job is public engagement, talking to people about the Museum and the collections, giving behind the scenes tours and hosting visitors and researchers. I can generally manage to slip in a dung beetle anecdote or two. I get requests for help with insect identification, sometimes a blurry photograph in an e-mail, sometimes a dead ‘thing’ in a jar left at the front desk. These can be challenging, but always fun and sometimes surprising. One person contacted me with a picture of a European rhinoceros beetle found in their garden moth trap. This 5cm long beetle was probably imported with plants from Italy to the local garden centre and flew a few hundred metres to their garden. If our climate gets warmer, one day it may become established like so many other introduced insects.
Darren at work. Photo: Darren Mann
“If you want to become an entomologist, enthusiasm is so important.”
You could join clubs and societies that are relevant to your interests. It helps you meet with likeminded people, gives you access to a magazine and website full of the latest news and articles, and shows prospective employers that you are dedicated to your subject, especially if you have been a member for a long time.
I have read hundreds of application forms and interviewed lots of people. Those that make it to my short list are there because their interest and enthusiasm shines through. Applying for jobs can be quite nerve wracking but never over embellish your CV or exaggerate claims at interview. If you don’t know the answer, say so and then make an educated guess. You are more likely to earn respect by being honest and showing you can apply some lateral thinking or problem-solving skills.
Robot surgeons allow surgeons to perform complex operations with more precision. Robot surgeons allow surgeons to perform complex operations with more precision. A real surgeon operates the robotic arms from a console.
