While this lesson was used in a virtual summer camp setting, it could also be used in a grades 3–5 classroom setting. This article focuses on one of the activities within the three-week period. Over the course of a three-week period, students elected to spend an hour every other day engaging in an informal online STEM-related activity. The series of STEM experiences developed and implemented with elementary students across the United States made it possible for students to virtually spend synchronous time together building, creating, and engaging in inquiry-based environments in their own homes while collaborating with similarly aged students and guided by a STEM educator. In Spring 2020 when states throughout the country were preparing to move elementary school instruction online due to the COVID-19 pandemic, a team of STEM educators (both formal and informal from across several states) worked together to create a series of virtual informal STEM learning experiences for elementary students (grades 3–5) offered throughout the summer in a non-school, home-based setting. We further suggest ways by which teachers can maximize an online learning platform for equitable participation. How should teachers approach the guiding practices for discourse when interacting with students online? In this article, we discuss a number of considerations for virtual science instruction and highlight how the 5 Practices take shape in an online science experience. However, important considerations must be made when instruction takes place in a virtual space. The 5 Practices tool supports teachers in facilitating meaningful and purposeful discourse in the science classroom.
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