The main takeaway from my ImagineIT project has been how fluid and adaptable the process has been. In the fall I had what I felt was a very clear and well defined goal. I was going to help students make essential connections between themselves and content, between their community and content, and between different ideas and concepts within science itself. I was going to help students see that the ideas learned in the classroom were not in isolation, but that everything was connected in some way to the world at large, including themselves. As I began to attempt to make this lofty goal come to life things began to shift, especially after my conversations with my students in the fall. One of the main themes that came up was how I was helping students to think and act like scientists. Through the organization of the classroom and the facilitation of learning students were collaborating, working in teams, and making discoveries together. From that point forward my ImagineIT took on a new life. No longer was I trying to achieve the impossible but rather I began to focus more on the learning community as a whole. My overall goal of helping students make connections never faded, but the approach to how this was going to be achieved shifted. In the spring I sat down with my students again and got their impressions of the school year. The overwhelming response was that students felt more connected to science on a personal level. They had found that science content was relevant to their lives and was quite interesting. They had become invested in learning because it had meaning for them personally. This, I believe, was the only way I was ever going to put them on the path that would lead to my main goal, making connections in science. I began to realize, early on, that this goal was never going to be achieved in any concrete way in one school year, but would be achieved over many years, if not a lifetime. I hopefully will see the fruits of my labor when students come back to visit and share with me what they have become. In the end I have come to realize it isn’t the content itself that matters, it’s how you, as a teacher, can find ways to make the content become relevant to students on a personal level. It’s not just the teaching, but the whole climate and culture of the learning environment that will enable the types of connections that truly matter to be made.