Doing Science in the Stone Age

Dates took place: Online, 26 -28 April 2021.

Learning Scenario Link: The detailed learning scenario with all the relative material has been posted on (Google drive)

Authors and creators: Aliki Maria Makri – Iraklis Karagiannis – Nektaria Giakmoglidou – Nikolaos Makris – Roxanthi Nikou – Theoni Dimopoulou. (Teachers of “Science Culture Educational Center -Aristotelio- STEAM Academy”).

Students ages: 10-12 (in groups of 4 members)

Teaching time: 14 hours

Online Platforms: Web browser – Microsoft teams or Webex teams – Google translate  

Online tools:


  • Personal computers – Laptops – Tablets – Smartphone- Projector – Camera
  • Textbooks – Resources provided by the teacher
  • Tools: Different stones, pieces of wood, bones, Natural cord,  
  • Drawing materials: Paperboard (1m*2m), Colors, Paints, Markers, Pencils, Rulers, Millimeter Paper A3 size, Syringe, Disposable gloves, Cylindrical sticks, Cord Scissors
  • Agriculture: Wheat ears, Wooden mortar, Transparent plastic container, Soil or cotton
  • Dioramas: Any relative constructive material provided by the art teacher    
  • Optional: Lego – Lego EV3 – Lego Spike prime    


The specific learning scenario aims at introducing students to science, scientists and scientific thinking by using a different teaching approach. It attempts to dispel myths and stereotypes pertaining to the above-mentioned fields and create the conditions so that science becomes a familiar framework for all students. On understanding that science contributes to all kinds of human activities, the students will intuitively realize that scientific thinking and science have contributed and still do to the evolution of humanity and really define the cultural context of each era. To achieve these specific targets, the scenario uses the Nature of Science approach (NOS) and focuses on knowledge about science which includes “understanding the nature of science as a human activity and the power and limitations of scientific knowledge” (OECD 2012 – European Commission 2017).

Picture is by the author – (Attribution CC-BY)

The students are introduced to a very old, different era and start to understand human thinking by tracing the first steps taken by mankind. They are asked to go back in time to that era and not only offer solutions to problems of the time but also to compare their solutions to those given by the people living back then.

Picture is by the author – (Attribution CC-BY)

By taking part in activities, in an interdisciplinary context, the students cooperate using imagination, come to decisions or construct objects as a team and each member contributes creatively to the decisions or creations with his personal active participation (Cooperative Learning). During the different steps of the scenario, the students are asked to observe, gather, combine and analyze data from conditions given to them (Inquiry Based Science Education (IBSE)). Furthermore, they are asked to solve open problems and answer real-life questions by applying divergent thinking, and using their knowledge, experiences, critical thinking and creative abilities (Problem Based Learning). They work in teams interacting with each other as well as with the content and the new information given to them which they gradually start acquiring (Content and Language Integrated Learning – CLIL).They collect information by themselves and by analyzing factors are led to group conclusions and findings that are announced in the plenary of the class (Flipped Classroom). Dealing with situations which demand better communication, interaction and critical thinking, the students gradually build on their previous personal knowledge and become increasingly better at solving problems (Project Based Learning).They build up their knowledge through constructions using analytic-synthetic thinking (DIY Science) and can then convey what they learned to the others (Collective Learning). A positive consequence is that they develop strategies which contribute to their learning how to learn (Metacognition).

Picture is by the author – (Attribution CC-BY)

During these procedures, the students intuitively comprehend (through comparison with early humans) that science constitutes a human endeavor, based on acquiring knowledge, its’ consequences are inextricably linked to technology and define the level of a civilization. A very important fact is that the students, resort to deeper thinking, set up their own scientific community, learn how to talk about scientific subjects using arguments and thus develop scientific literacy (OECD 2015). They acquire 21st century skills and can recall and use them in decision-making on everyday situations so that they become responsible citizens and can make informed decisions for the future of mankind.

Learning outcomes:

  • Nature of Science (NOS): To dispel myths and stereotypes related to science, scientists and technology. To define science as human endeavour and process
  • Scientific Literacy: To explain phenomena scientifically. To recognize, offer and evaluate explanations for a range of natural and technological phenomena. To describe and appraise scientific investigations and propose ways of addressing questions. To analyze and evaluate data, claims and arguments in a variety of representations and draw appropriate scientific conclusions
  • Physics: To understand how weather conditions are formed and how they affect our living environment. To understand how friction brings about an increase in temperature 
  • History: To become familiar with a certain period of prehistory called “Stone age” and its subdivisions. To realize how archaeologists interpret findings so as to reach conclusions.  
  • Biology:  To compare similarities and differences between human and animals with regard to their anatomy. To explain the important role that nutrition played in the evolution of the human body and in thinking
  • Technology: To realize that observation and application of processes (basic elements of science) produce and develop results those meet people’s needs (Technology – Tools). To also realize that the basic algorithmic process is the primary step in the case of coding. (Robotics – EV3 or Spike Prime)
  • Ecology: To understand that biodiversity is predominant in nature, in fauna and flora that it depends on certain conditions. To perceive that evolution of any species, including humans, depends on natural selection 
  • Art History: To get to know that cave painting was the first attempt of humans to produce a symbolic language in their attempts to express and communicate their’ experiences. To also realize that the application of various techniques and colors indicates the evolution of thought itself
  • Art: To Imagine themselves as early humans painting landscapes. To design presentations and enrich them graphically. To use scale to construct dioramas about the stone age period.
  • Engineering:  To analyze the reasons why the wheel wasn’t invented during that period despite the great need for relocation (limitation of science). To design and construct shelters as well as to design the most suitable proper location and topographical view of a stone-age city. To make constructions using Lego bricks following instructions  
  • Natural Science: To become familiar with agricultural processes by extracting and planting seeds and growing edible products (flowers)
  • Mathematics: To apply analogies to manage plants use. To apply geometry and shape properties to construct shelters. To apply geometry and scales so as to design a city.  
Picture is by the author – (Attribution CC-BY)

Teaching outcomes:

Τhe learning scenario was designed and implemented by the teachers and students of “Science Culture Educational Center “Aristotelio” – STEAM Academy”.

The design process of this learning scenario, time-consuming though it may be, has given us, the teachers, the unique opportunity to constructively cooperate on all levels. By delving into different educational methodologies and through the discovery of new educational approaches, we have creatively enriched and further developed the scenario. Above all, however, it helped us significantly with the positive feedback of our teaching practice as a whole.

The learning scenario has been implemented on and evaluated by students of different age groups and in particular from 6 to 12 years old. The purpose of the implementation was not only to accurately determine the age group which would more likely benefit from the scenario but also to possibly enrich it with more specialized activities.

During the implementation, it was concluded that students of all ages liked working collaboratively and each one of them was able to contribute to the produced work using his personal experiences, knowledge, abilities and skills. Furthermore, all the students liked the interdisciplinary approach to the subject as they understood the interdependence of learning and acquiring knowledge with the help of different fields. This multilevel approach was what helped them intuitively comprehend that solving open everyday problems asks for analysis, data processing and critical thinking.

What is more, it has been observed that young students (6-8 years-old), had difficulty understanding time sequence in the distant past. To this age group, the past is one and uniform and that is why they are not able to understand time sequence. This age group, together with the 8-10 year-olds, had trouble dealing with the nature of science and coming up with satisfactory answers to these specific issues. Some of the activities (shelter and settlement construction) were found to be quite demanding for them.

On the other hand, the 10-12 age groups managed to respond really well to all the demands of the scenario and achieved extremely high rates in solving the open problems. An equally important fact is that they worked collaboratively and developed the skills of scientific analysis, data processing as well as scientific argumentation, which have rendered them scientifically literate and have offered them the abilities needed to evolve into responsible citizens.

During 26 – 28 April 2021 the scenario implemented online with 10 – 12 years old students. Given the circumstances the original learning scenario had to be adapted as the activities related to constructions and the activity of robotics could not be carried out online by the students. However, the adaptation of the learning scenario did not make it difficult for the students to achieve the learning outcomes as the other activities were largely enriched with differentiated material which can be presented online.

Mathematics Domino “Fractions” Tournament


On 23rd April, during the STEM Discovery Week 2018, the Mathematics Domino Tournament “Fractions” took place at 1O Teodor Traianov School, Sofia, Bulgaria. Students from 5th and 6th grade participated. The aim of the tournament was at developing mathematical thinking through games. Special mathematical domino tales made by Tonediko were used for the activity.

STEM Discovery Week 2018: Athens Science Festival 2018 is loading

Athens Science Festival 2018

Science without Borders
Technopolis City of Athens
24th – 29th April 2018

Athens Science Festival (ASF18) returns for the 5th consecutive year with a program beyond… limitations, full of new ideas and creativity. As an educative and cultural landmark that has enthused the audience of Athens and the whole of Greece with Science, Technology and Innovation, this coming April ASF18 aspires to present the most exciting, attractive and creative scientific advancements free of limitations, prejudice and political conventions to people of all ages.
From the 24th to the 29th of April, at Technopolis City of Athens, a diverse program with a rich set of exhibitions, presentations, workshops, screenings and discussions – speeches by prominent Greek and foreign scientists, will give visitors the opportunity to engage with and celebrate the liberating power of science. With this year’s motto “Science without Borders” we will all indulge into how scientific discoveries can go beyond geographic, cognitive and conceptual boundaries and create new perspectives and new ways of exploring the human intellect.

The Athens Science Festival is organized by

  • the educational non-profit organization in Science Communication, SciCo,     (Theo Anagnostopoulos, PhD Founder and General Manager, SciCo, Ashoka Fellow m:+306977431304 | |
  • the British Council,
  • Technopolis City of Athens,
     the Onassis Foundation Scholars’ Association and the General Secretariat for Research and Technology.
  • It is launched in collaboration with academic, research and educational institutions.
    Leading people in the world of science are present at the Athens Science Festival  at Technopolis City of Athens 94 interactive events (50 interactive and 46 experimentalexhibitions) 35 workshops for children | 22 workshop for adults | 45 speeches |5 competitions and many moremorning and evening artistic events for all ages How do great scientists explore the great mysteries of the universe at CERN? How will our digital future be? Why should we be interestedin Martian pebbles? These and many more exciting questions will be answered to visitors of Athens Science Festival who are returning this year, more dynamically, for the 5th consecutive year.

From the 24th to the 29th of April, people of all ages will attend an exciting program with more than 200 different events, which will hopefully excite every advocate of knowledge and scientific avant-garde.

Some of the outstanding speakers will be:

Vasilios Nassis, an academic and a successful entrepreneur, founder of Netronix and pioneer in the field of Internet of Things. He will explain why millions of objects available online – from watches and cars to refrigerators and pressure gauges – can change the world, but also what business opportunities can arise through the vision of the Internet of Things.  Title: IoT: The Evolution of a New Industrial Revolution || Date & Time: April 25, 20:00 * With the support of the US Embassy in Athens.

James Beacham is one of the “stars” in experimental high-energy physics and a talented musician and movie director. In his speech he will explain how and why CERN’s Large Hadron Collider (LHC) can solve universal mysteries such as: What is Dark matter? Why gravity is so weak compared to other physical forces?
Title: A Big Bang on the Moon || Date & Time: April 29, 20.00

Vassilis Ntziachristos, an award-winning scientist, is the director of the Biological Imaging Center at Munich’s Polytechnic University. He will discuss about innovative applications and uses of light in medicine and biology that have opened new paths to diagnosis, treatment, and have led to the advancement of medical science. Title: Light and Sound: Magic, Science and Entrepreneurship || Date & Time: April 29th, 6pm * With the support of Goethe-InstitutAthen.

Carsten Mahrenholz, the co-founder of ColdPlasmaTech, will present a revolutionary product from this award-winning German company. By exploiting the properties of cold plasma, he has devised a bandage that activates the body’s own-repair mechanisms, enabling healing of chronic wounds and repairing serious skin lesions. Title: Med Tech: Science Fiction in Medical Practice || Date & Time: April 27, 19.00 * With the support of Goethe-InstitutAthen.

Joseph Sifakis, is a world’s leading computer scientist, who has been awarded the Turing Prize, or what is called the “Nobel Prize in Informatics”. A very exciting talk on the ways in which modern and emerging technologies improve our quality of life and help protect the environment. Title: Understanding and Changing the World || Date & Time: April 25, 19.00

Gábor Domokos, an award-winning academic and head of the Department of Engineering, Materials and Structures at the University of Technology and Economics in Budapest. He will share with us his fascinating experience duringhisquestfor the existence of bodies with stable and unstable points of balance – the Gömböc bodies, that were initially only theoretically proved to exist but eventually were discovered for real on planet Mars! Title: Gömböc, Earth and the gravel on Mars || Date & Time: April 25th, 6pm * With the support of the Hungarian Embassy in Athens.

With the help of science and people working in it andlook into things with no constraints or conventions, our world is changing.

Come and find out how, at the Athens Science Festival 2018.

Join us to discover a world free of boundaries, stereotypes and conventions at the
Athens Science Festival 2018.

Soon, with more science news in a festive mood! Stay tuned!

Days & Hours of Operation:
Tuesday 24 April: Opening Ceremony at 18.30
Wednesday 25th to Friday 27th April: 09:00 to 23:00
Saturday 28 & Sunday 29 April: 11:00 to 23:00


Technopolis City of Athens: Pireos 100, Gazi, 213 0109300, 213 0109324 ,

Preparing for the future – STEM professions

Every school year, in Romania, one school week is dedicated to “Another kind of school” week. During this week, students participate in extracurricular activities and projects. This year, in my school, Școala Gimnazială Nr. 9 „Nicolae Orghidan” Brașov, between 26th and 30th of March, an event dedicated to STEM education will be organized for providing opportunities for learning STEM topics to young students aged 6 to 11. For five days, students will visit companies, meet engineers, doctors or scientists, make experiments based on Scientix Resources or create posters. STEM education is a priority in our school as we are involved in many national and international educational projects based on STEM topics.

My students aged 10- 11 will visit Ina Schaeffler S.R.L on the 27th. ( – a company which is specialized in industry and automotive in order to know more about STEM professions. Then they will present some of the professions and present them to another class. They will make experiments and present their conclusions. A poster session will be held too.

Join STEM Discovery Week 2018!

Cornelia Melcu, primary school teacher and Scientix ambassador for Romania