In this case the teacher is facilitating a discussion investigating the use of antibiotics and students are engaged in a discourse about the use of antibiotics in animal feed while deepening their own understanding about evolution.

This case shows a teacher facilitating a discussion and students critically analyzing the evolutionary theories of Darwin, Lamarck, and Wallace while supporting their statements with evidence, differentiating between scientific and unscientific ideas and theories.

In this case the teacher is helping students develop the context and background to understand how to design an investigation on the conditions coacervates best form under and students are building knowledge, developing questions and hypotheses used in their inquiry investigations, and finally communicating their findings to their peers.

This case shows a teacher facilitating a discussion on natural selection and students using scientific discourse to determine how natural selection acts upon random mutations.

In this case the teacher is facilitating a discussion about the often socially controversial topic of evolution and students are using misconceptions they selected and researched to listen, discuss, and make connections with the ideas brought up by their peers.

In this case the teacher is facilitating a discussion on the evolution of skin color and students are reviewing what they read about the cellular and molecular determinants of skin color and then discussing the evidence that skin color differences are due solely to varying UV environments and has no biological basis.

In this case the teacher is facilitating a discussion on the endosymbiotic theory and students are analyzing how endosymbionts changed over time, discussing evidence for the theory and engaging in scientific questioning by asking questions of each other.

This case shows a teacher facilitating students discussing specific events in Earth's history and students placing these events on a geologic timeline, sharing their scientific reasoning and evidence while also having some of their misconceptions addressed.

In this case the teacher is facilitating a discussion about change over time based on a timeline and students are engaging in small and whole-group conversations about their ideas on where events are actually located on the timeline and what evolution is.

In this case the teacher is providing students with real data and experimental results on Mendelian genetics and students are working through Thomas Hunt Morgan's famous fruit fly experiment to apply Mendel's principles to new situations, practicing being true scientists who collaborate and work through the scientific process.

In this case the teacher has set up a Socratic seminar to discuss a difficult article from Scientific American, "Revolution Postponed" about DNA and polymorphisms and students are discussing two competing hypotheses on the topic, comparing the limitations and strengths of each.