Lisa Nyberg believes the education of science core ideas and practices must begin as soon as possible with children. She imagines never teaching letters, words, sentences, or reading skills to young children, and then handing a book to a fifth grader who is expected to read, understand, and perform immediately. With the current language arts and mathematics emphasis, this scenario would never happen, but Nyberg says that it does happen with science when many elementary students have an incomplete scaffolding of science core ideas and practices. In this article, Nyberg presents two ways in which elementary schools can begin teaching science in the early elementary grades: (1) Building a powerful educational team by bridging school district and university educators to strengthen the education of elementary students and preservice teachers; and (2) By teaching science as soon as students begin their educational program--preschool if possible-- and continuing to integratr science throughout their academic career. One successful budding science program that is described in this article as an example resides in a growing rural agricultural community in Sanger, California. Sanger Unified is an award winning school district that serves a student population where 82% of its students are minorities and 24% of the students are English Language Learners--and they are closing the achievement gap. Partnerships between school districts and teacher education programs like the one between Sanger Unified and California State University, Fresno, provide rich "soil" for the growth of students and teacher candidates. The article concludes by saying that planting, tending, and nurturing cultivates a bountiful harvest of strong students, strong teacher candidates, strong educators, strong teacher education professors, and strong administrators… and it all begins with planting the seed early in a child's education career. Additional resources, "Connecting to the Standards" and "Common Core State Standards Connection," are provided.