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Three Northern Arapaho and Eastern Shoshone–serving districts formed a researcher–practitioner partnership with the Wyoming Department of Education, the American Institutes for Research®, and BootUp Professional Development to advance the computer science (CS) education of their elementary students in ways that strengthen their Indigenous identities and knowledges. In this paper, we share experiences from 2019 to 2022 with our curriculum development, professional development (PD), and classroom implementation. The researcher–practitioner partnership developed student and teacher materials to support elementary CS lessons aligned to Wyoming’s CS standards and “Indian Education for All” social studies standards. Indigenous community members served as experts to codesign culturally relevant resources. Teachers explored the curriculum resources during three 4-hour virtual and in-person PD sessions. The sessions were designed to position the teachers as designers of CS projects they eventually implemented in their classrooms. Projects completed by students included simulated interviews with Indigenous heroes and animations of students introducing themselves in their Native languages. Teachers described several positive effects of the Scratch lessons on students, including high engagement, increased confidence, and successful application of several CS concepts. The teachers also provided enthusiastic positive reviews of the ways the CS lessons allowed students to explore their Indigenous identities while preparing to productively use technology in their futures. The Wind River Elementary CS Collaborative is one model for how a researcher–practitioner partnership can utilize diverse forms of expertise, ways of knowing, and Indigenous language to engage in curriculum design, PD, and classroom implementation that supports culturally sustaining CS pedagogies in Indigenous communities.
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This content will become publicly available on March 4, 2026
Quenching a Thirsty Planet: Teaching the Dynamics of Water Scarcity and Sustainability Through the Water Cycle
Water scarcity poses a significant global challenge, which is often overlooked, particularly in regions with abundant water resources. This article outlines a curriculum designed for middle school students (grades 6–8) that addresses the dynamics of water scarcity and sustainability through five detailed lessons centered around the water cycle. The curriculum is designed to meet the Next Generation Science Standards, specifically focusing on standards ESS2.C and ESS3.C. These standards highlight the importance of water in Earth’s surface processes and the impact of human activities on the environment. The lessons also emphasize scientific modeling and using data as evidence as crucial to understanding water security and action. By emphasizing student voice and incorporating diverse perspectives, the curriculum aims to educate students and empower them to actively address real-world environmental challenges.
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- Award ID(s):
- 2201192
- PAR ID:
- 10613652
- Publisher / Repository:
- NSTA
- Date Published:
- Journal Name:
- Science Scope
- Volume:
- 48
- Issue:
- 2
- ISSN:
- 0887-2376
- Page Range / eLocation ID:
- 22 to 29
- Subject(s) / Keyword(s):
- Water Cycle Socio-Scientific Issues Modeling Argumentation NGSS
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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