Stadia Learn · Curiosity becomes knowledge

Ask questions.
Think independently.

Explore. Verify. Write. Share.

Explore a question, examine the evidence and explain what you discover. A starting point for students, teachers and anyone who wants to understand more.

For students For teachers

Start with the reading and activities below. This page does not require a student account.

Choose your starting point

One question. Several ways to learn.

Science · Reading available

Can we travel through time?

Explore the difference between observing the past and travelling through time. Identify evidence, models and open questions.

Read the article →

Critical reading · Activity below

How do we know?

Trace a claim back to its source. Find out who made it, what supports it and whether its uncertainty has been preserved.

Try the source check →

Writing · Activity below

Your first science article

Turn a difficult idea into a clear explanation. Draft, exchange feedback and improve your work before sharing it.

Use the writing checklist →

For students

From reader to author.

You do not need to know every answer. Start by asking a precise question and being honest about what the evidence can tell you.

Explore

Read a topic. Note one thing you learned, one claim you want to check and one question you still have.

Check the evidence

Compare two sources. Record their author or institution, date, evidence and limitations.

Explain your findings

Write for someone who has not read the sources. Use your own words, acknowledge uncertainty and revise after feedback.

First classroom activity

Seeing the past. Visiting the future?

Use the Time Travel article as the starting point for a short investigation. The teacher can adapt the task to the class and available time.

Suggested format: 2 × 45 minutesScience + writingIndividual or pairsNo student registration needed

Open the reading See the lesson plan Download classroom PDFs

Your writing task

Write an article answering this question: “What does physics allow us to say about time travel?”

Explain the difference between seeing old light and travelling into the past.
Describe one example of time dilation from the reading.
Separate an established result from a speculative proposal.
Include two sources and finish with a question that remains open.

Suggested length: 200–300 words for an introductory task; 500–800 words for a more advanced investigation. Agree the level with your teacher.

The source check

Origin: Who wrote or published this, and when?
Evidence: Does it describe a measurement, a mathematical model or an interpretation?
Cross-check: Does a second source support the same precise claim?
Limits: What does the source leave uncertain?

Start with the references linked in the Time Travel article. Record source titles and links in your draft.

Download classroom resources

Choose your PDF language. Each section identifies the language of its documents.

English PDF · EN

Student worksheet · EN Teacher guide · EN

Resources in other languages

If your browser opens the PDF, use its Download or Print button.

For teachers

A small lesson, ready to adapt.

This introductory activity is designed for teacher-led use. It is not a certified course or a claim of curriculum approval.

Learning objectives

Distinguish observation, established explanation, hypothesis and opinion.
Identify the origin and limits of a scientific claim.
Write a structured explanation with source attribution.
Use constructive feedback to revise a text.

Lesson 1 · Read and investigate · 45 minutes

5 minutes: Ask students what they think “time travel” means. Collect ideas without marking them right or wrong yet.
10 minutes: Read selected sections of the Time Travel article together.
15 minutes: In pairs, select one claim and complete the source check using two references.
10 minutes: Sort findings into established results, speculative proposals and open questions.
5 minutes: Each student writes a question and a three-point article outline.

Lesson 2 · Write and revise · 45 minutes

5 minutes: Review the task and assessment criteria.
20 minutes: Draft a short article, individually or in pairs.
10 minutes: Exchange drafts. Each reader identifies one clear explanation, one unsupported claim and one question.
10 minutes: Revise and submit through the school’s agreed channel. Longer articles may need additional time.

Adaptation and inclusion

For introductory groups, select a short extract, provide a vocabulary list and allow a diagram with a short explanation. For advanced groups, ask students to examine assumptions in an equation or compare two accounts of the same experiment.

Use school devices or printed extracts where appropriate. Participation need not depend on a personal phone, social profile or public publication.

Suggested assessment rubric

Four criteria, each scored 0–2. Use for feedback or adapt to your own assessment practice.

Criterion	0 · Not yet	1 · Developing	2 · Clear
Understanding	Main concepts are missing or confused.	Main idea is present; some distinctions need work.	Concepts are explained accurately with an appropriate example.
Sources	Sources are missing or untraceable.	Sources are named; connection to claims is incomplete.	Two traceable sources support the relevant claims.
Reasoning	Evidence and speculation are mixed.	Some uncertainty is recognised.	Established results, hypotheses and uncertainty are distinguished.
Communication	Structure makes the explanation difficult to follow.	Generally readable; revision is needed.	Clear structure, own wording and useful revision after feedback.

Before you share

An article worth reading.

Your article structure

Title: a precise question or claim.
Opening: explain why the question matters.
Evidence: develop two or three supported points.
Limits: explain what is still uncertain.
Ending: answer the question as far as you can.
Sources: list the titles and links you used.

Your final check

Can I explain every sentence in my own words?
Can a reader find the sources behind my claims?
Have I credited any image or quotation?
Have I removed unnecessary personal information?
Have I followed my teacher’s rules on AI assistance and disclosed its use where required?
Has my teacher reviewed any work intended for public sharing?

Schools · Pilot proposal

Help shape Stadia Learn.

We are developing a proposal for small, teacher-led classroom trials. The first step is to test the reading and writing activity with a teacher and collect feedback on its clarity, usefulness and workload.

Available on this page

A reading pathway and source-check activity.
A suggested two-lesson plan.
A writing checklist and assessment rubric.
Printable student and teacher PDFs in five languages.

Proposed for a later phase

Private class blogs.
Student drafts with teacher approval.
Class-only comments and school-managed participation.

These classroom platform features are planned, not currently offered by this page.

For an initial trial: students can read the material without creating an account and submit work using tools already approved by their school. Any student accounts, class spaces or publication would require a separate agreement with the school before use.

Teachers and school representatives can contact Stadia to discuss an introductory trial. Please describe the subject, class level and intended activity; do not include student names or personal records.

Discuss a school pilot →

Start with one good question.

Read, investigate and write something you can explain. Learning grows when curiosity meets evidence.

Explore time travel Try the first activity

Stadia Learn · An educational initiative within Stadia Vitae. Teaching materials should be reviewed and adapted by the teacher before classroom use.