Storylines are essentially the learning trajectory of project-based learning (PBL), according to third-grade teacher Mary Modaff and Emily Miller, research associate and professional learning facilitator in schools across Wisconsin. Modaff and Miller share their experience working with PBL storylines, anticipating how to build from students’ interests and extending learning on a trajectory with students’ questions as its impetus.

Veteran science educators Scott Goldthorp and Lauren Pasanek discuss how using storylines with an intentional focus on equitable science instruction allows all students to build their identities as science learners.

Jason Crean, Illinois science educator and leader of the NGSS Biology Storylining Working Group, discusses how students engaged in sensemaking through storylines focus on figuring out how the world works, not on learning facts, which increases students’ engagement and gives them the contextualized learning they need.