PLI #5

About the Session

What if students could learn computer science through science—without adding a single minute to your schedule? In this session, experience how OpenSciEd + Computer Science units integrate coding, sensor-based systems, and engineering design directly into phenomenon-based science learning. Participants will step into the role of students as they investigate why floods and droughts are happening more often in Unit 7.6 + CS, designing and prototyping technology to explore and solve real-world challenges. Through this hands-on experience, see how inquiry-based coding helps students unlock the “black box” of technology and engage deeply in science and engineering practices. We’ll also make explicit connections to classroom implementation, showing how this approach expands access to computer science, creates meaningful career connections, and strengthens student sensemaking. This session is ideal for both current OpenSciEd users and educators new to the curriculum.

Key Takeaways

• Experience how students engage in sensor-based systems, coding, and engineering design to explore and make sense of phenomena
• Try out an OpenSciEd + Computer Science unit and build familiarity and confidence to begin exploring or piloting it in your own classroom—integrating computer science without adding instructional time or sacrificing science learning
• Learn how students “unlock the black box” of technology by designing tools that support sensemaking and solution-building in phenomena-based science

Presenter

Tiffany Neill

Tiffany Neill serves as the Curriculum Innovations Manager at OpenSciEd, where she leads efforts such as OpenSciEd + Computer Science, an initiative designed to meaningfully integrate computer science into middle school science without adding instructional time. A former classroom teacher, she designed engaging, integrated STEM learning experiences that helped students make sense of science through technology and engineering. She brings over two decades of experience advancing STEM integration at the state and national levels. She previously served as Director of Science and Engineering Education at the Oklahoma State Department of Education, supporting district leaders and educators in implementing high-quality science instruction aligned to the Next Generation Science Standards and the Framework for K–12 Science Education. Tiffany currently serves as Chair of the National Academies of Sciences, Engineering, and Medicine Collaborative for Advancing Science Teaching and Learning (CASTL K–12), working with leaders nationwide to advance equitable and ambitious science education.