Throughout the chapters, we have provided many vivid images of students who are learning science in meaningful ways. In this chapter, we provide guidance about how these goals can be accomplished, using two examples. From the two units we’ve described, you can see that teachers were not using “discovery” learning, in which students are left unguided and without direction. The teachers used strategic forms of guidance for all the science practices and for classroom discourse in general. The end result is that students were able to make sense of complex phenomena. A list of materials, teacher background information, standards, assessment, and references are provided. This book selection also includes the Table of Contents, About the Editors, Contributors, Acknowledgments, and Index.