Piloting OpenSciEd: Learning Science by Doing

A visit to two different science classrooms at two different Lakota elementary schools revealed the same relative scene. Students were scattered across the room, testing a contraption they’d built using lego-like blocks, a pencil, a ruler and binder clips. The structure was ultimately used to kick a ping pong ball down an alley buffered by two yardsticks. 

On the whiteboard, a list of questions about force and motion that they’ve generated together as a class from the prior day’s outdoor lesson kicking soccer balls sparks their continued curiosity: If the soccer ball was on a different surface, would it move? What would happen if you used a bumpy surface with a marble? What would happen if a golf ball hit a marble?

This isn’t just play—it’s purposeful, inquiry-driven learning. And it’s part of a new science curriculum called OpenSciEd that is currently being piloted in Lakota’s K–8 classrooms in preparation for a full rollout next school year, pending board approval. 

The Path to the Pilot Phase

Last year, a research team of Lakota educators began exploring curriculum resources that align with best practices for teaching Ohio’s science learning standards. The team selected OpenSciEd for its hands-on, student-led and inquiry-based characteristics, but also its top ratings from EdReports for middle and high school science education (it had not yet been rated for elementary education). 

“We are testing with a small group first so we can work through any issues before the larger rollout,” said Emily Hermann, Lakota’s director of K-6 curriculum and instruction. “We want to feel confident that we are equipping teachers with the best materials possible and setting them up for success in each of their classrooms.”

The pilot includes four teachers per grade level in grades K–5 and one teacher per building in grades 6–8. The group is meeting regularly throughout the year to reflect on each unit.

OpenSciEd in Action

OpenSciEd is designed for inquiry-based learning, meaning students explore natural phenomena and related concepts through a different driving question for each unit. For example: 

• Why do surfaces get hot and how do you make them less hot?
• How can we move things to where we want them to go?
• How can we design a new toy?
• Why does an object’s motion change?

At every grade level, four different units cover all required standards and every lesson follows a consistent structure: Students begin with an investigation—either hands-on or video-based. They create a “notice and wonder” chart to reflect on what they observe. They build models, test variables and share findings in a “scientist circle,” fostering collaboration and critical thinking.

“It is basically student-led, which is different from science in previous years,” reflected Freedom Elementary science teacher Lauren Langdon. In a recent unit about building balanced sculptures, for example, her students were tasked with not only coming up with ideas for how to make it work, but also explaining why it did or didn’t work. 

In other pilot classrooms, students are designing kick test systems to study energy transfer, and charting their findings on graphs. In others, students have utilized their outdoor classrooms and playgrounds to test the temperature of different surfaces. At Wyandot, students ultimately opted to design and create a structure for their school that provides shade during recess. Such activities not only engage students but also help them take ownership of their learning.

“The hands-on component is very engaging, but students also loved being able to discuss their findings,” said Cherokee Elementary science teacher Wendy St. John. “The ownership of the learning by the students has been amazing.”

St. John also noted the curriculum’s ability to reach learners of all levels: “I love seeing how excited the students are to start science class. The ownership over their learning from all learners has been refreshing to see.”

“I appreciate the student experience,” added Wyandot ECS teacher leader Melissa Riehle, who is working alongside a couple grade-level teachers to integrate OpenSciEd into their classrooms. “Students are drivers of where each lesson heads. Students are scientists and they feel like scientists!” 

Built for Consistency and Growth

OpenSciEd aligns with the “Three Dimensional Learning” framework of the Next Generation Science Standards, which also aligns well with Ohio’s learning standards and has long guided Lakota’s approach to science education. This framework combines scientific practices, crosscutting concepts and core disciplinary ideas to help students build and refine knowledge over time.

The curriculum adoption process mirrors Lakota’s rollout of new English language arts and math, currently in its second full year of implementation. Similarly, by adopting a unified curriculum across grades K–8, Lakota aims to provide a consistent experience for students, regardless of their teacher, as well as a more fluid experience from one year to the next. 

“If you think about it, any given student is likely to have at least 13 different science teachers over the course of their entire K-12 experience,” Hermann explained. “If you don’t work as a system, great things can still happen in each of those classrooms, but it’s not always connected and coordinated.”

Langdon added, “I think this curriculum will be an easier transition since students will be going into science next year with the same routine and lesson structure. What is even better is that it mimics our math and reading curriculum, so students will be masters at the structure and routines.”

Looking Ahead

The original research team has expanded to include all teachers participating in the OpenSciEd pilot. This group will meet four times this school year to debrief on each unit and reflect on such components as materials, pacing, assessments and models for differentiating instruction for different level learners - before bringing a final recommendation to the Lakota Board of Education for approval. 

“The kids are really excited and engaged. They’re learning science through doing,” Hermann said. “This journey began with our K-12 science research team coming together to craft a shared vision for science education across Lakota. The pilot that is now underway is a direct reflection of that vision in action.”