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I currently serve in a rural library that does not have a dedicated makerspace. I was able to secure a $2,200 donation from our local Kiwanis Club to create a mobile maker cart, which has given our patrons access to hands-on STEAM experiences without needing a permanent makerspace.
The cart is two-sided. One side includes art and craft supplies, recyclables, and open-ended materials, while the other side is focused on building and engineering materials. My next challenge is finding ways to incorporate more technology so children can take their creations further and explore how technology connects with hands-on making.
I am also working to address a larger challenge: how can we make quality STEM resources more accessible to rural libraries? I am exploring the idea of creating a shared STEM resource lending library throughout Indiana so libraries of all sizes can provide meaningful STEM experiences, regardless of their budget, space, or staffing.
I serve as an ambassador for Grand Universe, a $450 million space and science center coming to Indiana. When it opens, I will help develop programming for PreK through 4th grade, and I am especially excited about imagining how every exhibit can be hands-on, interactive, and universally designed.
I want children to do more than simply learn about science. I want them to wonder, experiment, create, and see themselves as scientists and engineers. I also want to intentionally build computational thinking into these experiences by encouraging children to break down problems, look for patterns, think through steps, test ideas, and revise their solutions.
My dream is for kids to walk away inspired and curious, with the confidence to think, create, and solve problems. I want their families to leave with simple ideas and activities they can continue exploring together at home.
Being in a public library gives me the freedom to design STEM experiences around curiosity, creativity, and exploration. I don't have to plan toward a final grade or assessment, so I can focus on the learning process and what children discover along the way. I intentionally design my STEAM challenges to be as open-ended as possible. I don't want every child to create the same thing in the same way. I want them to use their imaginations, make their own decisions, try different approaches, and figure out what works. I plan the materials and challenge, then let the children take the learning in directions I may not have expected.
For me, that is where innovation thrives. When children have the freedom to experiment, make mistakes, rethink their ideas, and create something that is truly their own, they are developing the problem-solving and critical-thinking skills that STEM is all about.
One of my programs is called Tinkers and Thinkers. We read an inspirational picture book biography about an important figure in STEAM and then take on a related challenge. For one program, we read Wood, Wire, Wings: Emma Lilian Todd Invents an Airplane and I challenged the kids to design a paper airplane. They could decide what they wanted their plane to do, whether that meant flying far, doing tricks, or something completely different.
One boy decided he wanted to build a paper airplane that could take off without being thrown. He experimented with pipettes and straws and used his breath to help launch his plane. When we ran out of time, he was still thinking like an engineer and had started designing a platform for his airplane to rest on before launching.
That experience reminded me why I love open-ended STEM challenges. You can give children the same materials and the same starting point, and they can take their ideas in completely different directions. Sometimes the most meaningful learning happens when we give children the freedom to follow their own questions and see where their thinking takes them.
I have learned that it’s okay not to have all the answers. I think many elementary teachers (and librarians) feel intimidated by STEM because they worry they need to be the expert in the room. I’ve discovered that my role isn’t to show children exactly how to complete a project. My role is to guide them through their own learning and discovery. Sometimes that means figuring things out together. It’s okay to say, “I don’t know. How can we figure that out?” In fact, I think those moments can be some of the most valuable STEM learning experiences.
One small change teachers can make tomorrow is to ask, “What could you change?” after a STEAM activity. Instead of stopping when a child gets something to work, invite them to change one part of their design and test it again. Change the angle of a ramp, the size of a paper airplane, the materials in a structure, or even one step in a process. It takes almost no extra preparation, but it encourages children to experiment, iterate, and think about why something worked or didn’t work. Sometimes a simple question is all it takes to turn an activity into a STEAM experience.
Thank you for stopping by the blog, Elissa! Your perspective as a librarian in a public library adds a unique view and so much to the conversation on creating ways for STEM to be accessible for EVERY child. You are doing amazing work!
If you would like to follow Elissa's STEM journey at the public library, make sure you give her a follow on LinkedIn: www.linkedin.com/in/elissa-dee-76b346288
We welcome your comments, and as always, be sure to share this post using the links below!
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I’m currently working on building a strong, engaging STEM learning experience for first graders while I learn a new grade level and content. As a first-year first-grade teacher, I’m figuring out how to make STEM concepts developmentally appropriate, hands-on, and accessible for young learners while still challenging them to think creatively, collaborate, and solve problems.
I’m excited about finding more ways to integrate hands-on STEM challenges into our CKLA units so students can apply what they are learning in meaningful, creative ways. I especially love seeing first graders become engineers and problem-solvers, like when we recently designed and built the tallest tower possible to protect the Golden Goose’s egg!
I plan for successful STEM learning by connecting hands-on challenges to the content students are already learning, no matter the subject. I think carefully about the goal of the challenge, materials that are accessible to young learners, and how to group students so they can collaborate, communicate, and learn from one another. As I learn first grade, I’m also building a collection of STEM challenges that are engaging, manageable, and developmentally appropriate for my students.
One of my favorite recent STEM moments was our Golden Goose engineering challenge! After finishing our CKLA learning, my first graders worked in teams to design and build the tallest tower they could to protect the Golden Goose’s egg. They tested their ideas, made changes when things didn’t work, and practiced teamwork and problem-solving, all while being completely engaged in the challenge. Seeing them take ownership of their designs and proudly explain their thinking was such a magical first-grade STEM moment!
One thing I’ve learned is that STEM doesn’t have to be complicated to be meaningful. With my first and second grade students, I’ve found that simple, hands-on challenges with clear goals give students the opportunity to think creatively, collaborate, test ideas, and learn from failure. I’m also learning that integrating STEM directly into our CKLA content makes the learning feel more purposeful and gives students a chance to apply what they’ve learned in a completely different way.
If you’re hitting a roadblock trying to come up with a STEM idea, ask AI to be your brainstorming partner! Give it the grade level, content you’re teaching, and materials you have available, and ask for a few simple, hands-on STEM challenges that connect to your lesson. You don’t have to use the ideas exactly as generated; let AI get you started, then add your own teacher creativity!
Thank you so much for stopping by the blog, Carrie! Congratulations on your National Champion of the Presidential AI Award. Your dedication to bringing relevant and meaningful STEM experiences to ALL children is inspiring! We appreciate you sharing your tips with us.
Readers, we welcome your comments, and as always, be sure to share this post using the links below!
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As part of the STEM Pioneers Teacher Corps, my main focus is to help elevate K-5 STEM in my state and across the country whenever possible.
Right now, my main focus is filling a gap to keep our youngest learners excited about STEM competitions. Last year, our Intermediate Unit (IU) hosted a K–12 Keystone Competition, and watching our K–4 students fall in love with teamwork and hands-on problem-solving was unforgettable. However, this year’s competition shifted to serve only grades 5–12.
Refusing to let our younger students lose that spark, I am working on creating a brand-new STEM competition tailored specifically for 1st–4th graders. I recently gauged interest across our county, and the response was overwhelmingly positive. The demand is definitely there, and one way or another, we are going to make this happen!
I find immense joy in the excitement our elementary students exude. Last year we took several teams (1st -4th grade) to our Keystone Competition. This year the competition is only for 5th -12th graders. So I've decided to create a version of that competition within my county. There is a lot of interest, and I think our young students deserve a chance to display what the have learned!
As a STEM educator, I believe continuous learning is essential. With technology like AI rapidly expanding and scientific breakthroughs occurring daily, staying prepared requires ongoing professional growth. I actively seek out high-quality, job-specific professional development to keep my instruction current and relevant. Additionally, I intentionally over-plan my lessons; having extra content ensures I always have meaningful learning activities ready to carry over into the next rotation or class period.
My recent magical moment occurred last spring when we took three teams to the state-level competition for the very first time. One of our teams earned third place in the 4th–5th grade division while also taking home the Sustainability Award! Afterward, all three teams had the opportunity to present their experiences to our School Board.
I love having a few "tricks up my sleeve" for unexpected downtime. It doesn't happen often, but when a class finishes a project with just a few minutes left—not quite enough time to start anything new—I like to keep the students active and engaged. I found some fun videos that prompt them to move based on what they are watching. The students love them, and those last eight minutes fly by! Here is a link to one I use with K–2: https://www.youtube.com/watch?v=x2KXKJ3YVrg
I am thankful for the toolbox of 4Cs activities I have gathered over the years. One of my favorites is a "docking" game. Every student holds one string attached to a single metal ring (my initial version was made with a large binder ring). A ball is balanced on top of the ring, and working together, the class must transport it to land safely on an inverted Solo cup. It is amazing to watch an entire class move as one! Here is a quick video of this activity in action during a professional development workshop I helped lead for Engineering by Design: https://drive.google.com/file/d/1mJfvU8-OlhTbkybSy7T9uB1_4nLKAeq7/view?usp=drive_link
Thank you so much for stopping by the blog, Jen! You are doing amazing work, and the rest of us certainly benefit from your ideas, links, and super tips. We appreciate you sharing.
If you'd like to follow Jen's STEM classroom activities, make sure you give her a follow over on LinkedIn or Instagram @PioneeringSTEM!
We welcome your comments, and as always, be sure to share this post using the links below!
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The Collazo Cove Always Wonder Blog is back up and running! Woohoo!
I'm starting things off with a STEM bang!
In addition to picking up where I left off with my bi-weekly STEM Picture Book series, I'm going to be introducing you to some amazing CURRENTLY PRACTICING STEM teacher spotlight interviews.
The new Snack-Sized STEM: Teacher to Teacher series will be just that. Bite-sized interviews where you can pick up relevant, interesting, and exciting ideas for your classroom right away!
Guided by the steps in the engineering design process, you will learn all about what they are ASKING, IMAGINING, PLANNING, CREATING, AND IMPROVING in their STEM-integrated classrooms!
Real teachers. Real classrooms. Real STEM in action.
Add the Collazo Cove Always Wonder Blog to your favorite reader app (www.collazocove.com/blog/feed) or check back often so you don't miss a thing.
And while you're at it, make sure you're subscribed to Collazo Cove's The Tide newsletter, where you'll be the first to hear about any new posts and upcoming picture book releases!
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As I was reading the advice, I couldn’t help but think about the perfect tie-in to how we scaffold learning through STEM activities. So here are my STEM takes on the six they discuss in their article.
The article describes how you should make sure your instructions and materials are designed to optimize student understanding and learning.
When we introduce an engineering activity to students this is so important.
Whether we are starting with a foundational picture book, relevant current event, or other hooks, we need to make sure we are walking the students through the process and actions we are expecting, and clearing up any questions they may have prior to beginning.
This allows them to see the big picture, sets the tone, and decreases negative behaviors that often come when students are confused or anxious.
I always use my guiding slide deck with the same engineering design process (EDP) image to provide clarity and better student understanding. Here’s an example:
#2 Build Background Knowledge
For me, this is where the IMAGINE step in the EDP is crucial.
In addition to children imagining how they will solve a problem, I use this step to show pictures or an effective video related to the challenge to promote discussions and provide that crucial background knowledge that many students may not have.
For example, when engineering “boats” for the Who Sank the Boat lesson, many students may not have first-hand experience with what different boats look like. So I share the images below and we talk about the materials, shapes, designs, and purposes of the various boats.
This provides at least a small bit of background knowledge prior to the actual challenge. Background knowledge can also be triggered through discussions the class has while reading a foundational picture book!
Ah, yes! STEM integration’s superpower!
By nature, engineering and hands-on science, math, and technology learning are multi-modal.
Children are asked to listen to a story, watch a video, or view a demonstration of a phenomenon.
They are then tasked with drawing out their plans to solve a problem.
Then comes the crucial building, manipulating, experimenting, and/or crafting.
And throughout that amazing process, they are continually communicating with their partner or team, sharing results at the end, and in many other ways stating what they have learned.
STEM is naturally multi-modal!
Whether in the regular classroom, the STEM lab, or the media center maker space, graphic organizers and anchor charts provide students with just that…an anchor for all the learning taking place.
The Edutopia article states that “In the early stages of learning—as students are grappling with unfamiliar information—it’s helpful to supply prompts, hints, or even partially completed anchor charts and graphic organizers to make learning more effective”
In my opinion, when conducting STEM activities, these anchor charts should first be filled with student discoveries, ideas, and conclusions. Then, through class discussion, if misconceptions related to content need to be clarified, additional information can be added.
We need to be careful to allow the students to work through failure without the crutch of constant hints or prompts about what WE think they should do.
As teachers this is hard; to step back even when we know they are making a mistake or their build won’t work. But this is where the best learning occurs, and building an anchor chart throughout the activity can support that.
Photos via https://www.playdoughtoplato.com/stem-project-straw-bridges/ and https://www.spk.usace.army.mil/Media/Engineers-Week/
Although the article focuses on the more traditional content application of providing high-level quiz questions prior to the learning activity, my favorite pre-lesson activity when integrating STEM is reading a relevant well-written picture book, no matter what age the students are (high school students still love picture books!).
For great collections of picture books that are fantastic for STEM integration check out my constantly growing Pinterest Board HERE.
Shameless Plug!
One way I’ve found to keep myself from “helping” students too much during the engineering design process is to ask questions that help them develop their metacognition.
Questions/prompts like:
- Tell me about why you chose those materials for your plan.
- What do you think will happen now?
- Why do you think that didn’t work?
- Wow, I haven’t seen one like that! Tell me about your design.
- Can you explain how you think this will work?
- What do you think you could do differently?
- If you could do it again, would you switch any of the materials? Why?
