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It’s about creative problem-solving, and building with marshmallows certainly offers instances of problem-solving. I like to point out how engineering is all about figuring out how to build something to the specifications you want.

All of the kids who were building were doing engineering, but they might not think of it that way without a bit of prompting. These conversations are the prime opportunity to make any program’s STEAM connections explicit. The Process: The bulk of the program was spent with children at tables building, and I spent my time moving from table to table and talking to the kids as they worked. Or, if the idea of a tower wasn’t sufficiently inspiring, kids could build whatever they wanted. In addition to mini marshmallows and toothpicks, I also made available paper and writing utensils in case kids wanted to sketch or plan their towers before building. The Challenge: Build marshmallow towers using mini marshmallows and toothpicks. Heavily illustrated books like those from David Macaulay and DK Eyewitness were attendees’ favorites, and many of the kids grabbed a book to take with them to the construction tables as inspiration. I also made available lots of the library’s non-fiction titles that give a sneak peak into buildings and construction. What sorts of things do architects and construction workers have to take into account when they think about building? We talked about design and knowing the materials you’re working with. Here’s what we did: Photo by Amy Koester. It combined engineering and the creative aspects of arts and crafts. I want to focus today on a recent school-age STEAM program we did at my library: Marshmallow Towers. Today I’m going to share something a bit different, because my overall goal is to share STEAM programs–and science is just one facet of STEAM (science, technology, engineering, arts, and math). You may have come to expect a full science program from my monthly posts here on the ALSC Blog.