Mini

Museum Project
Introduction:
The Mini Museum is a unique project that has been operating successfully in Israel for
the past 12 years. This program was created by Dr. Daniel Portnoy and Shoshi Cohen,
who was then the head of the science department, in Ironi Alef High School, Modiin,
Israel. Dr. Daniel Portnoy was at the time a parent to two students at the school. He
created a program that would allow children to experience science in a new manner;
one which would involve the students in every step of the experience. Shoshi Cohen was
so inspired by the proposal that she picked up the project and spear-headed its creation.
After receiving an initial grant from the Ministry of Education, the school partnered with
the Bloomfield Science Museum in Jerusalem. The Museum provided support and
training through their Ambassadors of Science program. This partnership was unique
and as it represented a long term investment as apposed to a one-time only project.
Today, the Mini-Museum in Israel is run by Oshra Aloni , the current head of the science
department in Ironi Alef High school. The project is now being copied across the
country. It has grown from a small room in a high school to become an inseparable part
of the community. From its humble origins - original table size displays, the Mini-
Museum has now developed to large scale outdoor displays. The museum keeps its
primary goal in mind: let students and children experience science from different
directions.
The reason this project is so special is because it revolves around students. Students
create, design, lead and teach the material covered in the displays and exhibits. They
design and run the workshops. They are given all the scientific, educational and
administrative tools which will help them in their future both as students and in their
careers. This is all done while giving back to the community and promoting sciences.
Elad Tzadok ([email protected]) can attest to the success of the project. He
was one of the first students involved with the program. Over the years of volunteering
with the Mini Museum he saw the positive effect it had on both the children visiting the
museum and students who volunteered their time. Elad is in the process of trying to re-
create this program in Vancouver.
To that end, Elad has been in contact with the head of the Mini Museum in Israel , who
looks forward to collaborating on this project. This will span a new link between
scientific communities around the world.

Elad has two advisors- Shar Levine and Leslie Johnstone, award-winning and best -selling
authors of hands-on science books for children

Goals:
Create a unique museum- like environment within the community, which will serve
students, children and the public in general. The museum will expose both adults and
children to scientific materials in a hands- on environment. The displays and materials
will present information in a manner which matches the various levels of knowledge and
understanding amongst different age groups and will address the Prescribed Learning
Outcomes (PLO) as defined by the Ministry of Education. The important aspect of this
program is that it will be run by students and not adults. Educators will consult on the
program, but it will be the students themselves who will be the driving force.
The major goals of the mini museum are:
1. To encourage children to see how science relates to their everyday lives; how the
displays related to their school curriculum and how science can influence their
career choices.
2. To enrich the scientific knowledge of adults within the community through the use
of guest evening lectures on scientific matters.
3. Create a growing connection with the science community (in Vancouver or
worldwide) allowing the volunteering team to feel free to develop ties within the
science / educational community.

Method:
The mini museum would ideally be constructed and maintained in a high school or local
community center. The sponsoring school, including students and teachers, would
provide the link to the community at large.
This structure would enable different grade levels of students to develop displays and
materials that are age appropriate for the children visiting the facility.
The volunteer student docents would not only help design the program, but would
also conduct lectures and lead groups through the museum.

Displays:
Subject matters for models should be chosen by the student volunteer team (SVT)(led
by the staff members) but with constraints. When focusing on a subject there are a
several issues to take into account:

Social relevance.
Scientific / Technological relevance.

Educational value.
Financial impact

Any model selected must comply with each of these guidelines. Another issue to take
into account should be the PLO of the current teaching materials in the schools. By
covering the same information in a more dynamic manner, the visiting students will get
a greater understanding of their studies. An additional benefit to this program is that it
might spark an interest in science.

Student Volunteer team (SVT):

The team will first learn to work together as a group through the use of group activities
(grouping activities). The SVT will adhere to the PLO from the Ministry of Education as
defined by the grades for which they will be developing displays.
SVT should be comprised of students who have demonstrated a strong knowledge of
science, as well as other students who may show interest in marketing or
communications. Students who speak a second language should also be involved as
displays could be written in 2 or 3 languages. Since volunteers will be from different age
groups there will be different levels of understanding amongst them. The older, more
experienced, team members should be encouraged to help and mentor the younger
ones.
The team should be instructed by a staff member (teachers / instructors) who will lead
the group and make sure that they meet deadlines. They should also be assisted by
external staff members teaching them basic instruction and scientific methods (usually
from the partner organization that the models are purchased from, ie museum).
Time spent on working on the Mini Museum should count towards community service
hours or hours for the Duke of Edinburgh Award.

Staff:
The staff members should be committed to participating and guiding all SVT meetings
and act as a resource person or facilitator. Each staff member should take on a different
role and closely communicate and coordinate what each team is doing. The staff is in
charge of creating the timeframe and deadlines. The staff will ultimately be in charge of
ensuring that the goals of the Mini Museum are met and maintained.

External staff /partners/sponsors:

The external staff or partners are the group, organization or sponsoring museum that
will accompany the team and the project in order to create the displays and exhibition.
They are in charge of building the displays and helping to guide the SVT in the right
direction. There should be a constant coordination between the SVT and the external
staff or partners together with matching evaluating expectations. The partner or
sponsor will determine the price of the Model and the level of involvement.

If, for example, Science World were a partner/sponsor, they might supply or loan us a
display along with providing education for the SVT who will be presenting the display.
The SVT would receive a series of classes lead by the museum. The partner should assist
the team by showing them how teaching and instructing it is done in a real museums.
They can also provide expert knowledge on the creation and development of a hands-on
science station.
Sponsorships for various exhibits or displays would be available. Each sponsor would
have a plaque or logo displayed on the exhibit. This would cut down on development
and maintenance costs.

Community:
Focus groups:
Two main focus groups:
K- 12 students
general adult community
The SVT should have the knowledge to accommodate both these groups in terms of
instruction capabilities and knowledge.
Activity schedule:
Should be planned by the staff and have fixed weekly open hours and activities. This
should not interfere with class time or exams.
Payment:
Depending on budget. Might require a nominal payment in order to keep afloat.
Publicity:
Publicity in local papers, internet, schools, local community centers and senior centers.
Lecture evenings
This is geared towards a more adult audience, an evening of science with a guest
lecturer focusing on subject matter that might be relevant to todays issues or just
interest both grownups and children.

Infrastructure:

Place / Room allocated for the museum (could also be an outdoor park)and an
activity room.
Lab materials and equipment available on location (and technicians).
Room for storage (office equipment, documents and material for activities) +
follow-up on stock.
Phone.
Computer.
Room for meetings.
Place to store research material / books (a library).
Infrastructure ready for internet / electricity dependant on need.
Signs, postings and posters.

Office supplies (durable and non durable).

Office supplies
Models
Budget for staff personal
Budget for Partner follow-ups and meetings (per visit/ meeting) (separate from
budget for model purchase)
Advertisement
Transportation
Hand outs
Shirts/ small gifts for volunteer team
Insurance
Web page
Signage
Contingency breakage, damage to displays
Administration
Bank and bank/credit card charges and interest

Budget:

General Timeline in points:

First group meetings, goals and grouping activities.
Scientific introduction
Together
Development of Instruction skills
with
Designing and building displays
Partner
Development of instruction methods and manuals for displays
Beginning of continuous activity
Summery meeting