Integrating Wastewater Surveillance Into Science Education: Implementing the 5E Learning Cycle and Storyline Approach in Rural Schools

ABSTRACT This article describes an approach for integrating the 5E Learning Cycle with the Storyline approach to support three‐dimensional learning of complex scientific concepts, specifically wastewater‐based epidemiology, in elementary rural settings. Developed through collaboration among multidisciplinary experts, this educational design illustrates how inquiry‐based and culturally relevant pedagogy can be used to foster scientific literacy and community awareness around local environmental and public health challenges. Co‐designed by a team of scientists, engineers, public health experts, and STEM researchers, the activities developed focus on scientific accuracy, developmental appropriateness, and relevance to ongoing wastewater surveillance efforts. This paper provides a structure for creating culturally relevant science activities that honor local culture, beliefs, and health priorities while promoting access to meaningful STEM learning experiences, especially for female students in low‐resource settings who are often underrepresented in these fields. We illustrate this approach through a case example from rural Malawi, Africa, where we collaborated with local teachers and students to explore wastewater and public health concepts through locally adapted science activities. This work offers insight into how adaptable, culturally responsive design can make emerging areas of science, such as wastewater‐based epidemiology, accessible and meaningful for young learners in diverse educational contexts.