Using the practices in three-dimensional learning means that a classroom community of students working alongside the teacher identifies questions and debates how to make progress. Students should see each step of their work as addressing goals they have set. This article explores a strategy developed by researchers and teachers for supporting three-dimensional learning called "storylines" (Reiser et al. 2021, forthcoming). A storyline is a multi-lesson unit where students see the science work they are doing as addressing questions and problems that their class has identified. The motivation for each lesson emerges from the questions students have identified and where they left off previously, and teachers support students in developing science ideas over time. The authors explore the storyline approach in a fourth-grade unit investigating wave properties and ocean floor structures called "Why Do Some Things Wash Up on the Beach and Others Don't?" (McGill and Novak 2019). Using examples from several fourth-grade classrooms, they consider how teachers partner with and support students as they develop questions, decide how to investigate them, and make progress on figuring out phenomena.