In this chapter, a framework is suggested for organizing teacher thinking about inquiry and prioritizing the wide assortment of activities teachers typically use to familiarize their students with the processes of science. This framework articulates three families of school science activity. One family represents the core knowledge-building practices of science. A second represents activities that support the core practices in various ways. And a third family of activities—common practices that need to be reconsidered—actually distracts students from meaningful learning. This free selection includes the Table of Contents, Foreword, Preface, and Index.