Participants are introduced to the workshop resources: Science for All Americans and Benchmarks for Science Literacy. Through a series of hands-on and interactive activities, the participants learn how the K-2 Benchmarks for Science Literacy can help them to clearly identify their learning goals for students. Participants will explore learning goals as networks or related ideas rather than mere collections or lists. The deeper the understanding of learning goals, the richer and more diverse the instruction planned to teach them becomes.

Information about the alignment of the MMSR Outcomes and Indicators for scientific thinking, WSS, and local curriculum expectations is presented. Prior to the science workshops, the participating local school systems are asked to complete the "Local School System Curriculum Expectations" column of the MMSR Planning Guide for scientific thinking. Participants will review sample lessons, units, and commercially produced curricular materials to identify ways to effectively develop and select activities that will help students to attain specific learning goals.

Participants will be introduced to research-based criteria for determining the effectiveness of instructional strategies. This criteria includes determining if the instructional activities and materials being used provide a sense of purpose and motivation for the students, take their ideas into account, provide them with vivid, hands-on experiences with phenomena, and encourage them to think about what they have learned. Participants will be involved with activities that use "case study" curriculum materials to illustrate and examine these and other strategies and questions about designing effective instruction.

Opportunities will be provided for participants to complete, discuss, and critique the alignment of assessments to selected science learning goals. These assessments include both embedded and summary measurements of student achievement. These activities will allow teachers to reflect on the nature of assessments, what assessments can contribute to instruction, and how to select or develop assessments that measure the ideas and/or skills taught.

Participants will engage in activities and discussions that identify ways to develop communication between teachers and the families of students about the nature of the science instruction students regularly experience. Ways to involve families in the growth of children's scientific thinking will be a focus.