The water station in The Pond Room had always been a popular option especially since in this region the summer heat is extremely intense. The Master Teacher noticed that Zach, a 3-year-old with special needs and an IEP from the local school district, returned to the water station over and over again and was very focused on his activities. His obsession with water also drew other children in the play. After observing the children play freely with water for two weeks, the teacher decided to expand this water play into a series of developmentally appropriate, meaningful investigations about water. She felt that this water project was a great opportunity for preschoolers with and without disabilities to construct STEAM concepts and skills which will prepare them for more complex and abstract STEAM concepts in later schooling. With the goals of developing students’ knowledge and positive attitudes toward STEAM and promoting their STEAM-related questioning and problem-solving skills, the master teacher began the inquiry and embarked on a water project in her classroom.

池塘房的水站一直是一个受欢迎的选择，尤其是因为该地区夏季炎热。老师注意到扎克是一名有特殊需要的三岁孩子，来自当地学区的个别化教育计划，他一次又一次地回到水站，并且非常专注于他的活动。他对水的痴迷也吸引了剧中的其他孩子。在观察孩子们自由地玩水两周后，老师决定将这种水游戏扩展为一系列适合发展的、有意义的关于水的调查。她认为，这个水项目对于学龄前儿童来说是一个构建 STEAM 概念和技能的绝佳机会，这将为他们在以后的学校教育中掌握更复杂和抽象的 STEAM 概念做好准备。为了培养学生对STEAM的知识和积极的态度，并提高他们与STEAM相关的提问和解决问题的能力，老师开始了探究，并在课堂上开展了一个水项目。