# data[].attributes.headline
Connecting new information with background knowledge and experience.

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Connecting new information with background knowledge and experience.

# data[].attributes.headline
Asking questions, discussing and trying things to better understand a topic or idea.

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Asking questions, discussing and trying things to better understand a topic or idea.

# data[].attributes.headline
Learning is guided by student's questions, background, discussion, and collaboration.

# data[].attributes.subject
Learning is guided by student's questions, background, discussion, and collaboration.

# data[].attributes.body
Students feel valued and know that they are needed for science discovery and understanding to occur

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different ways of looking at the world. Examples include what one's culture/family believes is alive or not. And cultural patterns of looking at the world

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different ways of looking at the world. Examples include what one's culture/family believes is alive or not. And cultural patterns of looking at the world

# data[].attributes.headline
learning, listening and respecting all cultural beliefs. 

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learning, listening and respecting all cultural beliefs. 

# data[].attributes.headline
Using known information and previous experiences to try to understand new information

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Using known information and previous experiences to try to understand new information

# data[].attributes.headline
Having all students feel valued and valuable in the science classroom.

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Having all students feel valued and valuable in the science classroom.

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Learning begins by exploring individual identity.

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Learning begins by exploring individual identity.

# data[].attributes.headline
Encouraging students to share their ideas in multiple ways without imposing our ideas on them

# data[].attributes.subject
Encouraging students to share their ideas in multiple ways without imposing our ideas on them

# data[].attributes.body
All student contributions are valuable and show growth

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Thinking about how something works, based on information you have or previous experience. 

# data[].attributes.subject
Thinking about how something works, based on information you have or previous experience. 

# data[].attributes.headline
Students lead the conversations. The conversations/ideas follow whatever students have brought up

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Students lead the conversations. The conversations/ideas follow whatever students have brought up

# data[].attributes.body
thinking about something, asking questions, thinking about connections

# data[].attributes.headline
Everyone belongs and is valued which includes students voice

# data[].attributes.subject
Everyone belongs and is valued which includes students voice

# data[].attributes.headline
Science is for everyone!  Everyone can be a scientist or engineer.

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Science is for everyone!  Everyone can be a scientist or engineer.

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all voices matter and all voices are necessary. 

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all voices matter and all voices are necessary. 

# data[].attributes.headline
Making sense of the information being learned, connecting the new information to prior knowledge.

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Making sense of the information being learned, connecting the new information to prior knowledge.

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position students as scientists in the process. They are questioning and grappling with the phenomenon so they ARE scientists, not imitating them

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position students as scientists in the process. They are questioning and grappling with the phenomenon so they ARE scientists, not imitating them

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Conversations among students contributing to concepts

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Conversations among students contributing to concepts

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teaching kids how to take knowledge they already have and put it with new knowledge then assess that knowledge and change ideas if necessary

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teaching kids how to take knowledge they already have and put it with new knowledge then assess that knowledge and change ideas if necessary

# data[].attributes.headline
Highlighting background knowledge and their experiences to connect to concept. 

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Highlighting background knowledge and their experiences to connect to concept. 

# data[].attributes.headline
Using a Wondering Wall to encourage student voice - revisiting the wall and reading out loud to give all students voice even when they can't share out loud

# data[].attributes.subject
Using a Wondering Wall to encourage student voice - revisiting the wall and reading out loud to give all students voice even when they can't share out loud

# data[].attributes.body
Providing multiple ways for students to share their thinking - discussions, video, writing, small group sharing, etc.

# data[].attributes.headline
Students seeing themselves in the curriculum, on the pages, in the pictures. Pictures feeling like science is "for them"

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Students seeing themselves in the curriculum, on the pages, in the pictures. Pictures feeling like science is "for them"

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Using multiple modalities to share thinking and to listen to or consume others' thinking

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Using multiple modalities to share thinking and to listen to or consume others' thinking

# data[].attributes.headline
Feeling as though you belong and that you are represented in a group or setting.

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Feeling as though you belong and that you are represented in a group or setting.

# data[].attributes.headline
Learning about families different ways of looking at things and beliefs

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Learning about families different ways of looking at things and beliefs

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Understanding and connecting with families, creating space for students to share who they are and how they see/interact with the world. Not one way to do things.

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Understanding and connecting with families, creating space for students to share who they are and how they see/interact with the world. Not one way to do things.

# data[].attributes.headline
Students responding to each other with their thoughts and ideas.

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Students responding to each other with their thoughts and ideas.

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Having everyone in the classroom come to the table and know they are welcomed and their thoughts and feelings are valuable

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Student experiences. Opportunity and reflecting on previous experience.

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Student experiences. Opportunity and reflecting on previous experience.

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Students learn and discover through discussion with one another in small and large groups. They feel ownership.

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centering students of color

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Everyone is a scientist and all ideas, thoughts, and learning is welcome.

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Everyone is a scientist and all ideas, thoughts, and learning is welcome.

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Students being part of the conversation, learning process, etc.

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Students being part of the conversation, learning process, etc.

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everyone has a voice that should be invited to the table. Then we should LISTEN to them. 

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everyone has a voice that should be invited to the table. Then we should LISTEN to them. 

# data[].attributes.headline
Belonging and feeling valued within the classroom community. Students feeling heard and understood.

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Belonging and feeling valued within the classroom community. Students feeling heard and understood.

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Hearing from everyone and valuing everyone's input.

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Hearing from everyone and valuing everyone's input.

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welcoming different ideas, and teaching science explicitly from a position of equity. Acknowledging that science has been used to justify harm to communities and it can/has been used to support communities. We can develop skills to be conscious of our impact and make sure we are actively seeking out different perspectives. Also that there isn't one "right way" to do science

# data[].attributes.subject
welcoming different ideas, and teaching science explicitly from a position of equity. Acknowledging that science has been used to justify harm to communities and it can/has been used to support communities. We can develop skills to be conscious of our impact and make sure we are actively seeking out different perspectives. Also that there isn't one "right way" to do science

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can be heard and seen (wonder wall).

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All are welcome and should feel safe to contribute.

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Encouraging students to connect their science learning to past life experiences 

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Encouraging students to connect their science learning to past life experiences 

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so much to learn here and unlearn here

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Students see the purpose of the curriculum and can see why it is important in their lives.  Science isn't just for some people.

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Students see the purpose of the curriculum and can see why it is important in their lives.  Science isn't just for some people.

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Learning about real life scientists from other countries and how people of many cultures think scientifically.

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Open class structures up so that students can participate in growing the class and community. 

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Open class structures up so that students can participate in growing the class and community. 

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Connections to home- for example, incorporating emulsifiers all families might see in their kitchen.

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moving away from traditional western modes of education that focus on the "right" answer and facts. Instead, focusing on the process of questioning, collaborating, discussing

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moving away from traditional western modes of education that focus on the "right" answer and facts. Instead, focusing on the process of questioning, collaborating, discussing

# data[].attributes.body
Students are talking, sharing, thinking, problem solving and sensemaking together with the teach more as a coach or guide rather than the talking head in front of the room

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Science connects to everything - it isn't a stand alone subject. 

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Science connects to everything - it isn't a stand alone subject. 

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incorporate families! - Social focus lessons!  

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incorporate families! - Social focus lessons!  

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Bring family cultural into the learning of science rather than it being taught solely from a white, male view