This case shows a teacher facilitating a discussion amongst student groups about problems on their physics assessment taken previously and students presenting each problem and how they solved it.

This case shows a teacher leading a discussion about a field experience the class experienced and students discussing the heart bypass surgery they saw, comparing the 'real thing' with what they had expected to see, and discussing various medical careers they saw.

This case shows a teacher using a repeated demonstration to engage his students in critically thinking about the energy in a system and students discussing and choosing different possibilities about why the demonstration proceeded the way it did, discovering the relationship between energy and conservation of mass.

In this case the teacher is helping her students engage in a discussion about the signs of health and sickness in an ocean ecosystem and students are discussing and building upon each other's ideas.

This case shows a teacher meeting with groups to discuss their design for water filtration systems and students discussing various options for their designs.

In this case the teacher has encouraged her students to design their own investigations and the students are using a food battery to make a circuit to light a light bulb, following procedures, checking their hypotheses, analyzing data on voltage readings, and forming conclusions.

This case shows a teacher facilitating a student-led discussion about food sources and students discussing organic vs non-organic foods and their environmental impacts, sharing how food is just one part of an interactive environmental system.

In this case the teacher is guiding a small group of students in a discussion of food chains and students are creating, illustrating, and explaining the sequence of events in a food chain.

This case shows a teacher observing and guiding her students as they engage in a scientific discussion, using argumentation skills, about reintroducing grey wolves into Yellowstone National Park.

This case shows a teacher effectively facilitating students' scientific discussion skills to analyze their water quality data and students discussing what this data means while looking for relationships between different tests.

This case shows a teacher leading students to think about what they know about moving air masses using a demonstration and class discussion and students sharing their thoughts and knowledge with each other and the class.

This case shows a teacher skillfully engaging her 1st grade students in learning about the frogs seen on a field experience and students working with high interest at various stations discovering, writing, and drawing what they know and see.

This case shows a teacher facilitating a class discussion on the conservation of mass and students engaged in scientific discourse, connecting what they already know and have experienced with a challenging formative assessment probe.

In this case the teacher is working with students to help them understand their misconceptions about the Earth and Sun system and students are discussing their ideas about this system and the causes of the seasons while also developing an understanding about the impact of these events on their everyday lives.

In this case the teacher is facilitating students using stream tables to learn about erosion and weathering and students are doing the activity, observing, sketching, and comparing results to their predictions.

In this case the teacher facilitates students in planning and setting up a stream table to learn more about erosion and weathering and students design their investigation to find out how floods affect an environment such as the Grand Canyon, discussing ideas for what to explore in their models while incorporating math to gather evidence.

In this case the teacher has set up design teams to create portable water filter systems and students are engaged in testing their designs, evaluating them, and determining the long-term effectiveness of each other's designs.

This case shows a teacher working with students on an intertidal zone marine habitat activity and students using their prior and new knowledge to place organisms in the correct tidal zone and graph the tide zone patterns.

In this case the teacher is guiding students in discussions about their investigation of particles of soil and students are working together using models to collect data to determine the relationship between volume, pore size/space and the amount of water stored.

In this case the teacher is guiding students investigating how warm and cold water and air interact, connecting their activity to the information they have been gathering and recording on weather data.