What changed in year two (and why it matters)
Reflecting on year two: From “granola bars” to deeper roots
By Dana Connors, Grade 3 Teacher at OCSB
Returning to STEMterprise for a second year allowed me to move past the “how-to” and focus on the “why.” Because the program is so well-structured and naturally low-prep, I didn’t have to worry about the logistics. Instead, I had the clarity to see exactly where my students needed more time to grow.
The power of the pivot: Prioritizing the farmer
Last year was about following the steps; this year, we changed the order to better suit our students’ needs. We made a strategic decision to move from Stage 1 directly into Stage 3 intentionally pausing before we hit the design phase.
By spending more time exploring where our food comes from first, the students gained a foundation they didn’t have before. This pivot allowed them to be far more mindful. When they eventually reached the design stage, they weren’t just picking ingredients; they made the connection that everything we eat, at some point, came from a farmer. In a farming community like ours, that realization hits close to home and creates a deeper sense of appreciation for the work done in our own backyard. This is one of the many reasons why we love this program as it allows for educators to adjust and pick and choose the activities that best suit the needs of their students.
Refining the process: Balls over bars
One of the most practical lessons I brought from last year was a simple shift in the kitchen: bars are difficult, but balls are better. By planning for “granola balls” this year, we’ve removed a physical hurdle that frustrated some students last time. This allows them to focus more on the entrepreneurship and the actual ingredients.
We also tightened our collaborative structure. By keeping groups to 2–3 students, we’ve ensured that every child has a say and stays active in the project. There’s no fading into the background in a group that size; everyone is an equal partner in their granola project.
Infectious excitement
Perhaps the most rewarding part of this second year has been the energy in the room. I noticed a significant jump in student excitement right from the beginning, and I think that stems from my own confidence in the project as my own enthusiasm for the project was infectious (because I knew the “wins” that were coming),
Whether we call it “STEMterprise” or “The Granola Bar Project,” the name has become a highlight of our week. We aren’t finished yet, but I can already see that the students are thinking more carefully about their choices than they did last year. We chose to do this again because it’s easy to implement, our students love it, and so do we!
