In this case the teacher is facilitating a discussion on global climate change and students are challenging each other's ideas, discussing possible solutions, and evaluating the feasibility of these solutions.

This case shows a teacher effectively helping her class engage in a lively discussion about genetically modified foods and students participating in a "Philosophical Chairs" activity supporting their opinions with scientifically based evidence, allowing their peers' opinions to possibly change their mind.

This case shows a teacher facilitating a discussion about the environmental impacts of vegetarian vs omnivore diets and students using peer to peer discussion to constructively participate and actively engage in a conversation about these issues.

In this case the teacher is helping students understand the benefits and drawbacks about recycling and reducing waste as it connects to the depletion of natural resources and students are developing their discussion topics and listening to the explanations and different ideas proposed by other students.

In this case the teacher is facilitating a group discussion on photosynthesis and its connection to global warming and students are sharing informational articles they researched about the topic, giving their opinions, ideas, and thoughts as they listen to each other.

In this case the teacher is facilitating large and small group discussions about the data the students collected from their investigation and students are looking for patterns and correlating the amount of friction with the magnitude of earthquakes, relating this to what happens in real world earthquakes.

In this case the teacher is facilitating a discussion on the pros and cons of different fuel sources as sustainable energy options now and into the future and students are discussing this topic through the lenses of environment, society, and economics as they present trade-offs of each source to support their statements and beliefs.

This case shows a teacher facilitating a debate about a topic relevant to the students' lives, dams and salmon, and students playing roles of various stakeholders while they discuss the pros and cons of whether or not a dam should be built in a fictional community.

This case shows a teacher setting up his class for a Socratic seminar about local environmental protection regulations regarding water treatment and students effectively debating these regulations through specific "lobbying groups," sharing research, facts, and opinions.

This case shows a teacher leading her students to an understanding of what water quality is through discussion and students engaged in scientific discourse about what makes water "safe" or not.

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 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 discussing the students' essential questions based on their recent field experience and students investigating "scum balls" formed by oil in sewage treatment plants and determining how to remove the oil based on its chemical and physical properties.

This case shows a teacher guiding students through a scientific discussion and students critically analyzing which energy resources would be best to have in the future and also discussing the environmental impacts of each type of resource.

In this case the teacher is facilitating a discussion based on data about factors that cause climate change and students are discussing various aspects of this topic, using the data to formulate claims about what is driving Earth's climate, and discussing possible solutions while directly responding to one another and providing feedback to their peers.

In this case the teacher has set up a student-led discussion about technologies that remove carbon dioxide from the atmosphere and students are describing their research, identifying benefits and risks of each method, and asking each other questions as they engage in scientific discourse.

This case shows a teacher visiting with students determining what they learned about hydrofracking based on their investigations and students analyzing their data, drawing conclusions from this data, and determining how chemicals can affect the biochemistry of living organisms.

In this case the teacher is helping students develop a critical perspective on environmental issues and students are discussing the impact of a local mining project, carefully evaluating the data from a scientific perspective and ultimately deciding on a recommendation for the mining project based on the evidence from the Environmental Impact Statement.

This case shows a teacher who has set up a student led discussion using "fake articles" as the starting point and students accessing previous knowledge and analyzing the articles' information to determine what is correct or incorrect about the presented content.

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.