This article describes one participating teacher's reflections on the generalizable strategies and structures from the professional development (PD) sessions that enabled her sensemaking, and how she translated these generalizations into her own second-grade classroom. Readers will be able to make their own useful generalizations from these reflections on phenomenon-based learning and its support of all learners' scientific literacy, whether for their PD design, their elementary classroom, their administrative work, or another context relevant to them.