try and more traditionally male hobbies and careers.


IMPACT AND STUDENT REFLECTIONS


Since joining the Girls STEAM Team, stu- dents have transformed from hesitant learn- ers to confident STEM creators. Trough ex- posure to STEM-related career options and hands-on building and learning, girls have had opportunities that they otherwise would not have received. One student even shared that she changed her high school program to a technical one because she learned how much she loved working with her hands. “I never knew that being an electrician was an option for me,” she told us. Mentorship is an important part of this


program. At the end of our shoebox project, we hosted an International Women’s Day fair, where the students in the Girls STEAM Team presented their projects to younger children at the school. Primary teachers brought their classes for a short presentation about Inter- national Women’s Day, and then the students circulated through the library to check out all the cool projects. Students showed off their vending ma-


chines, vanities and games for younger stu- dents, providing mentorship and demon- strating excellence as young women in STEM fields. Te girls also presented the class with information about International Women’s Day, giving them the chance to share their new thinking and knowledge around the topic of women in STEM. Teachers ex- pressed their appreciation for the fair, as it allowed their younger students to see what they can accomplish in the coming years. A Grade 1 teacher said, “It was inspiring to see how these young women have excelled in the years since they were in our Primary classes – it truly makes me proud!” We strongly believe that the program we


have developed is essential for renewing the love for STEM that can disappear in these early years of schooling. We need to be very intentional about discussing and actively challenging the systemic obstacles that girls will encounter in their journeys in science, technology, engineering and math.


STARTING YOUR OWN GIRLS STEAM TEAM


To start a STEM program for girls, it’s important to find allies in the school com- munity. Tis program would not have been successful or sustainable without the help and support of our teacher-librarian, as well as my flexible teaching partner. I also be-


came aware of the CCEL grant opportunity through a colleague who had applied for it previously at another school. Without these connections, the program may not have made it to where it is now.


• Tap into local resources like neighbouring high schools or colleges, the local public library or even industry professionals in the area. Tere are skilled trades workers in every community, and many would be more than happy to come in to do a talk with students to expose them to their profession.


• Inquiry-based learning that looks to solve a problem in our immediate commu- nity is a great place to start with STEM projects and hands-on learning. Tis can be simple tasks, such as repurposing discarded materials like boxes or cartons, or it can take on larger problems, like cre- ating accessibility features for the school building or the neighbourhood.


• Mentorship should always be a natural progression with any empowerment pro- gram. Once the team starts to feel more comfortable with the work they are doing, get them to start sharing and teaching younger students. Tis creates a sense of wonder with younger students and also reinforces the learning that students are engaging in.


Adequate and appropriate representation


in the STEM fields creates safe and inclusive learning environments for girls. We can take small steps in making sure our schools are more inclusive in STEM. “Empowerment and Advocacy” has been the motto of our Girls STEAM Team this year, and I think that as a team, we have been able to achieve success in this area. But there is still much work to be done. Girls continue to be underrepresented in


STEM fields and are still shying away from participating in STEM-related activities and clubs at school, especially as they reach adolescence. We want to create spaces where girls not only feel safe but also empowered to continue their journey with technical or scientific fields of work. Creating inclusive STEM spaces isn’t just about teaching cod- ing – it’s about breaking systemic barriers. By developing spaces where girls feel em- powered, we ensure the next generation of builders, coders and innovators includes them. Te work isn’t done, but together, we can change the future of STEM. n


Pawan Wander is a member of the Elementary Teach- ers of Toronto Local.


ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 23


MINI-LESSON: REPURPOSING A SHOEBOX FOR STEAM CREATIVITY


OBJECTIVE – Students are encour- aged to design and build a functional object from an old shoebox (it should do something other than hold shoes)


MATERIALS – shoebox, cardboard, glue, scissors, markers, additional craſting supplies


PROCESS


1. Ideation: Employ the design think- ing process to ask the question, “What kind of build could I benefit from?” Or, “What do people I know need that I can make from this shoebox?”


2. Blueprinting: Students sketch a design, labelling measurements and features. Tey can do this by hand or using a digital blueprinting tool, such as Tinkercad.


3. Building: Using craſt materials, students construct their prototypes.


4. Iteration: Students go through a feedback process before the final product is complete and make any necessary adjustments or refinements to their design.


5. Reflection: Students explain their design choices and problem-solving challenges. Tis can be done presenta- tion style, or perhaps through a design fair for younger students in the school.


Extension – Integrate more technol- ogy by incorporating coding, pulley systems, circuits (to make parts of the project interactive).


Tis activity reinforces the creative problem-solving mindset we foster in the Girls STEAM Team – turning overlooked materials into something innovative, just like we encourage our students to do in STEM fields.


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