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I love the idea of including Native education into my units.

I also am working on "localizing" the units and think talking through ideas with PLC members would spark some ideas.

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I worked on this last year, but I think I would benefit from hearing what is working in other classes. I would also like to find a way for my wondering wall to turn into an extension opportunity, but am unsure about the logistics.

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I am excited to incorporate more native education into our units on environments and weather/climate. But it is also important to highlight funds of knowledge in daily science discussions. I am interested in talking more about this.

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I have been using sentence starters so much this year with explanations.

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This year I have a much more diverse classroom in terms of reading and writing abilities. It will be so important to provide other ways for students in my class to show their ideas and share with the class. I want to be sure their voices are heard.

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This work last year really helped me push kids to deepen their discourse! It pushed me to ask more of students and support vocabulary more, as a Justice move that opens science to all.

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Last year teachers found that students were more fired up about sharing their evidence when they had started with personal connections first. Their explanations became more expansive as students saw themselves more in the science.

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Students come with past exoeriences

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This is a bit of a struggle at times. Some students are cautious about using the Wondering Wall and Evidence Tracker this year. I am modeling and encouraging students while allowing for some space. I wish I could capture more.

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Last year I remember there was a lot of interest in setting up classroom norms and discourse structures that would support students with really listening to and valuing the contributions of their peers. I am wondering if this is something that people are wanting to continue working on or if there is another facet of power to focus on.

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Give students multiple ways to share what they know about something. ex. Drawings, verbally, written, etc.

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I think students do have so many connections to the science in our classrooms. I am wondering how we draw that out of them more frequently.. even if these connections feel less formal.