OpenSciEd anchors learning in student-driven phenomena because we know science is most meaningful when it connects to what matters most in students’ lives. And since every classroom is different, shaped by diverse languages, cultures, and community experiences, teachers play a vital role in making those connections real.
That’s why we asked educators:
“How have you adopted and built upon OpenSciEd materials to accommodate students’ learning styles, culture, language, and local context?”
The responses poured in, and the stories were inspiring! Teachers across the country are demonstrating that OpenSciEd’s flexible design supports science learning and opens doors for student voices and ideas to drive learning in the classroom.
Adapting for Different Learning Needs
Each student approaches learning and problem-solving their own way. That’s why teachers are customizing OpenSciEd materials to reach each student and ensure they thrive in the classroom.
One teacher created tables to support students who need help organizing their thoughts when writing, while another created sentence starters in assessments to accommodate students requiring writing accommodations to better meet their needs. A 6th-grade teacher from New Paltz, NY, said they created an alternative method for students to keep track of vocabulary terms.
“Students wrote the word, definition, drew a picture, and used the word in a sentence.”
Connecting to a Local Context
From corn farming in Iowa to trending Stanley Cups, teachers are linking OpenSciEd units to topics their students can observe in their communities. One teacher shared, “During the unit on thermal energy (Unit 6.2 Thermal Energy), we connected to the latest trend obsession of Stanley Cups. We watched the video where one allegedly survived a car fire, and debated if it could be true.”
These local connections transform abstract lessons into authentic, problem-solving experiences. Students walk away understanding that science isn’t just something in a textbook; it’s an integral part of their lives and futures.
Honoring Student Culture and Language
Many teachers emphasized the importance of centering students’ lived experiences. One middle school science teacher shared how she made the phenomena culturally relevant to her students during heritage month celebrations. “During Asian American Pacific Islander month, we were doing Unit 6.3 Weather, Climate & Water Cycling, so we made a connection to Theodore Fujita and his research on tornadoes. We also learned about the development of the F-scale.”
Language support also stood out. Teachers told us how they pair OpenSciEd’s hands-on activities with visuals, sentence stems, and bilingual resources to make sure English learners don’t miss out on complex reasoning. One teacher shared, “About half of my students are multilingual learners (MLL), so I provide the readings and instructions in multiple languages. I also help scaffold any assignments that require writing or discussion by providing examples and sentence stems.”
The creativity of these teachers highlights the true power of OpenSciEd. It’s not a one-size-fits-all curriculum. When teachers adapt, shape, and expand the materials to meet the needs of their students, we empower young people to see themselves as scientists.
Additional Support for Adapting the Materials
Video: How Related Phenomena Pay Off All Unit Long
Discover how inviting students to share their own experiences deepens engagement, broadens their questions, and helps connect science learning to their lives
Video: A Key Approach to Effective And Efficient Differentiation
Explore how small, intentional changes can make tasks more accessible while maintaining the central focus on sensemaking.
Video: How to Support Vocabulary Building without Killing the Sensemaking
Learn how to resolve the tension between supporting vocabulary development and preserving sensemaking in OpenSciEd classrooms
