As a modification for the Scientific Language activity, I turned Table 1.2 (the table in which students read a statement and determine whether it is an opinion, hypothesis, or theory) into a gallery walk. I did this by writing out each statement on large poster paper, making sure to leave plenty of room for student responses, and distributing them throughout the room. I had students rotate from station to station in groups of 4 and had every individual student carry a writing utensil. Upon arriving at a station, students were directed to engage in a conversation about the statement following which each would write their classification answer and the rationale behind it on the poster. Following the gallery walk, we had a whole-class discussion about any posters that had dissenting student answers on them. This modification worked exceedingly well for the middle school students I teach.