In this case the teacher is facilitating a discussion about the ethical issues behind stem cell research and students are reflecting on the opinions and evidence of their peers to assess the validity of their own argument, analyzing their own opinion, and potentially changing it.

This case shows a teacher leading an interesting discussion about fungi and students using their research results to share information about the negative and positive aspects of fungi, respecting and supporting each other even when differing opinions are voiced.

In this case the teacher is guiding students to reflect on ethical issues in science in order to understand the historical contributions made by individuals and students are investigating the use of Henrietta Lacks' cells and the controversial story behind this HeLa cell line.

In this case the teacher is facilitating students learning about factors that affect enzymes, then designing their own investigation on enzyme activity, analyzing and discussing the significance of their data during a peer review.

This case shows a teacher assisting students in reviewing specific characteristics of organisms in the plant or animal Kingdom and students watching a video, then sharing what Kingdom to place the protist Euglena - plant, animal or other?

In this case the teacher is working with small groups and the students are measuring the plants they have grown, making hypotheses, observations, and using technology to try and figure out why some seeds grow faster than others, or not at all.

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 and directing an activity on the digestive system with students developing vocabulary words and determining how their group's words compare with the other group's words.

In this case the teacher is going over the investigation procedures the class followed to grow plants and the students are sharing and discussing their weekly results recorded in their journals, deciding on what this data means.

This case shows a teacher helping students understand cell cloning through discussion and students engaged in sharing their knowledge, thinking scientifically and asking clarifying questions.

This case shows a teacher facilitating a discussion while individual students present about diets and peers ask research questions.

This case shows a teacher facilitating a discussion on tanning, sunscreens, and cancer and students engaged in a lively discussion of their personal views and investigation results on UV radiation and preventative measures.

In this case the teacher is discussing and demonstrating about the function of enzymes and observing as the students design their own experiment to explore the effects of catalysts on enzymatic reactions, engaging in scientific discourse to determine how their design worked.

In this case the teacher is facilitating a class discussion about living and non-living organisms and students are involved in discourse about the characteristics of living or non-living organisms, categorizing and evaluating their own observations and evidence.

In this case the teacher is working with groups of students and students are looking at their timeline and calendar data to analyze and verbally compare and contrast the lifecycles of various insects, recording the information on a Venn diagram.

This case shows a teacher supporting students as they determine the methodology they will use in an investigation they are designing about enzymes and students collecting their data during the actual lab, then analyzing and presenting their data to the rest of the class.

In this case the teacher is facilitating groups of students actively inquiring into enzyme function and students are designing experiments to discover the ideal conditions at which enzymes best function, making connections among facts to explain their observations and data, using mathematical analysis and relying on prior scientific knowledge to explain their results to their peers.

This case shows a teacher helping students develop their investigative questions about animal behavior and students analyzing data about 3 different invertebrates from their inquiry, determining what might be the next steps in the inquiry process.

This case shows a teacher leading his students in an analysis of an investigation they completed on how living organisms maintain equilibrium to sustain life (homeostasis) and students discussing results with their groups and then participating in a whole-class analysis of the scientific experimental process used and their results.

This case shows a teacher facilitating students in designing and setting up their own investigation about osmosis and students conducting their investigations following all steps of the scientific inquiry process, including experimental ethics and truthful data reporting.