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.

In this case the teacher is delving into what students know about the relationship between photosynthesis and cellular respiration and students are comparing and contrasting these two processes while making inferences about the relationship.

In this case the teacher is facilitating a discussion on what students know about matter and students are commenting specifically about where a cricket's matter and energy are coming from and going to, while being challenged to support their ideas with evidence.

This case shows a teacher facilitating a student debate on biotechnology issues and students discussing and debating their points of view on current hot topic issues in biotechnology.

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.

In this case the teacher is facilitating an active discussion about the energy flow in ecosystems and students are discussing where that energy comes from and where it goes, sharing their peers' thoughts and their own.

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.

In this case the teacher is facilitating student work about photosynthesis and students are clarifying expectations of the investigation, designing their experiment after determining variables and making predictions, and finally presenting their findings to their peers.

In this case the teacher is facilitating students designing an investigation about animal behavior adaptations and students are collaborating on the design of their experiment, explaining and reflecting on what their data represents after conducting their investigation, and presenting their findings to the rest of the class to improve their design before second trials.

In this case the teacher is guiding students to learn and communicate like scientists as they design investigations about enzymes and students are using science process skills to develop and conduct a controlled experiment, using mathematical tools to determine data validity, and writing claims with supportive evidence.

In this case the teacher is facilitating students investigating multiple factors that affect transpiration rates and students are formulating investigative questions and hypotheses, collecting and evaluating data, and communicating their scientific findings to their peers.

In this case the teacher guides students in an activity measuring transpiration rates of plants and then students design and carry out their own investigation, testing a factor that influences transpiration, sharing, and reviewing results with their peers.

In this case the teacher is facilitating a discussion about an investigation on yeast and students are going over their data to determine which substance produced more yeast activity and trying to figure out the reasons behind their results.

In this case the teacher is engaging students by having them observe isopods and students are discussing the isopod's behavior, formulating and then carrying out an inquiry investigation on homeostasis while gathering and analyzing data, rechecking their hypotheses, and creating a community of learners as they share and discuss their investigations.

This case shows a teacher facilitating student work on communication skills and ecosystems and students giving PowerPoint presentations, explaining ecosystem posters, and chanting a poem on ecosystems while practicing their communication skills.

In this case the teacher is facilitating an investigation where her students are dissecting owl pellets and collaborating, observing, and keeping track of data about what is inside the pellet in order to learn more about the owl's ecosystem.

In this case the teacher is assisting students as they present their different investigations on seed growth by discussing their procedures, data and conclusions.

This case shows a teacher facilitating an activity where the students are measuring plant growth and graphing and analyzing their data.

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.

In this case the teacher is facilitating a discussion about photosynthesis to determine what students already know and students are determining what a producer needs to undergo the process.