1. Jennie—K
Jennie, a kindergarten teacher, wants to design grade-level appropriate science activities.

2. Patricia—Grade 1
Patricia, a first-grade teacher, wants to increase her students' role in their learning.

3. Jean—Grade 3
Jean, a third-grade teacher, searches for ways to meet the needs of diverse learners.

4. Donna—Grade 5
Donna, a fifth-grade teacher, is incorporating the diverse backgrounds of her students into the science curriculum.

5. Elsa—K
Elsa, a kindergarten teacher, is implementing discovery-oriented activities to make science more active.

6. Ingrid—Grade 1
Ingrid, a first-grade teacher, works with students' ideas while focusing on specific learning goals.

7. Richard and Jo-Ann—Grade 2
Richard and Jo-Ann, who teach second grade, are integrating both math and science into their classroom activities.

8. Terez—Grade 4
Terez, a fourth-grade teacher, is developing an assessment strategy that is more student centered.

9. Najwa and Pat—Grade 1
Najwa and Pat, first-grade teachers, want to teach special needs students more effectively in an integrated classroom.

10. Linda—Grades 2-4
Linda, a resource specialist for second through fourth grade, works with teachers to help their students build scientifically accurate ideas.

11. Sarah—Grade 5
Sarah, a fifth-grade teacher, wants to ensure that her students understand core science concepts.

12. Tom—Grade 5
Tom, a fifth-grade teacher, is working to assess his students' science understanding accurately and fairly.

13. Erien, Year One—Grade 5
Erien, a fifth-grade teacher in her first year, strives to include and manage class discussions in science learning.

14. Erien, Year Two—Grade 7
Erien, now in her second year of teaching, wants to increase her seventh-grade students' higher-level thinking skills.

15. Dotty—Grade 7
Dotty, a veteran seventh-grade teacher, is incorporating the use of technology in a science-technology-society approach to teaching.

16. Nancy—Grade 8
Nancy wants her eighth-grade students to develop more autonomy and critical thinking skills.

17. Margarita—Grades 5-8
Margarita, a bilingual teacher of mixed-grades five through eight, is working with non-English speaking students to accelerate their science skills.

18. Greg—Grade 6
Greg, a sixth-grade student teacher, is designing hands-on, minds-on science activities for his class.

19. Paul—Grade 6
Paul, a sixth-grade science teacher, wants to involve his students in the minds-on components of science tasks.

20. Raquel—Grade 7
Raquel, a seventh-grade teacher, is increasing the involvement of girls and students of color in science.

21. Pat—Grade 8
Pat, an eighth-grade life sciences teacher, is working to bring focus to inquiry-oriented science activities.

22. Jeff—Grade 6
Jeff, a sixth-grade student teacher, is exploring problem-centered learning with his students.

23. Mike—Grade 7
Mike, a veteran seventh-grade teacher, is working to involve girls more in science and strengthen their self-confidence.

24. Audrey, Year One—Grade 8
Audrey, a social studies teacher who is teaching eighth-grade science for the first time, is developing an approach to science that empowers students.

25. Audrey, Year Two—Grade 7
Audrey, in her second year of teaching science, is helping her seventh-grade students develop critical thinking skills.