This paper shares ideas with teachers about the integration of students' social and emotional skills with science instruction to fully implement the Next Generation Science Standards. In this article, we share a sequence of lessons that teachers thought were especially useful to produce effective science discourse and promote student understanding. The first lessons teach social and emotional skills. The later lessons teach about energy sources and systems, requiring students to apply their social and emotional skills to conversations about energy sources. Taken together, students learn about different energy sources, how these sources can be used to produce electricity, and the advantages and disadvantage of each source (ESS3.A and PS3). The lessons create the opportunity for students to Engage in Argument from Evidence (SEP 7) and Obtain, Evaluate, and Communicate Information (SEP 8). Here, we highlight a few main features of these lessons so science teachers can picture how they can work in their classrooms. The full lessons are available online (see NSTA Connection). [This paper was published in "Science and Children" v57 n1 p52-60 Aug 2019 (EJ1224682).]