In this case the teacher is facilitating a discussion about genetically modified organisms (GMOs) and students play different roles in an effort to form their own opinions about GMOs, relating this process to the transformation lab they have recently completed.

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 meeting with groups to discuss their design for water filtration systems and students discussing various options for their designs.

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.

In this case the teacher is guiding students in exploring the scientific principles of matter, specifically mass, volume, buoyancy and displacement, and students are brainstorming how to build a model boat, then trying out their boat design, discussing their findings after their explorations.

This case is segmented into three sections that show a teacher engaging students with an innovative problem and evaluating students' projects and students working together on an experimental design for a trebuchet.

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.

In this case the teacher is focusing on biotechnology and the students are discussing what they have learned about different basic applications of biotechnology and the bioethics involved in these applications.

In this case the teacher has given the students four guiding questions about DNA sequencing and the technology involved with this process and students share their ideas with each other, reflecting and analyzing the issues and unexpected results that are involved with DNA and its manipulation.

In this case the teacher is facilitating students working on a biotechnology problem involving cellulose use for fuel ethanol and students are interpreting general protocols, learning to optimize experimental design, making assessments of the quality of their data and its meaning, writing reports to be shared with their peers and finally planning subsequent experimentation.

This case shows a teacher working with students who are designing and building bridges using metric and customary measurements and the students using their prior knowledge of compression and tension to build bridges according to set parameters.

In this case the teacher is facilitating students designing an investigation based on Newton's Second Law and students are designing, conducting, and analyzing their investigations, culminating in a collaborative effort of sharing and discussing their data to draw logical conclusions.

This case shows a teacher discussing unique investigative set ups with individual groups, while students engage in guided inquiry, interpreting their results and critiquing their methods.

This case shows a teacher discussing student data results taken with a spring balance and students analyzing the force needed to break certain items and the strengths and weaknesses of their seismograph model.

This case shows a teacher building on his students' interest in the design of competing skateboard parks and students analyzing the problem while viewing a simulation and integrating measurement skills for quantitative analysis of energy and velocity.

In this case the teacher is facilitating a student-led discussion on genetic engineering and technology, its impact on our world now and in the future and students are using scientific reasoning and evidence to discuss various aspects of these issues.

In this case the teacher is helping students learn how to compile evidence and support for scientific ideas about stem cells and their manipulation and students are discussing potential biases in scientific authors' research in order to help craft a more decisive argument in support of their own ideas.

This case shows a teacher engaging the class in a discussion about why objects fly and students sharing their understanding of flight in a whole group discussion.

This case shows a teacher leading group discussions on various aspects that need to be considered with technological designs and students using the nuclear power plant disaster in Japan as an example of the importance of making experimental designs safe and appropriate for specific geographic areas.

This case shows a teacher leading her class in a discussion about oil spills and then students engaged in doing an investigation they have designed to see how to best contain oil during an oil spill.