What if one small classroom pet could spark curiosity, fuel problem-solving, and turn everyday routines into STEM learning moments?

We’re thrilled to feature Kathy Biernat, MS, an award-winning educator and longtime curriculum specialist whose work centers on practical, engaging, real-world learning. Her approach aligns seamlessly with our mission to support student growth through meaningful interaction with classroom pets .

In this guest post, Kathy shares how a STEM mindset can become part of your classroom culture, and how caring for a pet can transform simple routines into powerful, inquiry-driven learning experiences echoed by teachers across our program.

A STEM Mindset: Weaving STEM into Your Classroom Culture

Kathy Biernat,

Zanilu Educational Services, LLC

zanilu.org

 STEM—Science, Technology, Engineering, and Mathematics  isn’t  a separate lesson and, despite popular belief, doesn’t just happen in the Science classroom. It’s a way  of thinking. STEM lessons move beyond rote memorization of facts and focuses on inquiry, problem-solving, and creation. I like to call this the “hands on-minds on” method.  STEM is a mindset :  Students ask “Why?” (Science),  they design solutions to problems (Engineering), use tools to gather data  (Technology), and measure and interpret that data (Mathematics). This approach prepares children not just for STEM careers, but for a world that demands creative, evidence-based solutions to complex problems.  By centering activities around a classroom pet (a fish, hamster, or lizard), teachers can transform daily routines into authentic, integrated lessons.  For example, 

• Science & Observation: Taking care of the pet? a lesson in biology. Students can observe and document the pet’s behaviors and needs
• Technology & Tools: How warm should the hamster’s enclosure be? Students can use thermometers to check the habitat temperature.
• Engineering & Design: What enrichment activities can we provide for our lizard? Can we make his enclosure more appealing?
• Math & Data: Students can track  food consumption, measure the volume of water needed or calculate  the area of a new playground for their pet.

But, to make STEM truly cultural, it must permeate all of the subjects:

• ELA (Literacy): Reading  non-fiction articles and books about  the pet’s species or writing a persuasive letter (and including their data they have collected) t o argue for a specific habitat improvement brings literacy to the STEM lesson
• Social Studies: By having students study concepts of community and shelter and then apply this by designing and budgeting for the most efficient habitat enclosure ties in Social Studies standards.
• Art: Students  can design a background for the pet’s habitat, requiring them to understand color.    
• Music: How do animals respond to different types of music? Can the students  create a rhythm pattern that mimics the pet’s breathing?
• Physical Education: Students might track their own heart rate before and after an exercise and compare that data to what they observe about the pet’s hear rate before and after activity.

When we see STEM as a way of thinking, the classroom becomes a place where students are empowered.  By focusing STEM lessons on the needs of a classroom pet, we don’t just teach facts; we nurture curious, resilient, and resourceful young problem-solvers.

Want some hands on lesson ideas? Go to PetsintheClassroom.org!