Consequential learning is an equity-oriented framework in which students create learning pathways to pursue what matters to themselves and to the communities they care about. In this paper, I seek to identify the moments of consequential learning from a story in which my students and I danced together to express a set of scientific knowledge: change in atomic configuration during photosynthesis while sustaining the total mass as consistent. Taking an autoethnographic approach, I examine the ways in which consequential learning was presented during the project and how I worked as a change agent to support it. Based on findings that show how students and I sought to transform science into a powerful tool to actualize what mattered to them while creating varied patterns of participation, I argue that, as change agents for consequential learning, teachers should take a stance on students as a rightful presence.