Lacey Marshall has taught at Deborah Brown Community School for more than five years, working with elementary students across multiple grade levels. Like many elementary educators in Oklahoma, Lacey teaches within schedules shaped by state requirements for reading and math, which place a strong emphasis on instructional alignment and efficiency across subjects.

“Before SENSE, science required a lot more preparation and decision-making,” Lacey said. “I wanted my students to have meaningful science experiences, but it took time to plan lessons, gather materials, and make sure everything aligned.”

That changed when she enrolled in SENSEsational Science, a year-long professional development program designed to support elementary educators with ready-to-use science instruction.

The Program

SENSEsational Science begins with a two-day summer institute focused on standards-aligned content and instructional strategies. Teachers then return for fall and spring sessions to deepen their content knowledge, share classroom experiences with peers, and learn new approaches informed by what’s working in real classrooms.

The 2025 cohort focused on sound and classroom discussion techniques. Learning was led by a range of education partners—including the Oklahoma IDeA Network of Biomedical Research Excellence (OK-INBRE), Global Gardens, Outdoor Classroom, NASA Oklahoma Space Grant Consortium, Discovery Lab, Tulsa County Parks, Oklahoma Aquarium, and Tulsa Symphony Orchestra—who facilitated hands-on sessions that connected scientific concepts to real-world contexts and classroom-ready materials.

In Lacey’s classroom, students explored how sound travels, how animals use sound to survive, and how vibrations behave in different environments—from underwater habitats to school gardens to space.

“What made SENSE different was how complete it was,” Lacey said. “The curriculum was written, aligned to standards, and paired with all the materials we needed. I could walk into the classroom ready to teach.”

In the Classroom

One lesson stood out in particular. “When we explored vibrations and sound, my students were fully engaged,” she said. “They were asking questions, sharing observations, and responding to each other’s ideas in ways I hadn’t seen before.”

Because lessons and materials were provided, Lacey was able to focus on facilitating discussion, observing student thinking, and responding to curiosity—rather than planning logistics.

This year, Lacey became one of the first educators to earn a digital educator badge through the program, recognizing her commitment to applying new strategies in the classroom.

“The badge felt meaningful because it recognized my commitment to ongoing learning,” she said. “It showed that the growth happening through SENSE was translating directly into my classroom.”

The Results

Science instruction in Lacey’s classroom is now supported by clear materials, an aligned curriculum, and increased instructional confidence. With preparation and materials in place, she is able to focus on student thinking, questioning, and discussion, creating richer learning experiences across science lessons.