This case shows a teacher facilitating a student debate on biotechnology issues and students discussing and debating their points of view on current hot topic issues in biotechnology.

In this case the teacher is challenging students to brainstorm all they know about impulse and momentum and students are communicating and collaborating with each other as they think about these concepts, design an experiment, and conduct it to learn more about impulse and momentum.

In this case the teacher is facilitating students designing an investigation about animal behavior adaptations and students are collaborating on the design of their experiment, explaining and reflecting on what their data represents after conducting their investigation, and presenting their findings to the rest of the class to improve their design before second trials.

In this case the teacher is facilitating students generating their own investigative design about animal behaviors in isopods and students formulate working hypotheses, design a controlled investigation, gather and record data, analyze that data, and come to a final conclusion while debriefing with their peers.

In this case the teacher is facilitating student discussion about the data collected during an investigation on well water contamination and students are analyzing their data, providing explanations, reasoning scientifically and communicating their ideas to each other.

This case shows a teacher questioning students about the inquiry investigation they have designed and students sharing the experimental set-ups about how armadillidiums react to changes in their environment.

This case shows a teacher working with her students as they complete an activity on plant growth and students investigating pans of soil and determining how much space their seeds might need to grow well, and then marking measurements on their pans.

In this case the teacher is guiding an inquiry about soap and its various properties and students are forming questions, planning and conducting their own investigation, analyzing and modifying their designs and exchanging feedback with their peers.

This case shows a teacher effectively working with groups of students discovering about force and motion and students thoroughly engaged in an activity where they are using ramps, balls, a truck and measuring tools to determine how force is related to motion.

This case shows a teacher supporting a student-led discussion on plant biotechnology and students using information from a scientific article about all aspects regarding genetically modified foods to form opinions about the impact, use, and long term effects of these foods.

This case shows a teacher working with students on their data collected during an activity to determine relationships between reactants and products and students determining and presenting how evidence from data supports their conclusions.

In this case the teacher is engaging students in designing their own batteries that can charge an electronic device and students are performing their experiment, collecting data and explaining that data, sharing their conclusions and reflecting on the experiment as a whole.

In this case the teacher is facilitating a discussion about environmental issues and students are suggesting and describing multiple solutions to common water problems, sharing ideas and working equitably to understand complex science issues.

This case shows a teacher discussing what aspects of water quality could be tested to determine lake pollution, and students discussing the data they collected on their field trip to a popular local lake, and then analyzing drawing conclusions from the data.