This video shares three tips for co-creating “gotta have” checklists with students that they can use to support their scientific explanations. For instance, asking students to name similarities or patterns across examples can help them identify important concepts to include.
Co-creating checklists with students positions them as active participants in their science learning, and can link students’ language with science terms.
For more on must- or gotta-have checklists, check out this NSTA article: Windschitl, M., & Thompson, J. J. (2013). The modeling toolkit: Making student thinking visible with public representations. The Science Teacher, 80(6), 63-69.
Interactive examples to plan for the importance of centering social justice in elementary science classrooms.
Ways to select science read-alouds that center justice
This professional learning resource shares the story of the Seattle Public Schools science specialists and how they organized professional learning communities across the district to inquire about justice-centered science teaching and learning.
This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995