In this case the teacher is guiding students to collaborate effectively while interpreting how photosynthetic organisms impact atmospheric composition and students are hypothesizing reasons for the changes they are seeing in data over time, correlating trends using new and prior knowledge acquired through discussion.

In this case the teacher is meeting with small groups and helping them make sense of the data they have collected from various school weather stations and students are analyzing their data, making predictions and sharing their data with each other.

In this case the teacher is facilitating students designing, building, and testing wind turbine blades and students are collaborating on their designs, collecting data, making needed alterations to improve results, and finally engaging in scientific discourse of their findings, successes, and modifications.

This case shows a teacher working with students as a whole class and in groups to determine their prior knowledge about density and students doing an activity on sinking and floating and discussing their observations.

This cases shows a teacher visiting student groups working on a groundwater/groundcover activity and students engaged in the investigation, repeating trials, measuring, collaborating and analyzing their data.

In this case the teacher is facilitating small group discussions about patterns of earthquake activity and students are making observations, working cooperatively with group members, and considering other students' ideas and opinions.

This case shows a teacher addressing multiple student misconceptions about phase changes and students reading scenarios, making predictions, and explaining their reasoning of particle transformation during a state change.

In this case the teacher is engaging students in a discussion about what they think causes earthquakes and the students write in their journals, watch a video clip and demonstration, and share their ideas and thoughts with each other.

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.

In this case the teacher is using discussion to help students develop scientific explanations based on logical connections between data from their convection investigation and their scientific knowledge.

In this case the teacher is moderating a discussion about the causes of wind and the students are sharing their ideas, explaining their reasonings, listening to each other and deciding what they really believe.

In this case the teacher is facilitating a discussion about the ocean floor features students had investigated and the students are sharing their data and connecting real ocean floor features with what they had measured in their models.

This case shows a teacher modeling how to identify the main idea and details using a leveled reader on coral reefs and students engaged in guided practice through think-pair-shares and completing graphic organizers as they identify the main idea and details from the nonfiction text.

This case shows a teacher helping students make connections between their data on weathering and connecting it to real-world applications.

This case shows a teacher supporting students' use and understanding of weather-related vocabulary and students using their speaking, listening, reading, and writing skills to complete hands-on, collaborative activities about the weather.

In this case a teacher guides her students through an investigation of how different soils absorb at different rates as students measure absorption rates, observing and hypothesizing as they work with two different soil types.

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 a teacher works with small groups discovering all about rocks and students observe, weigh, graph and analyze the rocks they brought from home.

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.

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.