Can you help Izzy on her incredible adventure? Along the way discover and explore how transport really works. See a real-life hovercraft!
Meet Izzy. She’s on an adventure to see a friend, but needs lots of help to get there! Can you help her?
How does a hot air balloon rise? Why do space rockets need explosions? Can you make metal float? Finally meet the ultimate transport for land, water and air – the hovercraft!
In this show, Izzy and your audience will discover different kinds of transport together to get across, land, sea and air!
Minimum of 20 participants, maximum of 200 participants.
Prices for science made simple shows start at just £590+VAT for up to 3 performances.
Dates and Location
We have availability any day of the week and can travel anywhere in the UK.
This show is 40 to 50 minutes, to fit into your school timetable. You can book up to three shows in a day.
Improve engagement, interest or enjoyment in STEM subjects
Improve attainment and progress in STEM subjects
Improve awareness and aspirations for STEM-related study and careers
Challenge stereotypes by showing the diversity of disciplines, people and skills involved in engineering
The Gatsby benchmarks are a framework for good careers guidance for schools across all of England and in some areas across the rest of the UK. This experience helps your school to reach the following benchmarks:
The essential skills every young person needs to succeed in education and their future career. Find out more at the Skills Builder Partnership. This experience builds the following skills:
Listening - the ability to listen and understand information.
Problem Solving - the ability to find a solution to a complex situation or challenge.
Creativity - the use of imagination and the generation of new ideas.
Staying Positive - the ability to use tactics to overcome setbacks and achieve goals.
Aiming High - the ability to set clear, tangible goals and devise a robust route to achieving them.
Teamwork - working cooperatively with others towards achieving a shared goal.
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