This textbook serves as an essential resource for early childhood and elementary educators seeking to infuse their teaching with dynamic, integrated science lessons that captivate young learners' natural curiosity and wonder. This comprehensive book offers meticulously crafted lesson plans that adhere to scientific principles and blend with interdisciplinary content, making science relevant and accessible. Each plan is accompanied by insightful commentaries from teachers who have implemented them, discussing challenges and successes. These reflections provide invaluable guidance, offering a firsthand look at the complexities of teaching science engagingly and educationally. The book emphasizes fostering children's curiosity through inquiry, exploration, and imaginative thinking, grounding students in fundamental scientific concepts. It is ideally suited as the principal text for elementary science teaching methods courses and a valuable tool for professional development workshops, equipping educators with the tools to ignite young minds' passion for learning about the world.

Sophia Jeong is an Associate Professor of Science Education in the Department of Teaching and Learning at The Ohio State University, USA. Her scholarly work draws on theories of new materialisms to examine ontological complexities of subjectivities and socio-material relations in the science classrooms. She writes prolifically and publishes on equity issues in science education and investigates classroom interactions through the lens of rhizomatic, nonlinear analysis.

Andrea Henrie is a Senior Lecturer deeply engaged in science education. She is committed to advancing teacher learning through targeted supports, impacting classroom practice and student achievement. Her expertise lies in devising and applying innovative strategies—ranging from observational feedback to professional development and video analysis—to enable science teachers to effectively incorporate student ideas into their teaching.

Ashlyn Pierson is an Associate Professor of STEM education. She earned her Ph.D. at Vanderbilt University’s Peabody College of Education, USA, specializing in Math & Science Education and Learning Sciences & Learning Environment Design. Her research merges theory and practice by using design studies to explore the interplay between disciplinary STEM practices (such as scientific modeling and computer programming) and students’ everyday practices and diverse linguistic resources.

Teo Keifert, Associate Professor at the University of North Texas, USA, explores young children's science inquiry practices. They study imaginative, drawing, and making activities to foster understanding. Teo partners with families for ethically valid research and designs tech-supported learning, focusing on inclusive science education.

Luul Gagow earned her bachelor’s degree in Primary Education from The Ohio State University, USA. She is a third-grade teacher at Prairie Norton Elementary School in South-Western City Schools, USA. Her teaching centers on literacy, mathematics, culturally responsive practices, and creating nurturing, inclusive classrooms where students feel valued, safe, and empowered to learn.

Bridget Holahan earned her bachelor’s degree in Primary Education from The Ohio State University, USA. She has experience teaching across K–5 settings and currently works as a substitute teacher in several Columbus-area (USA) school districts. Her teaching focuses on inclusive instruction, literacy, educational technology, and creating engaging learning experiences for diverse learners.

Victoria Acheampong earned her bachelor’s degree in Early Childhood Education from The Ohio State University, USA. She is currently a second-grade teacher in New York, USA. Her teaching focuses on culturally responsive and inclusive practices, bilingual learning, foundational literacy and mathematics, and supporting students from diverse linguistic and cultural backgrounds.