In this case the teacher is facilitating a discussion about data, refuting or supporting the class hypothesis about specific compounds boiling at a higher temperature than water and students are engaged in scientific discourse while examining data, taking turns to 'lead' the discussion, and communicating their reasoning to the class.

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 groups of students designing a chemistry investigation and students are sharing ideas, evaluating their observations to make possible adjustments to their procedures, and identifying and using appropriate resources all while developing their understanding that scientific experimentation is a cyclical process.

In this case the teacher is facilitating a discussion amongst her students about properties of matter and students are deciding, through argument, whether some substances are pure or are mixtures, and which ones are more useful in our technological society.

In this case the teacher is asking students to consider why elements follow certain trends and why exceptions occur within those trends and students are developing their skills in analyzing and discussing data involving patterns in periodic trends by discussion in small groups initially, then by sharing their ideas in a large group format.

In this case the teacher is facilitating a discussion about the results of an inquiry investigation involving the chemical element magnesium and students are determining the formula for the magnesium oxide that was produced, evaluating sources of error and determining how errors could affect the result of their investigation.

In this case the teacher is facilitating students in their basic understanding of a chemical reaction and students are planning and conducting a simple investigation based on their own questions and interests, working collaboratively while learning the significance of measuring accurately so data and results are reliable and valid.

In this case the teacher is facilitating a guided inquiry investigation on relating enthalpy to chemical reactions and students are designing and developing their plan, doing the investigation, modifying their procedures as needed, and finally evaluating all their data to synthesize their results.

In this case the teacher is presenting a real-life problem to her class prior to having students identify the different physical properties used during a separation lab they have done and students are discussing collaboratively possible solutions to the problem presented by their teacher.

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 shows a teacher demonstrating acid/base color changes and students actively engaged in determining the relationship between orbital energy of molecules and the color changes they are investigating.

In this case the teacher is having students share their ideas about where specific types of reactions fit on a class Venn diagram and students give their decisions and reasons why they agree or disagree with their peers.

This case shows a teacher probing for understanding about the Law of Conservation of Mass, doing simple demonstrations, and students using remote clickers to "vote" on what they thought was the best response for what was happening and then discussing their choices.

This case shows a teacher questioning students about their misconceptions regarding conservation of mass in open and closed systems, while students share their ideas about the concept.

In this case the teacher has students determine the identity of a fluid in a cigarette lighter and students are designing and carrying out their own inquiry experiment, determining experimental errors, modifying their design, sharing data to understand factors affecting the precision and accuracy of their data and finally communicating their results to their classmates.

In this case a teacher facilitates an energetic discussion and students engage in scientific thinking as they develop sound procedures for the identification of unknown solutions.

This case shows a teacher leading students to an understanding of what atoms are made of and how they are bonded and students doing an activity where they choose which poster best describes their own thinking, defending their choice to their peers.

This case shows a teacher facilitating a discussion amongst her chemistry students and students determining the correct procedure for microscale titrations using their prior knowledge and peer input.

This case shows a teacher engaging students by using demonstrations and discussions on density and students developing new knowledge about density based on what they are observing.

This case shows a teacher engaging students in discussion about their understandings of pure substances, and students trying to decide what they know and believe about them while sharing examples.