STEM at Fayerweather: Conferences, Curriculum, and Camaraderie

The first workshop I attended focused on "backyard science," which I consider a vital entry point for young scientists. The session encouraged the use of local outdoor spaces to engage students in observation, comparison, and data collection and organization. I participated in a sample lesson on leaf identification - a perfect parallel to the tree unit I recently taught to our 3rd and 4th graders. The debrief centered on a core tenet of my teaching philosophy: inquiry over correctness. In the early years, the true goals are observation, reasoning, and evidence-based discussion. Realizing that "the answers can come later" allows both students and adults to lean into the discomfort of the unknown. By modeling how to gather and interpret data in real time, self-confidence becomes instilled in young learners. Equity in science begins when every child sees their immediate world—their backyard, park, or schoolyard—as worthy of investigation.

Later in the conference, I was honored to present at the "Share-a-thon," an informal session that encourages deep conversation and collaboration. I showcased our 3rd and 4th-grade unit on modeling the physical properties of wetlands, featuring a student-made watershed model, a water filtration system, and a digital microscope. It was rewarding to see other educators engage with our materials and discuss how place-based education can be scaled for different age groups. These interactions are a vital part of my role at conferences: building connections with similar institutions and local organizations. I met several representatives from the Massachusetts Audubon Society, including a Fayerweather alum parent, who was thrilled to hear about our program's growth, especially since we recently collaborated with them to audit our campus outdoor spaces and nearby Fresh Pond sites. With this connection, Stacey and Jenn Kay.Goodman, Unit Humanities teacher, are now coordinating to have her alum daughter return to speak to Unit students about her career as a sustainable farmer.

Looking ahead, science at Fayerweather will continue to be cohesive, accessible, and engaging. As we document and map our PreK–8 curriculum, I view our work as a living document that must evolve to reflect both a changing world and the specific needs of the students in front of us. Historically, STEM has often been gate-kept for "certain types of brains," but at Fayerweather, we challenge that narrative. We make science accessible to all learners through diverse resources and inclusive teaching strategies. By prioritizing place-based expertise and the "courage to not know," our school will continue to stand out in the independent school community, inciting the genuine curiosity and excitement that empowers the next generation of scientists.