This summer, I had the opportunity to complete an externship at the Boys & Girls Club, where I was tasked with designing and leading hands-on STEM activities for elementary and middle school students. The overall goal of my project was to spark curiosity, show kids that science can be fun and approachable, and encourage them to see themselves as problem solvers and innovators. I wanted the activities to go beyond “just experiments” and instead help students connect science to their everyday lives.

During my time at the Club, I created a week-long curriculum that mixed fun challenges with meaningful learning. For example, students participated in a nutrition week where they tracked their eating habits and learned how food fuels their bodies, tested their reaction times with a ruler drop experiment to explore human physiology, and worked through a low-prep escape room I designed to build collaboration and problem-solving skills. We also explored engineering concepts by creating simple structures and tinkering with “what-if” scenarios that allowed students to experiment and adapt their designs. Each activity was structured to balance engagement, teamwork, and scientific reasoning.

The intended outcome of this work was twofold: to make STEM more engaging for students who may not typically be exposed to enrichment activities outside of school, and to give them the chance to practice critical thinking in a fun, supportive environment. Over the course of the program, I watched students grow in their willingness to try new things, ask questions, and work together to solve challenges. Seeing their excitement when they succeeded—and even their resilience when they didn’t get something right the first time—was one of the most rewarding parts of the externship.

This experience also had a direct impact on my career knowledge and teaching style. It pushed me to be more creative in how I design lessons, thinking not only about the content but also about how to capture students’ attention in a fast-paced, informal learning setting. I gained a deeper appreciation for inquiry-based learning and the importance of scaffolding challenges so that every student can participate meaningfully. I also saw firsthand how flexibility and a sense of play can make science more accessible.

Ultimately, my externship at the Boys & Girls Club reinforced my passion for making science education both rigorous and enjoyable. It gave me new strategies for engaging learners and confirmed my commitment to helping students discover their own potential in STEM.

Grade Level and Subject Taught: 4-6 STEM