As educators, we know that students thrive when families get involved and help reinforce learning. Research suggests that this is especially true for STEM. While positive STEM experiences in school have a significant influence, discussions at home amplify that impact by shaping a child’s interest and identity. One study found that childhood conversations about science at home are one of the few early experiences that significantly predict whether a student will later identify as a “STEM person” in college (Dou, 2019).

Even so, many parents hesitate to talk about topics like science and engineering with their kids. Even when family members agree that STEM learning is very important, a few common barriers get in the way:

Summer programs are a perfect opportunity to give students meaningful hands-on STEM experiences. We have a full round-up of enrichment curriculum for district summer programs, and new units for anyone planning a one-off multi-age STEM event. 

But how do YES units work for a one-week STEM camp? Themed day camps are popular with parents because they keep kids learning and break up summer boredom. If you've ever planned your own STEM camp, you already know that the key is having a solid plan for each day well in advance so you can gather materials and plan.

We’ve got you covered.

[This post is part of our series, Engineering Practices in the Classroom, which explores what engineering practices are, why they matter, and what they look like in real classrooms.]

If you walked past this second-grade classroom and heard the lively conversation, you might not guess that it was part of a new STEM engineering lesson.

The teacher asks a simple question, “Think about when you go to sleep at night. Do you like the room to be very dark? Or do you prefer to sleep in a room with a lot of light?"

Hands go up.

“I like it SUPER dark in my room,” says Mateo. “I close the door and even a tiny light annoys me and I can’t sleep.”

“My brother sleeps with a big dinosaur nightlight,” adds Sofia. “I like some light, but it is way too bright.”

“I like the lights off so it’s kind of dark, but with maybe the hall light on,” says Jordan. “So in-between.”

[This post is part of our series, Engineering Practices in the Classroom, which explores what engineering practices are, why they matter, and what they look like in real classrooms. Today, we’re focusing on another core engineering practice: exploring the properties and uses of materials to inform design decisions.]

Everything humans have ever made—from the earliest stone tools to running shoes and satellites—depended on choosing the right materials. Engineers spend a lot of time exploring how materials behave so they can match those properties to a specific goal. Bridges must be made of materials that are strong and durable. A raincoat needs something flexible and waterproof.

[This post is part of our series, Engineering Practices in the Classroom, which explores what engineering practices are, why they matter, and what they look like in real classrooms. Today, we’re focusing on a foundational practice: using a structured process to solve problems.]