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New “STEM and Health” Kits

Science Take-Out has three new kits that were funded by a Small Business Innovation Research (SBIR) grant from the National Institutes of Health.  The purpose of our SBIR project was to develop and evaluate the use of Science Take-Out kits that integrate STEM (science, technology, engineering, and mathematics) concepts into real-life topics related to human health problems and solutions. These STEM and Health kits are designed to enable science teachers to easily integrate hands-on STEM activities into their existing curricula.

Here are our three STEM and Health kits, along with some comments (in italics) from teachers throughout the US that participated in field testing:


Testing a Clot Buster – Students test a new clot busting drug and engineer a clot removing tool

  • “The concept of stroke fits in nicely with body systems.  Practicing measuring was helpful.”
  • “I liked the way students had a chance to be creative creating a way to remove the clot with an instrument.”
  • “Part 3 is a great section that demonstrates how to analyze data and draw conclusions.  This was good practice for the scientific method.”
  • “Students loved the kit.  It was like Christmas morning, they were so eager to play with all of the materials.”


Treating Dirty Water –  Students build and test models to illustrate water treatment processes

  • “The kit is great to teach students to analyze data, and the lab activity is very interesting. The writing element is great.”
  • “I really liked this kit. It works through the scientific method process and it connects to a real life/career situation.”
  • “The kit is relevant—particularly for my community.”
  • The kit demonstrates a practical application of science in the field and how it impacts our daily life.  Not only is science content covered—but also the engineering component.”


Brittle Bones: A Density Problem – Students make models of bones and learn how low bone density increases fracture risk

  • “All my classes said they enjoyed making the models.”
  • “My students did not know about osteoporosis until now.”
  • “I love the density portion of the lab.  I also like that the students had to decide on the amount of calcium in their models.”
  • “It reinforces density and it is a great way to visualize what is happening inside our bodies.”