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Data are invaluable for making sense of the world, but critical thinking and observation skills are necessary to support ­sensemaking and improve data literacy. To develop these skills and build student capacity to connect data to content knowledge and interpret multiple meanings, a new education model was created for middle school science classrooms in ­partnership with teachers from across the U.S. The Building Insights through Observation (BIO) model uses hands-on, arts-based instructional approaches with science content (specifically geospatial data visualizations) to lead students in sensemaking about global phenomena. BIO builds on techniques established in the visual arts, focusing on how learners engage with, make meaning from, and think critically about visual information. In BIO, sensemaking is supported through students collectively exploring phenomena through a combination of art and datasets, reimagining data visualization themselves, and identifying wonderings that drive future questions. The BIO goals, approach, and key features of the model are described along with its application to plate tectonics as an example. The framework is highly adaptable for most environmental and Earth science topics and supports differentiation for all learners, allowing for slowing down and discussion of ideas and interpretations, which support student-driven sensemaking of data and Earth science content.