1. Jennie — K
Jennie, a kindergarten teacher, wants to design grade-level appropriate science activities.
2. Patricia — Grade 1
Patricia, a first-grade teacher, wants to increase her students' role in their learning.
3. Jean — Grade 3
Jean, a third-grade teacher, searches for ways to meet the needs of diverse learners.
4. Donna — Grade 5
Donna, a fifth-grade teacher, is incorporating the diverse backgrounds of her students into the science curriculum.
5. Elsa — K
Elsa, a kindergarten teacher, is implementing discovery-oriented activities to make science more active.
6. Ingrid — Grade 1
Ingrid, a first-grade teacher, works with students' ideas while focusing on specific learning goals.
7. Richard and Jo-Ann — Grade 2
Richard and Jo-Ann, who teach second grade, are integrating both math and science into their classroom activities.
8. Terez — Grade 4
Terez, a fourth-grade teacher, is developing an assessment strategy that is more student centered.
9. Najwa and Pat — Grade 1
Najwa and Pat, first-grade teachers, want to teach special needs students more effectively in an integrated classroom.
10. Linda — Grades 2-4
Linda, a resource specialist for second through fourth grade, works with teachers to help their students build scientifically accurate ideas.
11. Sarah — Grade 5
Sarah, a fifth-grade teacher, wants to ensure that her students understand core science concepts.
12. Tom — Grade 5
Tom, a fifth-grade teacher, is working to assess his students' science understanding accurately and fairly.
13. Erien, Year One — Grade 5
Erien, a fifth-grade teacher in her first year, strives to include and manage class discussions in science learning.
14. Erien, Year Two — Grade 7
Erien, now in her second year of teaching, wants to increase her seventh-grade students' higher-level thinking skills.
15. Dotty — Grade 7
Dotty, a veteran seventh-grade teacher, is incorporating the use of technology in a science-technology-society approach to teaching.
16. Nancy — Grade 8
Nancy wants her eighth-grade students to develop more autonomy and critical thinking skills.
17. Margarita — Grades 5-8
Margarita, a bilingual teacher of mixed-grades five through eight, is working with non-English speaking students to accelerate their science skills.
18. Greg — Grade 6
Greg, a sixth-grade student teacher, is designing hands-on, minds-on science activities for his class.
19. Paul — Grade 6
Paul, a sixth-grade science teacher, wants to involve his students in the minds-on components of science tasks.
20. Raquel — Grade 7
Raquel, a seventh-grade teacher, is increasing the involvement of girls and students of color in science.
21. Pat — Grade 8
Pat, an eighth-grade life sciences teacher, is working to bring focus to inquiry-oriented science activities.
22. Jeff — Grade 6
Jeff, a sixth-grade student teacher, is exploring problem-centered learning with his students.
23. Mike — Grade 7
Mike, a veteran seventh-grade teacher, is working to involve girls more in science and strengthen their self-confidence.
24. Audrey, Year One — Grade 8
Audrey, a social studies teacher who is teaching eighth-grade science for the first time, is developing an approach to science that empowers students.
25. Audrey, Year Two — Grade 7
Audrey, in her second year of teaching science, is helping her seventh-grade students develop critical thinking skills.