Kindergarten STEM Design Challenge: Grade 7 Mentors Help Students Defy Gravity

On Wednesday, February 25th, something special happened in our Kindergarten classrooms. Our Grade 7 Design students from the Pemberton Woods campus arrived as building assistants and mentors for this year’s Kindergarten “Defying Gravity” Design Challenge — and the energy was sky-high.

The Challenge: Defying Gravity

At the heart of the afternoon was one big question:

How can we help an object stay in the air?

In this hands-on exploration of physical science, our Kindergarten students stepped into the role of Lead Designers, investigating the invisible force of gravity through tinkering, testing, and experimentation. At an age where gravity can feel like magic, this challenge made science tangible. Students imagined possibilities, built prototypes, tested their ideas, and refined their creations.

It was curiosity. It was engineering. It was joyful problem-solving in action.

The Design Cycle — Made Kindergarten-Friendly

Even at five years old, our students are beginning to understand the design cycle — in a simplified and playful way:

• Ask – What are we trying to do?
• Imagine – What ideas could work?
• Create – Let’s build it!
• Try & Improve – Does it stay up? How can we make it better?

By grounding the design process in real materials and real experimentation, the learning becomes authentic. Students see that improvement is part of the journey. Iteration isn’t failure — it’s growth.

Grade 7 Mentors: From Learners to Leaders

Supporting each Kindergarten team were our Grade 7 students, serving as Design & Building Assistants. These students all have experience working through the full design cycle in MYP Design. On this day, they had the opportunity to practice something equally important: mentorship.

Mr. Brown’s Grade 7 class demonstrated patience, encouragement, and thoughtful questioning. They guided without taking over. They celebrated small successes. They helped younger students think through challenges rather than solving them outright.

For many of our Grade 7s, this visit was deeply meaningful. Many of them once attended the Junior School themselves. Walking back into these classrooms, now as confident mentors, was a powerful reminder of how far they’ve come. They were no longer the youngest learners. They were role models.

And that shift matters.

When students begin to see themselves as mentors, their own sense of responsibility, empathy, and leadership deepens. Teaching reinforces learning. Encouraging others strengthens confidence.

The Power of Cross-Grade Connection

Experiences like this strengthen our entire school community. Younger students see who they can grow into. Older students remember where they started. The bridge between campuses becomes more than a bus ride — it becomes a shared story of growth.

Design thinking comes alive when it connects people, not just projects.

Gratitude for a High-Flying Day

Special kudos to:

• Ms. Durovick, Junior School Tech and Design teacher, for leading and organizing this inspiring experience.
• Ms. Pacheco and Mr. Johnson for fostering such creative, curious Kindergarten classrooms.
• Mr. Brown and his Grade 7 Design students for their outstanding mentorship and leadership.
• Kindergarten support staff Ms. Bekkar, Mrs. Johnson, Ms. Renata, Ms. Jaspreet and Ms. Lapres for ensuring every young engineer felt supported and empowered.

More Than a Science Activity

“Defying Gravity” was more than a one-hour challenge. It was a celebration of inquiry, resilience, and community.

Our Kindergarten engineers discovered that their ideas can take flight.
Our Grade 7 mentors discovered that leadership can lift others.
And together, they reminded us that the design cycle isn’t just something we teach — it’s something we live.