Meet Danielle Hoenig (in pink) from Southeast Polk Community School District. She worked on a floating wetlands project during her 2022 Jasper County Conservation externship.

One challenge early childhood educators face is managing Center Time. This is an hour of free-play where students choose to interact with teacher-prepared, self-directed learning activities. The hub visited Kids World on March 31 to see Scale-Ups in use during this crucial learning time.

Award-winning teacher, Dawn Johnson at Kids World Preschool in Centerville says that many of her school’s centers have come from Scale-Up options. Right now, Dawn’s favorites include Ramps & Pathways, Sphero Robots, and All About Balance. In the past, students have loved WaterWorks and Storytime STEM Packs.

“We love STEM Scale-Up,” said Dawn. “The kids learn so much. They’re not just memorizing stuff that they’ll forget tomorrow. They’ll remember these lessons.”

Play with Purpose

Two students work on a foundation using blocks from Ramps & Pathways. “We’re building a pup tower [a Paw Patrol reference],” said one of the 4-year-old girls. “I like building.”

Rachael Buckallew, one of their teachers, checks in with them. “I see a lot of creativity,” said Buckallew. “Often, they put on the construction hats on from the Dramatic Play Area. They’re always building something.”

Buckallew said that they also infuse literacy through the center, as students use stories and illustrations to inspire building. Today, students have access to two books: Build, Dogs, Build: A Tall Tail by James Horvath and Building a House by Bryon Barton.

Shaping Mindsets

Teri Johnson, Kids World Director, likes the Indie Sphero Cars, part of the Science Center of Iowa’s Making STEM Connections. “Sphero teaches them not to give up. I love how the students work together. They get excited when their friends have success.”

On the day we visit, two of girls spent their whole hour programming and testing robots. Teri mentioned how many of the girls used to play more with the kitchen and dolls, but now they spend much of their time with STEM.

The two girls also gave advice on how to deal with frustration when you’re learning something new. Together, they created this list—it works surprisingly well in many situations.

Station Rotation

Here’s a look at how Kids World works.

• They have 22 students and about 10 center options.
• Teachers dedicate 60 minutes a day to student-chosen play.
• Centers do not run on a timed schedule, so students can spend all 60 minutes at one center or rotate through more as they’d like.
• There’s a Save Space for projects to hold over until the next day.

Creating this planned area of free movement and thinking allows students to make cross curriculum connections on their own. Students feel valued by teachers and peers. They resolve social-emotional situations on their own. No day goes perfectly, but everyday is calm and positive.

At the All About Balance center, one student is creating a structure and one is following a pattern. “Sometimes I get mad when things fall down,” she noted, “but I just keep trying. You think about what is going wrong and then change.”

Dawn shared that one student artist drew a remarkably accurate picture of an All About Balance top. “We teach Observational Drawing,” said Dawn, “but this inspired art happened on its own.” Another time, students were in the Dramatic Play Area and one called out: “Mrs. Johnson! This is balancing!”

Built to Last

Dawn also appreciates the durability and flexibility Scale-Up brings to classrooms. “Materials last a long time,” she said. “Projects are designed to be simple enough that kids can be successful, but challenging enough that they progress without giving up.”

Early STEM learning anchors the foundation on which new learning can more easily occur and provides a way for teachers to model lifelong learning skills.

“We must build the ability to be persistent and problem solvers,” said Dawn. “I know they’re four, but we have to start somewhere. We tell our students: We’re all AmeriCANs not AmeriCAN’Ts.” 

On March 27, 2025, the South Central Advisory Board visited SE Warren High School’s Alex Rodgers and his Iowa STEM BEST project. This teacher extraordinaire has created one of the few school-site agricultural learning centers in the state.

He said that when he began in 2020, “I had four kids and no experience. But they all showed excitement, and I knew I had to do something.”

Now, with 80 percent of the student body in his program, Rodgers and his students have planned, built, and implemented the following:

• improved existing facilities
• created new, school-owned facilities
• designed, built, and installed fencing and pens
• started a greenhouse
• purchased or rented equipment
• made lasting community relationships with area pros and mentors
• trouble-shot animal health issues
• learned animal care.

BEST is a small piece of the funding they’ve cobbled together to make this plan come to fruition. BEST funds have been used to put in automatic animal watering, make or purchase fencing, put in some electrical, and purchase a new frontend loader.

Raising Livestock Via Class

While Rodgers and his students make it look easy and fun, the reality is quite different. It’s a 24-hour-a-day, 365-day-a-year commitment. Some of his students have been participating in his program for all four years of high school, some come from a farm background, and some are brand new to everything.

“We lean on each other if we need help with chores,” said Luke. “We all want everyone to succeed, so we all help each other out. You can’t do the bare minimum here.”

His students raise swine, cattle, goats, and sheep. His first priority is that the project serves as a learning tool. His second—to make it a business that students run. “We never want money to get in the way of a student’s participation. Between the community and school district, we work all that out.”

Community Support

John, a SE Warren FFA officer said, “Community relationships are a big part of the program.”

Community producers loan animals to students. They use school feed and care services to raise the animals and prepare them for show. At the end of fair season, when they sell the animals, FFA members pay their bill for the animal and feed. They keep and/or donate the rest of the profits. A former FFA officer and chapter alumni member, Spencer Wallace, once sold a pig for a whooping $37,000, all of which his family donated back to the school.

The animals aren’t the only things negotiated, borrowed, or donated by the community. They get metal supplies, welding materials, advice, veterinary care, and more. “We stay local as much as we can,” said John.

Everyone is Welcome

Kaleb, a 9^th grader, said he just started showing up and has just stuck around. He talked about how he’s grown from the program. “It’s been helpful to organize time and priorities,” Kaleb said. “I know how to work with others now. And I know how to make a barn better.”

Twins Brooklyn and Gracie are two of several young women who take care of the barn. Both say they feel at home and welcome in the program. This year, Brooklyn started showing cattle. “It’s hard,” she admitted. “I’m trying to get mine to walk, but it just sprints.” She hopes to live on a farm someday. “I just love all this. It gives me the opportunity to work with all the animals.”

The Work Never Ends

The work does come with some drawbacks. When hogs are overtaking the school grounds or the cattle are headed for the highway, Rodgers and his students have to wrestle them all back. If heat swelters the livestock or disease spreads, they have to problem-solve solutions.

“Sometimes kids think it’s cool not to care about stuff, so they don’t really try. But in this program, everyone has to work hard to keep it going." Rogers says the key to this is to “give ownership so that they’re motivated intrinsically.”

Take John, for example. He estimates that he spends 20-30 hours a week working at the barn during the summer. The animals need food and attention 2-3 times a day for a couple of hours each time. During the school year, he smiles, “I’m here all the time.” He plans to attend ISU for architecture next school year.

Luke, a senior, said that last year, he wouldn’t have been able to be a spokesperson for the program. He’s learned public speaking, leadership, and communication skills. “We all love what we do here,” said Luke. “It’s never a burden. We make it fun.”

Looking Back

Luke also reflected on what it feels like to be a senior in this successful program. “Our officer team will retire at the banquet, and I won’t know what to do.” In reality, he’ll remain committed to the program as an alumnus.

All the students recognize Rodgers' dedication to them and the program. “He’s at the forefront of all this work,” said Luke. “He’s won awards like the Golden Owl, and he’s a finalist for a state FFA award. He’s got 120 kids to manage, a job to do, and a personal life. Yet, he gets to know everyone on a personal level. He encourages us all.”

For John, looking back is a bit bittersweet, also. “It’s insane to see how much this place has transformed. It’s amazing to see what the challenges used to be. We’re to fortunate to have something like this.”

Looking Ahead

In the future, students hope to purchase land and farm it, add a chicken barn, and sell produce from their greenhouse. His students have already started a K-6 literacy and ag project, and they hope to encourage younger students to join them.

“We all want to be part of a legacy,” said Rodgers. That’s a big goal. And this spring, as the grass greens, plants sprout, and cows grow, there’s a sense of something greater happening here. Something worth paying forward, worth leaving behind—a legacy.

Where can you find 20 smiling faces, chickens that follow you around, and Emmy Sue, a smiling donkey who enjoys serenades and soothes sadness? At the award-winning Ms. Hollie’s Preschool, located at the Big Red Barn in Huxley. The hub visited on April 3 to see several Scale-Ups in action.

Ms. Hollie, a.k.a. Hollie Allen, owns and operates this one-of-a-kind learning environment. “We are problem-solvers in this class,” she said.

A Day with PreK

Allen plans lessons around what the children find interesting at the time. While we were visiting, it was all things owls, as one had been landing on their farm. “What I love about Scale-Up is that the materials you provide carry on into so many other things,” said Allen. “We have been playing with All About Balance, and that made students wonder how owls balance on a branch. Then we watched our chickens to see how other birds balance.”

Besides Emmy Sue, Allen houses a flock of chickens, a duck, a goose, and a herd of goats. The student who has the job of Farmer for the Day (and it’s a coveted job) gathers eggs and takes care of the animals.

“The animals teach a lot about empathy,” said Allen. “If one of the students chases around a chicken, I just ask if they’d like to be treated like that. And the chase pretty much ends.”

Scale-Up on the Farm

On the day we visit, students are just as busy indoors as they are outside. Allen set up 8 centers, including All About Balance, Light and Shadow, Ioponics, and Ramps & Pathways. “What you guys do is great,” said Allen about Scale-Ups. “Without the program, we’d never be able to have these items.”

Her teaching assistant, Ms. Jaryn (a.k.a. Jaryn Schaefer), likes how independently the students can work when it comes to Scale-Up materials like All About Balance. “It’s been interesting to see how students handle situations when they can’t get an activity to work. I see their frustration level go up, and they are learning to self-soothe.”

If someone struggles, instead of taking over their dilemma, Ms. Jaryn says things like let me see you try or what worked best the last time. She says this “builds their confidence” and lends them “a willingness to struggle.” Learning perseverance at a young age is a true gift.

When considering Scale-Ups, Allen favors Light and Shadow. “My students walk around and find shadows all the time. They notice them on vacations. I get photos of shadow arches that my students insist their parents send. Since it’s applicable everywhere, it’s one of my favorites.”

Allen says Scale-Up helps with problem-solving and encourages the use of other social-emotional skills, like sharing, communication, and working out disputes. Allen also uses it for building vocabulary, although the day we visited, the whole class was obsessed with “oviparous” (thanks, in part, to their owl and chicken studies).

Measuring Growth

We asked how she knows kids in her class are learning. She said, “Number one, if they’re asking questions. Number two, if their parents tell me.” She gets lots of curriculum-related parent texts, photos and gifts (like the dead worm that illustrated their vocab word dehydration).

“Let them blossom on their own,” Allen added. “There are kids who hate school. My kids cry when they can’t come.”

When the time rolled around for us visitors to leave the Big Red Barn, we could see how that would be true. It was hard to say so-long to Ms. Hollie, Ms. Jaryn, 20 smiling faces, things with wings, goats, and Emmy Sue—the donkey who soaks up sadness. 

Dr. Sarah Derry, SC Hub Manager, and Jan Lockert, Iowa STEM/DOE Communication's Manager, listen as students talk balance and tops.

Hollie Allen, who puts the Hollie in Ms. Hollie’s Preschool, shared some ideas on how she incorporates new Scale-Ups into her classroom. “I don’t put out too much at a time because then they don’t learn to cooperate.”

1. During table time, she sets out a few Scale-Up materials to gauge authentic interest.
2. She offers questions as students explore it, like why do you think [insert interesting thing here] is happening?
3. She invites students to sit down, play with materials, and then let her know what they think.
4. Finally, if students aren’t showing interest, she or Ms. Jaryn sit down at the table. She says usually students jump right in if they see a teacher playing with it.

We asked what happens when everyone wants to play at the same table. Allen said, “I let them find a solution themselves. I ask: do we want to stand around and yell at each other all morning or should we work this out? That’s usually when someone suggests we set a timer.”

And the farm's pastoral peace is restored.

Iowa STEM is looking for Iowa students who want to contribute to the STEM Council and inspire their peers in science, technology, engineering or mathematics!

The Iowa STEM Youth Ambassador Group, formerly known as the Youth Advisory Board, is currently accepting applications from middle school, high school and college-aged Iowa youth with a passion for STEM.

Q: But what do they actually do?

A: The Iowa STEM Youth Ambassador Group aims to:

1. Provide a youth perspective to Iowa STEM;
2. Expand Iowa STEM’s reach to Iowa youth.
3. Be a community STEM advocate.
4. Engage with Iowa STEM events. 

Applications close May 15. Application tip: read the rubric first so you know how Iowa STEM chooses interested students: https://educate.iowa.gov/media/11236/download?inline

Reach out to Dr. Sarah Derry at the SC STEM Hub (sarah.derry@drake.edu) or read more about the group on Iowa STEM's website: https://educate.iowa.gov/iowa-stem-youth-ambassador-group

**Save-the-Date: July 25, 2025**

We'll be celebrating the 10th Anniversary of STEAM on the Ridge, and we're seeking volunteers and exhibitors.

There are so many details in the works: workshops, a science fair, a professionally choreographed flash mob, a stem fest, an art exhibition, a VIP appearance from STEAM on the Ridge founder, and SO MUCH MORE!

Details coming soon. Watch for invites headed your way, or email Lisa and let us know how you'd like to help.

We may not belong to Gen Z, but we're here to support with STEM resources -- A-Z!

Thanks to our SC STEM Advisory Team for their leadership, volunteerism, and sense of community. Above: While visiting Jasper County Conservation for an advisory meeting, Creighton Cox captures Cupcake (or vice versa).