There is substantial evidence to suggest that social interactions, and discourse in particular, are the strongest drivers of learning (National Academies 2018), suggesting that teachers need to promote productive talk in their classrooms (NRC 2012). While the "Next Generation Science Standards" practice of "obtaining, evaluating, and communicating information" has an explicit connection to scientific discourse, "engaging in argument from evidence" and arguably all "NGSS" practices are facilitated through discourse in the real world. Teachers need to teach students how to have a productive conversation so they can fully engage in the scientific process. Leading productive discourse can be learned and when facilitated well, leads to greater equity of voice in the classroom (Windschitl, Thompson, and Braaten 2018). In the authors own search for scaffolds to help students learn how to have productive discussions, they encountered "Spider Web Discussions" (SWDs), an instructional routine that structures classroom talk and allows the teacher to monitor the content and process of the discussion. They have found SWDs to be a powerful tool that allows students to reflect on their content knowledge and wrestle with socio-scientific issues facing them. Students are also excited about the gamification of the process and regularly ask for SWDs.