CASES merges the Learning-for-Use pedagogy with the three course components by using the components as the basis for one or more phases in the Learning-for-Use framework, as illustrated below.

The case-based approach presents real-life environmental issues that elicit student interest (1). The activities through which students investigate the case also provides them with opportunities to construct scientific knowledge and develop skills (2). The case also provides the context for students to apply the understanding they have constructed in a meaningful context (3). The technology plays two roles in CASES. The computer-based activities help students construct scientific knowledge by allowing them to interact with dynamic, visual representations of scientific processes (4). The visualization and analysis tools allow students to apply their understanding to interpret data in the context of the case (5). The decision-making process provides a framework for applying their science understanding and skills that helps them to organize this information for future use (6).

The chapters in each Unit of CASES are sequenced around the structure of that unit's case. The requirements of the decision are developed in early chapters, the knowledge and skills necessary to make the decision are developed in the middle chapters, and the final chapter for each case provides the structure for making and justifying the decision.

Within that structure, chapters and lessons are organized to achieve the course's learning goals. Within a chapter or lesson, activities have been designed and sequenced to step through the stages in the learning-for-use framework for each individual learning goal with the appropriate variety of activities to meet the needs of diverse learners. The teacher's edition includes notes to help teachers track the development of knowledge through the three stages of learning-for-use.