Science diagrams are an integral part of science because they are an important means of conveying and visualizing abstract science content. In recent years, researchers have demonstrated the educational benefits of encouraging students to draw their own conceptual diagrams, rather than focusing on interpreting diagrams given to them. To help students utilize this powerful learning strategy, teachers need to be aware of how to support and guide students' drawing diagrams. This article explains the method that researchers developed after many rounds of evaluating student-generated diagrams. It starts with an explanation of the lesson and the importance of teachers having hands-on experiences drawing the diagrams before the lesson. Then, it suggests that teachers explore the concept to gain a deeper understanding and ensure that the clarity of the concept is evident. Then during and after the lesson, it looks at four overarching procedural features of analyzing students' diagrams: the importance of focusing on the big picture as well as on details by zooming in and out, use of representational conventions, reading the written text, and scrutinizing the diagram multiple times.