The purpose of this research is to set up a 5Why scaffolding guided questioning teaching case film for student teachers. The case can provide complete 5Why scaffolding guided questioning science teaching unit (campus insect unit) for the student teachers to observe and learn the curriculum design, teaching didactics and problem solving method. In this research, we use focus grouping interview, experimental didactics, 5Why scaffolding guided questioning teaching feedbacks, instructional evaluation as research method, and ask science mentor teacher integrate into the research. As the results, the teaching has three characteristic. First, 5Why scaffolding guided questioning teaching case curriculum design has an appropriate teaching situation. The teacher will ask different layers of questions, so that the student can probe into the core issues quickly. The second characteristic is when students don't have penchant for analytical thoughts; the teacher provides them a direction to think or gives them some examples to erect the scaffold to the answer. The third characteristic is that teachers can use fishbone diagram and falsification teaching to help students solve their problems. The teacher guides the students to discuss the main reason of the problem and ask them to put forward a suitable solution. The 5Why scaffolding guided questioning teaching case film had added headline to prompt each teaching stage to the student teachers. As the evaluation, the teaching case film scored 4.3 to 4.5 point in 5, which means that the teaching case can present the curriculum design and teaching didactics of 5Why scaffolding guided questioning teaching and are appropriate for teacher training institutions when teaching student teachers. The 5Why scaffolding guided questioning teaching case film has placed on the internet platform, so that the student teachers can post their questions on the platform and communicate with the tutor or the professor directly to enhance their 5Why scaffolding guided questioning teaching ability.