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There is consensus that computational modeling can support integration of science with computing for student learning. However, it can be challenging for teachers to gain comfort with this relatively new practice, reconcile how it relates to science, and recognize its pedagogical value. In this paper, we illustrate how teachers working with a (serendipitous) analogy between a familiar process and a topic covered in chemistry class–frogs catching flies and reaction rates–enabled them to take up computational modeling in their science teaching. Drawing on notes from co-design sessions, teacher interviews and student worksheets, we illustrate how a focal teacher shifted from initial reluctance to taking ownership of designing and teaching a computational modeling lesson sequence. We also briefly show how her students took up this work. Finally, we reflect on the importance of leveraging teachers’ existing domain and pedagogical expertise as we bring these new practices into their classrooms. 

There is consensus that computational modeling can support integration of science with computing for student learning. However, it can be challenging for teachers to gain comfort with this relatively new practice, reconcile how it relates to science, and recognize its pedagogical value. In this paper, we illustrate how teachers working with a (serendipitous) analogy between a familiar process and a topic covered in chemistry class–frogs catching flies and reaction rates–enabled them to take up computational modeling in their science teaching. Drawing on notes from co-design sessions, teacher interviews and student worksheets, we illustrate how a focal teacher shifted from initial reluctance to taking ownership of designing and teaching a computational modeling lesson sequence. We also briefly show how her students took up this work. Finally, we reflect on the importance of leveraging teachers’ existing domain and pedagogical expertise as we bring these new practices into their classrooms.