In many rural areas in Peru, access to quality science education in schools, particularly at the secondary education level, remains severely constrained by geographic isolation and the widespread assumption that disciplines such as space sciences require sophisticated laboratory infrastructure. In fact, students from communities of the 3 natural regions in the country often have limited access to practical scientific learning and fewer opportunities to develop scientific skills that are increasingly important today. This inequality further reinforces the educational gap between urban and rural areas. Hence, this study proposes a model for teaching basic sciences, including physics, chemistry, and biology, in rural areas by using space sciences as an integrative framework for scientific knowledge, given their inherently multidisciplinary nature. The proposed approach employs locally available resources and focuses on contextualized environmental learning, where everyday items like cardboard, plastic bottles, mirrors, and flashlights are reframed as legitimate scientific instruments, while the natural conditions of rural areas are repositioned as pedagogical assets. The main methodology of the study adopts an applied educational research framework structured around four core dimensions: territorial contextualization, modular curriculum design, low-cost implementation, and scientific competency assessment. The model integrates the cultural traditions and local knowledge of each region, promoting a more meaningful learning for students, context-based learning experience. Furthermore, a strong emphasis on teacher training and youth facilitator development ensures the model's scalability and its capacity for community-led replication without dependence on external technical support. The expected outcomes include increased scientific competency, stronger place-based identity, and greater community engagement with STEM learning.