Many elementary science teachers understand that the best way to enhance reasoning and thinking skills in their students is to have them engage in scientific negotiation. They know that teaching is not the simple transmission of information but a complex act that requires teachers to apply knowledge from multiple sources, including student knowledge, in order to facilitate learning. However, actually putting theory into practice can be a daunting task for teachers who are novices in student-led negotiation. In this article teachers will be introduced to a manipulative, "Meta-Sticks," which are used to promote scientific thinking and possibly allow for conceptual change in students who have misconceptions about scientific phenomena. Meta-Sticks can be used at any grade level, but this article will presents how to use them in two fourth-grade lessons.