S.T.E.M. Projects in Kindergarten Are SO Much Fun!


About a year ago, it was suggested to me by my supervisor at Staff Development for Educators (SDE) that I try to develop some STEM projects for my class and try to include them in some of the sessions that I present at their conferences.  (For a complete list of my upcoming presentations, please click here!)  My first thought was, “Uh… why would I want to teach about stem cells in Kindergarten?” And then my next question was, “What is STEM?”  (Unfortunately, this only revealed my own ignorance in the subject, LOL!)  For those of you that are still in the dark regarding this topic like I was, the term “STEM” in relation to edu-speak refers to projects that integrate all four of these subjects:  science, technology, engineering, and math.  Hence the term, STEM!  So for the purpose of this blog post, this discussion has NOTHING to do with stem cells at all, thankfully!  And as far as the “engineering” part of it is concerned, all the children have to do is simply build something.  SO…, in this project, they would need to use the scientific method, and perhaps hypothesize, predict, conclude, etc.  They would need to use technology in it somehow, such as a camera, iPad, document camera, etc.  They would need to build something, or try to “invent” something.  And then they would need to use their math skills somehow, by counting, estimating, sorting, dividing (sharing equally), etc.  According to SDE, there is grant money out there for teachers that create STEM projects!  Hmm, very interesting!!!  Now I just need to figure out where to apply for it!!!!

Some of the children made VERY large cubes!

A school project that integrates science, technology, engineering, and math is very often a project that takes time and is spread out over a good week or two, at least in the higher grades.  The thing that I don’t like about this approach in Kindergarten is that it just seems to me that the more you spread a project out over several days, the more abstract it becomes to their little minds.  For young children, I prefer projects that can be started and completed in just one sitting.  So when I saw the idea for this project on the Science Sparks blog, it occurred to me that with just a few tweaks, this could qualify as a STEM project that could be completed in one day, so I was excited to try it!

One student made this fabulous house! She told me that it was the
“Leaning Tower of Pisa!”  LOL!

To give it a try, all I did was buy a large bag of mini marshmallows and a medium sized bag of spaghetti noodles.  Actually, when I was at the grocery store, I was afraid that I would run out, so I bought two bags of marshmallows.  It turned out that one large bag of marshmallows and the smallest available bag of spaghetti noodles would have been plenty for 24 children.  I also let the kids eat five mini marshmallows each, in addition to creating their structures, and we still didn’t quite use up all of them!  So I decided that we could do the project twice, and we STILL didn’t use up all of the noodles!

Another child made this structure that resembles a pyramid.

On the first try, I made one marshmallow and spaghetti “house” ahead of time and showed the children my sample.  Then I got out my document camera and made a cube underneath it so that everyone could see what I was doing and how I did it.  We talked about how to make it sturdier, and how builders make houses so that they will stay up.  (It’s the diagonal posts in the structure that make it sturdy!)  Once I added some diagonal spaghetti noodles to my cube, the whole thing stayed up straight and tall with no problem.  Then we counted how many marshmallows we needed to make a cube, and discovered that we only needed eight.  I think that this is a good precursor for them to start counting the vertices (corners) in the geometric solids, which I know is something that they will have to be able to do in the higher grades.  Despite the fact that I modeled how to make a cube, I told them that they could explore the materials and make anything that they wanted.  When they were finished, I gave them a lunch bag with their name on it so that they could save their structures and eat them at recess or lunch.  It’s also worth mentioning that this project creates a BIG mess, and you WILL need a broom to clean up all of those broken spaghetti noodles that land on the floor!  It really looked like a bomb with dried spaghetti inside of it exploded inside my classroom around the table for this project!

Here is a cube that a child made with some diagonals for strength.

The second time we did it, I gave them the assignment to make a cube.  I asked them to predict how many marshmallows it would take to make a cube, and they took a few guesses.  (There’s the science bit!) Then I modeled how to construct one, but told them that they could do it in any way that they wanted.  (Building is the engineering part!)  We counted the number of marshmallows that my cube required.  (There’s the math part, along with the geometry of the cube.)  Then I told them that they were allowed to make anything that they wanted, but if they made a cube, I would let them take a picture of it with the iPad(There’s the technology part!)  Then I turned them loose and let them try it.  Luckily, there was a wonderful retired teacher volunteering  there with them, so that really helped, especially with the picture taking part!

This is my sample cube, made with diagonals for strength.

My wonderful volunteer also gave me some insight afterwards on the techniques and struggles of the children.  As I have observed many times before when we have made clay objects, you can get an entirely different view of the children when you give them a creative assignment such as this!  One of my highest functioning students informed me after I gave the directions that he didn’t want to do this!  I was a little surprised, because he is so successful at everything he does!  But the volunteer told me that he simply gave up in the middle of the activity.  Yet another little boy who struggles in some subjects really excelled in this project!  He gave it some thought and decided to give his cube double walls of spaghetti to make them extra sturdy, and then ALSO add the diagonal posts required to make it strong.  Then he used extra marshmallows on it to make sure that all of the extra pieces of spaghetti would stay put!  WOW.  I am guessing that THIS is why there are grants out there for teachers to develop STEM projects; to encourage and develop the talents of students like this!  Here is a child that can think outside of the box and keep trying things until he gets it right.  Bravo!  But how would I have ever known that he had those skills without a project like this?  Especially since this particular child doesn’t always excel in language arts and usually does average work in math?

This is the large cube made with double walled spaghetti noodles, diagonals, and extra marshmallows for strength!  A Kindergarten student did this all by himself.

One of my youngest, shyest little girls made nothing at all on the first round; she just said that she couldn’t.  On the second round, she worked very hard, and made a square!  It was not a cube, but a flat, one dimensional square.  But considering that on the first try she just basically explored the materials and constructed nothing, I was satisfied with that!  Besides, my volunteer told me that she had worked very hard to make that square!  So we have to consider that she did show some growth in her attempts to improve.


Each time we did this, one of my students asked me if it were possible to make a sphere.  This led to an interesting discussion about why this wouldn’t be possible.  I pointed out that every piece of spaghetti was straight, and that a sphere was round all over.  Plus, if you bend the spaghetti very much, it will break!  I did, however, get out one of my interesting balls from my ball box, which is known as a Hoberman Sphere.  It is a sphere made out of straight sticks, and it can collapse and expand.  Sometimes I throw it to a child that is really paying attention, as a motivator to the other children to try a little harder.  But I guess that we had never before discussed that this is actually a sphere made out of straight sticks!  In any case, I told the children that it would be possible to create a sphere out of straight sticks and marshmallows, but it would take a LOT of work, and it probably wouldn’t be possible in the amount of time that we had!

These are some pictures from our first attempt at making marshmallow structures!

I loved the results of this activity!  I would love to think of some more STEM activities that are Kindergarten appropriate!  Do you know of any?  I did find one Kindergarten STEM site with lots of activities on it, but I would like to find more.  Can you share them by leaving a comment?  (I love comments!!!)  Thanks!

– Heidi 🙂


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Heidi Butkus

About Heidi Butkus

Heidi Butkus has been teaching in California public schools since 1985. She has somehow managed to stay in Kindergarten all of those years, with the exception of five years in first grade, and also taught a parent participation preschool for a short while! Combining a strong knowledge of brain research with practical experience, Heidi has created a wealth of fun and engaging teaching techniques that work well with diverse populations. She has presented at conferences nationwide, and is the owner and founder of HeidiSongs.com. Heidi has also created fourteen original CD's and DVD's for teaching beginning reading and math skills, three musical plays designed especially for young performers, and has written some picture books and many other teaching resources. Heidi's multimedia workshops are filled with fun and motivational educational activities that have been classroom tested and revised for effectiveness with all types of learners.
  1. Thanks for the information. How come teachers are ahead of they're district leaders. I visited the site. Thank you. Your ideas have also helped revitalize my 22 years of teaching. I'm so excited.

  2. Thank you for sharing this! I have never heard of "STEM" projects either, but I am now thinking of some activities that I have done that with a few tweaks could meet the STEM requirements. One of them is the project where you build a casing to hold and protect an egg when you drop it.
    Science – gravity when objects are dropped and even the parts of an egg
    Technology – take a video of them falling for documentation of what happens when dropped.
    Engineering – Building the casing
    Math – Measuring the distance that the object falls

    I am sure there are more things that can be added into each of these for this project, but those are some of my quick ideas!!

    • I know it has been 2 years since this post, but I wanted to add ideas to all of the great excitement here. I agree that changing ‘already planned activities’ into a STEM activity is a superb idea to get started.
      As far as technology, also think of it as innovation. Yes, we want students to come up with new ways to use actual iPads, computers, cameras, etc., but also when students are given a task to create something, their product can also be considered a new technology if it is helping others in some way. This is what engineers do, starting from the known and they make changes and improvements.

      When you are getting started with STEM, take a planned activity from science or social studies, and by adding parameters, you can turn the activity into a STEM lesson. Ideas include: graphing results, adding a required measurement (must be 1 foot tall/high, 1 pound or less, have 20 items included, or use money by making all of the supplies worth an amount. They could have to add up what they spent or have to work with a budget.

  3. Thanks everyone!
    To Heather:
    That's a great idea! I love that you took a project that I have seen done before, tweaked it a little bit, and turned it into a STEM project!!!! Wonderful! Thanks so much for opening up my mind a little bit more!

  4. Love it! We've made these with straws or pipe cleaners with the marshmallows, too ~ never thought of it as a stem project, Thank you!
    Here's another that we did in March… design a leprechaun trap with a partner. They worked for a full hour after planning all week what they wanted it to look like and how it would work. The science is cause and effect, tech is the photos afterwards, engineering is the actual building of the trap and math is calculating how many of this and that is needed to build it – and the spatial relationships between the parts (how tall should the ladder be for him to climb up, etc.) Does that fit for a stem project? I want to give them another partner design challenge before the end of the year, maybe we'll do the 3-d shapes if I can get food permission…
    Thanks Heidi!

  5. I've done the marshmallow collaborative building project for several years, but letting the marshmallows air dry for a day and using flat toothpicks. I talk about geodesic domes built by Buckminster Fuller and show how to use triangles to build structures. My kindergartners love it! I also found a book entitled THE MARSHMALLOW INCIDENT to read for added fun. Lots of extensions to do with marshmallows!

  6. Hi Heidi,
    This is a great extension to the lesson that I just did with my kiddos last week! I show them how to build cubes and triangular prisms with straws and pipe cleaners and I begin by reading several different versions of The Three Little Pigs. After finding success with their straw houses we move on to building bridges with toothpicks and straws. I use The Three Billy Goats Gruff before we build our bridges. I bought spaghetti today as I have lots of extra marshmallows. I also purchased lots of jelly beans after Easter to build a geodesic dome which we will conquer towards the end of our week!

  7. I'm still thinking about that sphere! How about cooking the spaghetti and letting them roll it like a ball of yarn?

  8. Very cute idea, and glad to see kdg integrating stem into lessons. Just to clarify, technology by definition is something that is man made to solve a problem… So it does not need to be electronic. A toothbrush, shoes, glasses are all forms of technology. So you don't have to worry about filming projects with iPads…. 🙂 the children are building, or actually engineering, the technology using science and math.

  9. Heidi, I’ve done my worm unit for years (designed it for national board certification) and it is the only long-term (six weeks) STEM unit I do—I generally agree that for K, STEM is most successful when it’s a project you can complete in 30 minutes (roughly). My worm unit (I have Science once a week for 30 minutes each time) entails introducing the worms and letting students explore them once or twice (1-2 weeks) to become comfortable and realize they won’t bite, are quite gentle). Next, we begin experiments with the worms–do they prefer to be wet or dry (draw lines down the middle of a paper plate, spray one side with water by placing another paper along the line to protect the dry side from getting wet), do they prefer to be on rough or smooth surfaces (provide paper plates with line again and place a square/rectangle of sand paper on the line, spray both sides this time (because you’ve discovered they like to moist) and see if the worms crawl to the rough or smooth side of plate. Next, see if the worms prefer like or dark by offering two ways to check—can place a larger rectangle of black paper that covers half the paper plate or use smaller rectangles and let children make tents (or some may have other ideas…)spray plate and see where worms go. When students finish this light/dark, I have them choose either a black or white unifix cube to bring to our closing circle and I put them together to see which has more (for the other experiments I use tally marks on the board to determine what we can say about “most” worms). Our culminating activity is to use all the information we’ve learned about worms to build “Disneyland” type amusement parks for worms. I give them all kinds of tape, popsicle sticks, little chains, chenille stems, small paper cups, unifix cubes, sandpaper, black paper (for tents), letters (shiny, fancy for signs), markers, etc.—whatever I think or they think of that might be useful. We add the worms and they are incredibly accommodating—love to crawl through unifix cube tunnels, swing on swings, crawl over everything. I didn’t realize this was a STEM activity until I had actually done some other STEM activities….

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