The document outlines a training program to prepare volunteers to present science lessons in schools. The program aims to teach volunteers how to [1] effectively prepare presentations using existing curriculum materials, [2] engage with students in a conversational manner, and [3] assess their abilities through practice sessions and feedback. Trainees who complete the training and practical exam will be certified to independently present science lessons in schools.

1. Getting kids excited about science ‘ Your Planet Earth’ is a new programme to take basic science into schools, using major themes in the earth sciences

2. Aims of YPE Tell kids about volcanoes, global change, dinosaurs… Use these themes to develop analytical skills Get them thinking seriously about studying scientific subjects (especially Earth sciences) at University… And so maintain a flow of good students into science-based jobs

3. Background Your Planet Earth was launched in 2007-8 as a part of the UNESCO International Year of Planet Earth (2008) It is a programme developed by the Geologists’ Association, in association with the Geological Society of London, and the Earth Science Education Unit The initial work in 2007-8 has been sponsored by Shell The powerpoints were prepared by Dr Jess Trofimovs, a volcanologist, with close involvement from Professor Mike Benton, a dinosaurologist, both at the University of Bristol

4. What’s next? We have prepared talks initially for the 14-15 age group, but will soon make versions suitable also for the 8-9 age group as well We will add another 5 or 6 topics We will seek additional funding to produce posters and mail shots to schools throughout the UK We will extend the website provision with follow-up information, and careers and university advice The website [ http://www.earth4567.com ] is easy to remember: 4567 Myr is the age of the Earth (more or less!)

5. How does it work? The YPE team have produced five ppt shows about Dinosaurs, Global change, Interior of the Earth, Geohazards, Volcanoes These are available from http://www.earth4567.com The images are all in the public domain. Each talk has a commentary/script built in, so you can use the talks with confidence

6. Why do volunteers need training? Presenting science in schools can be huge fun, but it has to be done right A badly prepared or badly presented session will do great harm Some people are ‘naturals’, but a few practical tips can avoid difficulties on the day

7. Long-term value for you Presenting science to kids is a great way to learn a subject yourself Talking in schools is excellent preparation for all kinds of presentations - and presentation skills are of key importance in most graduate jobs Some students may find the experience useful in deciding whether they want to go into teaching or other educational work as a career Your institution/ department may decide to provide credit points or certification of proficiency - in any case, this kind of experience is good on your c.v.

8. It really isn’t so difficult… Kids are keen to learn…

9. How do kids learn science? Good ways to engage kids are to relate a scientific idea to something familiar or to a joke For example, if you want to explain the concept of safety factors in biology (small animals have relatively higher safety factors than large animals), try these: A flea can jump thirty times its body length… so, why can’t an elephant do that? [In a thought experiment,] drop a cat and a cow from the roof of the school - which one breaks its legs… and why? Why can’t elephants really gallop; and why could the sauropod dinosaur Diplodocus only walk?

10. Engaging older kids You might think 14-and 15-year olds are quite scary in large numbers But they can relate to a story well told: much of science is like a detective story - you have clues, you have a problem to solve, and you have to work through the clues, and do some lateral thinking… Humour and gore can help [examples on last page] Career aspects are important - it’s worth talking about yourself and your aspirations, and the kinds of careers open to scientists [this is probably less interesting to younger age groups]

11. How to do it We’ll look at five aspects of presenting a successful science show in a school: Preparing the show Preparing the school Preparing yourself Delivery Follow-up You’ll then be set an exercise and will accompany someone experienced on your first school visits.

12. 1. Preparing the show You may use an existing teaching module (such as those available at http://www.earth4567.com ) You may be asked to modify the material Check exactly what is to be presented, and make sure you have any necessary additional materials - kids love to handle real rocks, fossils and minerals, or see experiments - but don’t plan anything too elaborate - it will probably go wrong!

13. 2. Preparing the school You may be given a contact and a time that has already been arranged Call the teacher contact in the school and find out what the class has already done in the topic area If there is time, see whether the kids can be sent work sheets or some activity to carry out before you arrive - if they have already done some reading, worksheets, or model-making they will be keyed up for your presentation

14. 3. Preparing yourself I It is often said that you should spend ten times as long in preparation as in delivery (i.e.10 hours before a 1-hour presentation) If you use the prepared talks, this saves time, but you must spend enough time (a few hours) reading through and checking information so you are fluent and in command of the topic Practice live if you possibly can, so you get timings right - it’s very common to think you can cover five hours of material in one hour

15. 3. Preparing yourself II People usually spend too long worrying about how they look and whether they will embarrass themselves This is much, much less important than being properly prepared and being on top of the subject It is far more constructive to think about the audience before you start - how many will there be, what do they know, what is likely to interest them?

16. 3. Preparing yourself III Be prepared to talk in a conversational way, and direct to the kids; look at them, and walk about Be prepared to pace the talk and allow plenty of time for questions and extra explanations Don’t even think about reading your presentation to the kids - sheets of paper or cards are an added confusion for you, and a disaster for them. The story is on the Ppt and the included script - just use those If you are too nervous to fly without cards, you should think seriously about whether this is for you or not

17. 3. Preparing yourself IV The best preparation is to attend two or three sessions given by a colleague who is already experienced Watch carefully how they engage the kids, and how they pace the show You can practice by presenting a segment of the show on your first and second outings

18. 4. Delivery The key thing is to keep the kids engaged throughout If they are bored they will talk, fidget, walk about - this must never happen If you see signs of boredom, don’t just soldier on according to the script: switch pace, jump ahead, get them to answer a question, and make sure they are enthralled again It’s best to deliver the material in short bursts of five minutes or so, and then pause to ask questions or set an activity

19. 5. Follow-up The teachers may have asked you to provide worksheets or to leave specimens or other materials If they have not done this, ask if they’d like follow-up activities Follow-up worksheets might refer the teachers and kids to a recent article or website for further reading, or you might have a problem sheet they can use - problems can be simple numerical calculations or debate questions Make sure they ask for another presentation on the same topic, or a different topic

20. The practice session (1) Each trainee should present a 5-minute segment of a science show You can work through one of the prepared talks, or prepare something from scratch The instructor should organise a room where the practice session runs - other students make up the audience of ‘kids’ This session can happen a few days after the introduction, or it can follow right after, if students have been given prior warning

21. The practice session (2) The course instructor should assess each trainee for their ability, asking these kinds of questions: Does the trainee presenter engage the audience? Is the level and pace right? Does the trainee lose the thread/ seem poorly prepared? Does the trainee project themselves - relate topics to their own experience? Does the trainee get good audience participation? The instructor will offer feedback (verbal or written) to each trainee, and make a decision about any who may not be suitable for approval to participate

22. What’s next? Once you have completed the training course, and have passed the practical exam, you are ready to go on the road You should be sent with an experienced presenter for the first two or three sessions Make sure you are encouraged to participate and take over some segments of the presentation Then you’re on your own as a trained presenter Your Department may give you some certification to recognise the achievement - this is an achievement that ought to go in your CV

23. Enjoy Let’s hope this is how your audience looks at the end of the show…