1

Watch the activity overview video

This video shows staff facilitating the activity featured in the skill video.
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Earthquake!

This is a video of a real afterschool program. These videos serve as discussion starters around a particular skill and are not examples of perfect practice.
2

As you watch the skill video below, think about these questions:

How does the facilitator frame questions that get youth thinking about a personal science identity? 

What are youth doing and saying that is helping them process their role as scientists and engineers?

How does the facilitator encourage the youth to fulfill their roles? 

Throughout the video, what are the different ways that youth develop or expand their knowledge of the different identities in STEM? 

How would you facilitate this activity differently? What would you do the same?

3

Watch the skill video

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10 Developing Science and Engineering Identity

This is a video of a real afterschool program. These videos serve as discussion starters around a particular skill and are not examples of perfect practice.
4

Now that you've watched the video, reflect on what you saw and post your responses.

How did the facilitator connect youth to the different STEM careers and roles? What else could they have done?
lupita venegas's picture
The facilitator announced what the significance of an architect, geologist and structural engineering. She asked them first what they thought each one meant and then she gave them the answer. Within each group as a group they each picked their roles and took on the job and began building. Its always nice to advise the students a process in which things are made for example design, build and test. This is a way for students to better understand engineers. The facilitator also asked the students questions as to what was required in a specific type of building and taking safety measures into consideration.
Maria Sandoval's picture
The facilitator encouraged the students to collaborate on the different  STEM careers. The students had a chance to tell her what they knew about the career and she assigned different tasks to the students according to their career. What she did was a great way to have the students engaged in the activity and learn about the different career tasks. 
One thing the facilitator could have done: 
*show pictures of different famous Engineers, Architectures, Geologist, etc. So the students have an idea of the different things they do.
What is the value of having youth explore different roles in STEM?
Francisco Becerra's picture
The value of having youth explore different roles in STEM is the youth begin to explore how one job, like contructing a stable house thank can support an earthquake consist of different branches coming together to work on the same think. They can see that they are all connect without a geologist there are no lands safe for buildings, without an architect their are no ideas on how the structure should be build. By exploring the different roles they can see how science connects withone another and explore which one they would like to follow.
This activity is excellent at helping youth see themselves as scientists and engineers. What activities do you facilitate at your program that could bring out youths' role as contributors to science and engineering? How could you adapt a STEM activity to encourage exploration of scientific identity?