In this case the teacher is facilitating a 'science court' about specific claims involving different types of circuits and students are arguing and supporting their claims using evidence from activities they have done.

In this case the teacher is facilitating a discussion on students' overall understanding of Thermochemistry and students ask questions and make specific observations, conclusions and associations regarding the Thermochemical principles observed in recent investigations and in the demonstrations they are looking at in the classroom.

In this case the teacher is facilitating a student-led discussion on political claims that environmental regulations would cause rising prices and blackouts and students relate the concept of efficiency to energy consumption to determine the truth behind the political claims and discuss specific connections between energy sources and work.

This case shows a teacher using a repeated demonstration to engage his students in critically thinking about the energy in a system and students discussing and choosing different possibilities about why the demonstration proceeded the way it did, discovering the relationship between energy and conservation of mass.

This case shows a teacher expertly facilitating a discussion about electromagnetic waves. Students effectively use scientific discourse to discuss all aspects of EM radiation, including its uses, properties, and effects on humans, connecting what they have learned in other science disciplines with their knowledge about the electromagnetic spectrum.

In this case the teacher has encouraged her students to design their own investigations and the students are using a food battery to make a circuit to light a light bulb, following procedures, checking their hypotheses, analyzing data on voltage readings, and forming conclusions.

In this case the teacher is working with small groups of students as they investigate sound and students are using varying amounts of water in cups to determine how pitch and volume change.

This case shows a teacher guiding her students in a whole group discussion to determine any misconceptions about energy they may have and students thinking critically and engaging in a discussion demonstrating their reasoning and prior knowledge.

In this case the teacher has given an assessment probe to determine student misconceptions on energy transfer and the students are discussing why they chose what they did, looking at results from a demonstration, and re-evaluating their mental models on how heat energy is transferred between matter.

In this case the teacher is using demonstrations to find out more about student misconceptions involving energy and energy transformations and students are inferring and discussing what they think is happening in the demonstrations.

This case shows a teacher leading students to an understanding of electricity and students engaged in an activity creating circuits to better determine what is needed for electricity to flow.

This case shows a teacher using engaging teaching methods to help students understand whether energy is created, destroyed, or transferred and students using scientific discourse to share and explain what they understand about energy.

In this case the teacher is facilitating a discussion on the Kinetic Molecular Theory and applicable gas laws and the students analyze how gases behave and the relationships of the variables involved in their behavior, as well applying this behavior of the gases to a real world context.

This case shows a teacher guiding students through a scientific discussion and students critically analyzing which energy resources would be best to have in the future and also discussing the environmental impacts of each type of resource.

This case shows a teacher reviewing energy and specific energy transfers as students discuss their ideas, knowledge, and misconceptions before engaging in an activity where they apply steps of the scientific method to their experimental design for shooting a toy rubber lizard into a bucket from different distances.

This case shows a teacher helping students see mathematical change using a battery and bulbs activity and students engaged in the prediction of how many light bulbs will light up when adding sequential D-cells.

In this case the teacher is managing small groups discussing how thermal energy moves and the students are using scientific discourse to look at a specific scenario, coming to consensus, and presenting their group's decision to the whole class.

This case shows a teacher facilitating a "Great Energy Debate" and students discussing the pros and cons about the use of nonrenewable and renewable resources, answering and supporting their positions when questioned by their peers.

This case shows a teacher using a computer simulation and students discussing and determining what they are seeing about the wave-particle theory, coming to terms with what they think they already know and what they are actually observing.

This case shows a teacher engaging students in an activity about energy and students using different everyday objects to experience actual energy transformations.