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Young Scientists in Action
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Young Scientists in Action
Building Critical Thinkers for a Better World

Foreword by Drs. Angela Calabrese Barton and Edna Tan


Other Titles in:
Primary Science | Science | Social Justice

January 2026 | 208 pages | Corwin

Empower every student to make positive change through science

Elementary teachers face the immense challenge of lesson planning across multiple subjects, often under the weight of standardized testing that prioritizes reading and math. Too often, this leaves science overlooked—even though it holds the power to enrich literacy, numeracy, and, more importantly, students’ understanding of the world. With the right support, science instruction can move beyond worksheets and standards checklists to become a subject where curiosity and critical thinking drive learning and students see connections to their own lives. This resource empowers educators to reclaim science as a space for relevance, meaning, and impact where it matters most—in the classroom.  

In Young Scientists in Action, authors Alesia Mickle Moldavan and Bailey Nafziger provide educators with the tools to transform elementary science classrooms into dynamic spaces where students critically engage with real-world issues. Using phenomena-based and community-focused approaches, this resource equips educators with practical strategies and ready-to-use lesson and unit plans that foster critical thinking and agency. By transforming science into both an academic pursuit and a catalyst for social change, the authors ignite purpose and engagement in the classroom. 

With a focus on actionable solutions for today’s most pressing challenges, this book helps educators leverage science to inspire empathy, critical thinking, and community change in young learners by providing

  • An Elicit–Investigate–Interrogate–Act Framework designed to guide educators through four key phases of instruction that foster critical connections between science concepts and societal issues
  • Lesson and Unit Plans that are interdisciplinary and ready to implement, and address real-world challenges such as environmental sustainability and accessibility for all learners
  • Teacher Reflection Tools that include prompts, teaching manifestos, and strategies for small steps for big impact
  • Connections with Standards like NGSS and enriched with practical advocacy strategies, providing a strong foundation for aligning instruction with authentic science practices that inspire students to envision and create a better future. 

Offering practical strategies and evidence-based insights, Young Scientists in Action paves the way for educators to create classrooms where all students see themselves as scientists and advocates for change.

 
Foreword
 
Preface
 
Acknowledgments
 
About the Authors
 
Introduction
Why This Book?

 
Our Lenses and Beliefs Framing This Book

 
My Adaptation and Why Motivator: Alesia Mickle Moldavan’s Lens

 
Looking Back to Move Forward With My Why: Bailey Nafziger’s Lens

 
A Collective Partnership

 
The Book’s Audience

 
The Book’s Organization

 
Your Teaching Manifesto

 
 
Part 1: Using Science to Solve Problems: Where Do We Begin?
 
Chapter 1: Connecting Minds and Hearts Through Critical Thinking and Engagement in Science
Building Critical Thinkers

 
Empathy in Science

 
Science as a Human and Social Endeavor

 
Tracing Pedagogical Approaches Illuminating Students’ Assets and Communities

 
Using Science to Explore Fairness

 
Understanding Our World and Each Other

 
Representation Matters

 
Mirrors, Windows, and Sliding Glass Doors

 
Science as a Tool for Advocacy

 
Connecting Initiatives in Science Education Reform and Standards to Equity

 
Equity in the Context of NSTA and NGSS

 
Integrating Standards for Fairness and Agency

 
Chapter Summary

 
Reflection Questions

 
 
Chapter 2: Bringing Purpose and Action to Science
How We Do (and Don’t Do) Science

 
Science Is a Way of Knowing

 
Scientific Knowledge Assumes an Order of Consistency in Natural Systems

 
Scientific Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

 
What Are Scientific Laws?

 
What Are Scientific Theories?

 
Scientific Knowledge Is Open to Revision in Light of New Evidence

 
What Counts as Science?

 
Who Gets to Do Science?

 
Alternative Science Epistemologies

 
The Value of Community

 
Chapter Summary

 
Reflection Questions

 
 
Part 2: Designing and Implementing Science Lessons for Critical Thinking and Action
 
Chapter 3: Planning Lessons That Matter and Foster Change
Learning About Students

 
Diversity as an Asset

 
Sustaining an Inclusive Environment

 
Establishing Classroom Norms

 
A Framework for Social Justice Science Lessons

 
The Elicit Phase

 
Finding the Phenomena

 
Types of Phenomena

 
Where to Find Sociocultural-Informed Phenomena

 
The Investigate Phase

 
Planning for the Investigate Phase

 
Three-Dimensional Science Teaching

 
Instructional Considerations

 
Focusing on Safety

 
Collaborative Student Groups

 
The Interrogate Phase

 
Structuring Classroom Debates for Critical Thinking

 
Guided Discussion With Claim–Evidence–Reasoning

 
The Act Phase

 
What Does Taking Action Look Like?

 
How Teachers Can Support Student Action

 
Using an Act Menu to Make a Difference

 
Chapter Summary

 
Reflection Questions

 
 
Chapter 4: Unit Plans for Critical Thinking and Action
Units in This Chapter

 
Unit Plan 4.1: Water Negotiators

 
Student Page: ELICIT: Water Negotiators

 
Student Page: INVESTIGATE: Water Negotiators

 
Student Page: INTERROGATE: Water Negotiators

 
Student Page: ACT: Water Negotiators

 
Teacher Page: INVESTIGATE: Water Negotiators

 
Teacher Page: INTERROGATE: Water Negotiators’ Roles

 
Unit Plan 4.2: Diaper Deserts

 
Student Page: ELICIT: Diaper Deserts

 
Student Page: INVESTIGATE: Diaper Deserts

 
Student Page: INTERROGATE: Diaper Deserts

 
Student Page: ACT: Diaper Deserts

 
Unit Plan 4.3: Honorable Harvest

 
Student Page: ELICIT: Honorable Harvest

 
Student Page: INVESTIGATE: Honorable Harvest

 
Student Page: INTERROGATE: Honorable Harvest

 
Student Page: ACT: Honorable Harvest

 
Teacher Page: Mushroom Life Cycle Card Sort

 
Teacher Page: General Unit Template

 
Chapter Summary

 
Reflection Questions

 
 
Chapter 5: Grab-and-Go Lessons
Lesson 5.1: Accessibility: Inclined Planes

 
Lesson 5.2: Politics and Plastics

 
Lesson 5.3: Invasive Carp

 
Lesson 5.4: Fossil Fuels and Nonrenewable Energy

 
Chapter Summary

 
Reflection Questions

 
 
Part 3: Looking Ahead and Taking Action
 
Chapter 6: Navigating Today’s Classroom with Purpose
Knowing Your Purpose, Priorities, and Professional Responsibilities

 
Finding Your People and Sphere of Influence

 
Curating Patience for Growth Opportunities

 
Keeping a Journal to Chronicle Progress

 
Encouraging Growth Mindset

 
Holding on to Hope

 
Chapter Summary

 
Reflection Questions

 
 
Chapter 7: Your Call to Action
Taking Action in Your Context

 
Revisiting Your Teaching Manifesto

 
Chapter Summary

 
Reflection Questions

 
 
References
 
Index

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ISBN: 9781071976449
£30.99

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