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DEVELOPMENTAL APPROPRIATENESS THEORY <br />The concept for this project is to present Santa Ana youth <br />with multiple entry points into science education. At <br />each level, programming will be developed around three <br />criteria known to produce positive outcomes for learners: <br />they are engaging, responsive, and make connections.16 In <br />developing the curriculum for these programs, Santa Ana <br />Zoo will follow the recommended criteria for engaging, <br />responding, and connecting with young people. This <br />includes allowing for first-hand experiences with science <br />phenomena and materials (e.g., caring for animals at the <br />zoo; data collection activities; tabletop investigations; visits <br />to parts of the zoo where they can make observations). As <br />well, it means engaging in the practices of doing science <br />(e.g, asking questions, defining problems, using models, <br />carrying out investigations, analyzing and interpreting <br />data; using mathematics and computational thinking; <br />constructing explanations and designing solutions; <br />engaging in argument from evidence; and obtaining, <br />evaluating, and communicating information.1J) <br />This trifecta of STEM education is further described with <br />the following specifics: <br />Programs engage young people intellectually, academically, <br />socially, and emotionally. <br />• provides first-hand experiences with phenomena <br />and materials <br />• engages young people in sustained STEM practices <br />• establishes a supportive learning community <br />• programs respond to young people's interests, <br />experiences, and cultural practices <br />• positions STEM as socially meaningful and culturally <br />relevant <br />• supportsyoung people to collaborate and to take on <br />leadership roles in STEM learning activities <br />• positions staff as co -investigators and learners <br />alongside young people <br />• programs connect STEM learning in out -of -school, <br />school, home, and other settings <br />• connects learning experiences across settings <br />• leverages community resources and partnerships <br />• actively brokers additional STEM learning <br />opportunities <br />16. National Research Council(2015). Identifying and Supporting Productive STEM 17. National Research Council(2015). Identifyi ng and Supporting Productive STEM <br />Programs in Out -of -School Settings.Washington, DC: The National Academies Press. Programs in Out -of -School Settings. Washington, DC: The National Academies Press. <br />RHrieved 2019-1"1 from https://doi.org/10. 17226/21740. RMne d2019-10-0I from https9/doi.org/10.17226/21740. <br />19C-24 <br />