This chapter, by Mary Colson, explores changes to instructional planning that support three-dimensional learning, including specific techniques for helping students figure out possible explanations for observable phenomena and to engage in robust discourse and argumentation. The use of storylines is examined to organize lessons around phenomena and investigative questions. To conclude the chapter, we discuss teachers as practitioners of science, actively engaged in the practices of science during instruction. Teacher background information, standards, assessments, references, and resources are provided. This book selection also includes the Table of Contents, Foreword, Preface, Acknowledgments, and Index.