Bio
CV
Blog Posts:
Building Transfer in Elementary Science
11/10/24
Embracing the Mess: Learning Through Exploration - 10/25/24
Investigating Bubbles: A Playful Path to Scientific Thinking - 11/2/22
Bio
CV
Blog Posts:
Building Transfer in Elementary Science
11/10/24
Embracing the Mess: Learning Through Exploration - 10/25/24
Investigating Bubbles: A Playful Path to Scientific Thinking - 11/2/22
10/25/24
As educators, our natural impulse is often to contain the mess—to keep materials tidy and children clean. Yet we know from experience and research that meaningful learning often arises from the moments when students are fully immersed in doing. Some of their most enduring memories are made when they’re allowed to get their hands dirty in the process of discovery.
In the early grades, the Next Generation Science Standards (NGSS) emphasize hands-on engagement with the natural world. For example, standard K-ESS2-2 from Earth’s Systems encourages students to “construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.” What better way to understand this than by digging into the soil, observing roots, or watching insects interact with their surroundings?
While I offer science resources and writing extensions on Teachers Pay Teachers that help students synthesize their learning, I believe that conceptual understanding begins with physical exploration. Worksheets and writing activities serve as important complements, but it is the messy, sensory-rich experience that often cements ideas in young learners’ minds.
One of my favorite classroom projects involved creating miniature tide pools. Students worked in teams to design small aquatic habitats using found materials. Although the resulting tide pools were messy (and a bit slimy), the learning was rich. Instead of keeping the models, we documented the work with photographs and held presentations where each group shared their process and observations. The experience fostered not only science understanding but also teamwork, resilience, and pride in their work.
Another memorable example came from an old GEMS guide focused on tree habitats. We built a large “classroom tree” out of cardboard boxes and tubes, then painted it and added paper leaves. It became a shared space for imaginative play and discussion, illustrating how open-ended projects can help young students build deep connections to scientific ideas.
In a world that sometimes values neatness over curiosity, I encourage educators to let go—at least a little. Let your students get messy. Let them wonder, create, and explore. Learning can be unpredictable and untidy, but those are often the moments that matter most.