Resources for a variety of contexts

In the next step you will be able to have a go at matching resources to different contexts. Here is a summary of what you will look at:

Resources

  1. Mystery Boxes. Can be made at home or purchased, for example those from the Science Museum are very portable and user friendly. The aim is to develop questioning skills as student try to work out a mystery object in a hidden box. Take a look at this video demonstration for further details.
  2. The Crunch Kit. Most primary and secondary schools have been provided with this resource from the Wellcome Trust and STEM Ambassador Hubs also have the resource. There are two kits for different age groups with equipment for activities exploring links between food, health and the planet.
  3. Plastic Challenge. Produced by Practical Action, and also available in the STEM Ambassadors classroom collection. The activities encourage creative thinking about reusing plastics and sustainability.
  4. Marvin and Milo. Presented in cartoon form there are over 60 activities available and resources are easily available from high street stores.
  5. Get engineering. This resource is available as a pack from the STEM Ambassadors classroom activities collection on the STEM Learning website. If you don’t have access, you can find individual activities from this pack on the Tomorrow’s Engineers website. Two of these activities relate to forces and motion for the 14-16 physics curriculum in the UK.

Contexts and scenarios

A. James is a Biochemistry PhD student who has been asked to provide a short workshop for a class of pupils studying science in Year 7 (11/12 year olds). They have been looking at health and well-being in general. He doesn’t own a car and would have to use public transport to reach the school.

B. Gemma is a retired science teacher who has volunteered to run a science club in a primary school (10/11 year olds).

C. A group of year 1 university engineering students have volunteered to run a CREST Discovery day at a school under the supervision of the STEM Ambassador Hub. They intend to travel by public transport and have little experience of delivering practical activities.

D. A Brownie leader from a rural community has requested a visit from a STEM Ambassador. They meet in the local village hall on a Tuesday night. There are very few facilities available, however the Brownie leader is happy to accept any suitable science or astronomy activity.

E. A teacher has approached the STEM Ambassador Hub with a request for Year 10 pupils (14/15 year olds) who are studying applications of science. They would like to have some sort of hands on activity included in the session.

F. A science festival is being held for visitors on a beach! Up to 1000 people will be visiting during the day. There will be a wide range of age groups and backgrounds from toddlers to adults. You have been offered a table at the event but there is no power available or access to water on the day.

Quiz

In the next step, think about the criteria you have used so far in this course to help you match the resource to the context. You may wish to keep this page open in a separate window so you can refer to the resource links.

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This article is from the free online course:

Inspiring Young People In STEM: Resources and diversity

National STEM Learning Centre