Packaging Design outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. As are the other volumes in the STEM Road Map Curriculum Series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms. The book is an interdisciplinary module that uses project- and problem-based learning. Because success in the 21st-century workplace requires blending content and communication skills, the lessons prompt students to do the following: • Explore how marketing, packaging, and communications connect. Students will examine how to repurpose a product, or market it to new customers, through innovative containers such as nested packages (or packages within packages). • Build persuasive writing and speaking skills. Using PowerPoint presentations and social media campaigns, students must convince a client that their repackaged product is marketable and then convince customers to buy it. • Develop content knowledge. For example, as students think about nested packages, they learn about geometric properties of three-dimensional shapes and engineering design. • Consider the complexities of marketing, from grappling with sustainability issues to meeting customer needs while making a profit. Activities include designing a package that keeps tortilla chips from breaking and transforming an old product with new packaging and marketing techniques. The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, Packaging Design can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach. Dr. Johnson is a Professor of Science Education, Executive Director of the Artificial Intelligence Academy, and Faculty Research Fellow at NCSU. She has been awarded and managed over 75 million in external funding for research and programming across her career – all focused on making STEM for all students a reality. Dr. Johnson has served as an expert advisor to the Office of Science and Technology Policy and has led research and evaluation projects for NASA and the Department of Defense. Dr. Johnson has led several large-scale STEM initiatives, such as the STEM Road Map Curriculum Project and the Handbook of Research on STEM Education (2020), in which the second edition is in progress. Dr. Johnson currently serves as the elected Chair of the American Educational Research Association’s (AERA) and the Special Interest Group (SIG) for Science Teaching and Learning. She is on the editorial board of the journal Trends in Higher Education and served as the Editor of the School Science and Mathematics research journal for a decade 2011-21. Dr. Johnson has worked with thousands of teachers across the U.S. through professional development and training programs. She has also worked with over 50 schools leading their STEM School strategic planning process. Dr. Johnson has received many national awards for her research. Across her career she has published over 50 peer reviewed research articles, 33 books, and 9 book chapters, as well as dozens of evaluation reports for associated federal and state-level STEM evaluation projects. She has developed an industry partner network for the AI Academy comprised of over 100 organizations which are engaged in growing access for historically excluded and underserved individuals to high school instruction, adult workforce development, and college/career paths in artificial intelligence/IT. Dr. Erin Peters-Burton is the Donna R. and David E. Sterling Endowed Professor in Science Education and Director of the Center for Social Equity through Science Education at George Mason University in Fairfax, Virginia, USA. Dr. Peters-Burton’s research agenda is based in social justice and she pursues projects that help students who feel excluded in science classes become more aware of the scientific enterprise and how scientific knowledge is generated. She is interested in the nexus of the nature of science, science teacher pedagogical content knowledge, and educational psychology. She is PI for an NSF-funded research project entitled, Fostering Student Computational Thinking with Self-Regulated Learning, which will develop an electronic notebook that prompts students to think computationally with self-regulated learning strategies while collecting analytics on student learning (SPIN; Science Practices Innovation Notebook). She has been co-PI for two NSF-funded grants, Opportunity Structures for Preparation and Inspiration in STEM (OSPrI) and Developing a Model of STEM-Focused Elementary Schools (eSTEM) that have empirically identified criteria for the design of successful inclusive STEM high schools and elementary schools. In addition, Dr. Peters-Burton is an editor of the STEM Road Map curriculum