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Prior knowledge is not just related to experiences from travel or family but also connected to culture knowledge, race, gender, class, ethnic.

Equity is important is here so we have to be cognizant that not the best ideas may be selected, but those that are most popular.

Trs should do a self doc on the topic/standard before giving to students.

REDOX could be done this way.

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"Students with more social capital, rather than the best idea, can sometimes sway the decision".

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Science does not follow the linear model of the scientific method.

We need to get away from first teach the content, then confirm the content with an experiment. How do we take that content and connect it to the experiment and then connect those on a larger scale within a bigger picture.

"The notion that there is a single scientific method of observation, hypothesis, deduction, and conclusion—a myth perpetuated to this day by many textbooks—is fundamentally wrong. Scientists do use deductive reasoning, but they also search for patterns, classify different objects, make generalizations from repeated observations, and engage in a process of making inferences as to what might be the best explanation. Thus the picture of scientific reasoning is richer, more complex, and more diverse than the image of a linear and unitary scientific method would suggest."

— NRC Framework, p. 78

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Using contemporary topics in science allows us to engage students in topics that interest them.

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We feel that there is a time and place for "settled science," but once a foundation has been established, those concepts can be applied to contemporary problems.

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Rather than "playing" scientist, contemporary topics allow students to be involved in actual scientific discovery. They become a part of the conversation.

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Finding resources, holding on to them, and coming back to them is a challenge. We lose things! We forget about that awesome video that we saved two years ago.

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Rigid representations of a single "scientific method" do not accurately reflect the complex thinking or work of scientists.

- Creativity is not RIGID.

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 "Students with more social capital, rather than the best idea, can sometimes sway the decision".

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the line between applied science and engineering is fuzsy

The scientific method is a subset of the Practices - but is more rigid.

It is refreshing to escape from "the Scientific Method" as this has always been something that just struck me as a bit at odds with what I did when I actually started doing scientific research.

The term "ITERATIVE" is absolutely key. We learn from what we do, and then amend.

The practices are not different activities to do in isolation. They are not a linear set of instructional steps to follow repeatedly. The goal is for students to develop expertise in using appropriate practices to conduct their investigations, support their learning, and demonstrate their understanding

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Timing can be a challenge, especially if there is something happening you want to share, but it is at a time when you are not necessarily teaching that topic.

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"... how science is a highly social, creative, and iterative problem solving process involving a variety of different kinds of intellectual work."

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We need to start with the idea that students have prior knowledge and interests that should be incorporated into the design of the lessons (student voice is key!). The interests and needs of the community should be valued in a classroom.

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It gives students the value in a situation- it is up to the students to come up with a solution to the problem. They can do something to fix it.

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Selecting an instructional model that fits a particular classroom should be based on local circumstances. This can involve supporting instruction that fits a teacher's personal history, goals, or commitments.

Citizen science looks fun. Perhaps develop links with local unis to get students to assist in this.

making science more engaging and meaningful than "confirmatory lab" instruction.

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"The greatest "sin" in science is the belief that scientific processes are linear" - David

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Practices develop and gain complexity over time. Unlike a skill, which can be checked off as "mastered" at any point in a scientific career, we are continually building upon how we use practices to solve problems and design solutions.

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It helps them make a personal connection, identify with science, and appreciate that practices are fluid and complex—and don't follow rigid, prescribed steps.

Contemporary science : fluid.
Instead of having blocks of information "right or wrong". Solid.

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Research has been done about why girls and women don't enter into sciences and engineering programs and often it is because they don't see the end product of what they will "do". Builing science and engineering in the classroom on interests and the community help students see how they can make changes and encourage them to continue learning.