What is Inquiry?

Defining Through Example

Stephen Best,
University of Michigan
 Objectives

• Define Inquiry in clear, concise terms

• Describe inquiry and related learning
practices as they apply to scientific
investigation.
• Analyze focus and components of
investigations to determine their
educational value to learning and
interest.
 Issues in Science?

• Science instructional challenges: trying to

engage in authentic content to develop a deep
understanding
• The structure of science as a course of study
in middle school is very different from other
topics - many disciplines in one.
• Some common professional learning
approaches are not universal to every teacher.
• Science instruction is muddied with too many
versions of “inquiry”.
 Focusing on Tasks
• Science instruction is generally organized and
orchestrated around processes of “the scientific
method”, as well as recitation and application of
known phenomena.
• The tasks that students engage in determines the
science they learn.
• Teachers’ facilitation of tasks determines how
students learn.
• The inability to enact challenging tasks well is
what distinguished the U.S. from other leading
countries.
 Examine Investigations
• Engage in the investigation as a student would to
see what they will learn, and what prior
knowledge or skills are necessary.
• Analyze the content addressed by the
investigation and the process of learning to
determine standards addressed.
• Evaluate the developmental and cognitive
aspects of the investigation.
• Analyze the likely “learning trajectory” and
“plotline” of the investigation.
 Investigation Stations

• Station 1:
“What is Water Quality?”
• Station 2:
“Can You Make a Liquid Float?”
• Station 3:
“Why is That Cookie Different Than Mine?
 Analyzing the
Investigations
• Cycle 1:
“What is the student learning through this
investigation?”
• Cycle 2:
“How does this investigation relate to
content standards and expectations?”
• Cycle 3:
“What aspects of ‘inquiry’ take place in this
investigation? What aspects could enhance
this or deepen student learning?
 Report Out

• What are the considerations for each of

the investigations?
• Where do these investigations “fit” in
what we could do in science
instruction?
• How might we modify these
investigations to make them more
useful and appropriate?
An authentic question...
and a classic investigation
 Two Approaches

• Group A:
St Clair, Washtenaw, Wayne, Jackson,
CASM, Oakland, Huron

• Group B:
Eastern UP, Dickinson-Iron, Mason-
Lake-Oceana, Manistee-Wexford-
Missaukee, Mecosta-Osceola, Central
Michigan
 Looking at the Content

• What were the possible factors that

influence the speed of the swing
(frequency of the pendulum)?
• How do you know this?
• What did you think coming in to this?
• What do our students think?
 Considerations for
Instruction
• What variations occurred between
groups in how you conducted your
investigations?
• What are the challenges to having such
an approach in the classroom?
• What are the benefits to using the
different approaches?
 Types of Investigations

• What is the function of the

investigation?
• At tables:
Brainstorm different goals of
investigations.

• Are there “categories” of investigations?

• How would you organize them?
 Tying Investigations to
GLCE’s
• We want to pick 2-3 groups of content
expectations to focus on for this activity
• TSLs - go to a topic you want to focus on
• STEM - go to a topic you have expertise in
• Goal is to look through the expectations
and generate a list of possible
investigations that could be incorporated
into a unit focusing on these GLCE’s
 Companion Document Units: Sixth Grade

Unit 6-1: Matter and Energy

P.EN.06.11 Identify kinetic or potential energy in everyday situations (for example: stretched rubber band,
objects in motion, ball on a hill, food energy).
P.EN.06.12 Demonstrate the transformation between potential and kinetic energy in simple mechanical systems
(for example: roller coasters, pendulums).

P.EN.06.41 Explain how different forms of energy can be transferred from one place to another by radiation,
conduction, or convection.
P.EN.06.42 Illustrate how energy can be transferred while no energy is lost or gained in the transfer.

P.CM.06.11 Describe and illustrate changes in state, in terms of the arrangement and relative motion of the
atoms or molecules.
P.CM.06.12 Explain how mass is conserved as it changes from state to state in a closed system.

Unit 6-2: Ecosystems

L.OL.06.51 Classify organisms (producers, consumers, and decomposers) based on their source of energy for
growth and development.
L.OL.06.52 Distinguish between the ways in which consumers and decomposers obtain energy.

L.EC.06.11 List examples of populations, communities, and ecosystems including the Great Lakes region.

L.EC.06.21 Describe common patterns of relationships between and among populations (competition,
parasitism, symbiosis, predator/prey).
L.EC.06.22 Explain how two populations of organisms can be mutually beneficial and how that can lead to
interdependency.
L.EC.06.23 Predict how changes in one population might affect other populations based upon their relationships
in the food web.

L.EC.06.31 Identify the living (biotic) and nonliving (abiotic) components of an ecosystem.
L.EC.06.32 Identify the factors in an ecosystem that influence changes in population size.

L.EC.06.41 Describe how human beings are part of the ecosystem of the Earth and that human activity can
purposefully, or accidentally, alter the balance in ecosystems.
L.EC.06.42 Predict possible consequences of overpopulation of organisms, including humans, (for example:
species extinction, resource depletion, climate change, pollution).

Unit 6-3: Composition, Properties, and Changes of the Earth

E.SE.06.41 Compare and contrast the formation of rock types (igneous, metamorphic, and sedimentary) and
demonstrate the similarities and differences using the rock cycle model.

E.SE.06.11 Explain how physical and chemical weathering lead to erosion and the formation of soils and
sediments.
E.SE.06.12 Explain how waves, wind, water, and glacier movement, shape and reshape the land surface of the
Earth by eroding rock in some areas and depositing sediments in other areas.
E.SE.06.13 Describe how soil is a mixture, made up of weather eroded rock and decomposed organic material.
E.SE.06.14 Compare different soil samples based on particle size and texture.

E.SE.06.61 Describe the Earth as a magnet and compare the magnetic properties of the Earth to that of a natural
or man-made magnet.
E.SE.06.62 Explain how a compass works using the magnetic field of the Earth, and how a compass is used for
navigation on land and sea.

Unit 6-4: Plate Tectonics and Fossils

E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.
E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building)
result from these plate motions.
E.SE.06.53 Describe layers of the Earth as lithosphere (crust and upper mantle), convecting mantle, and dense
metallic core.

E.ST.06.31 Explain how rocks and fossils are used to understand the age and geological history of the earth
(timelines and relative dating, rock layers).
E.ST.06.41 Explain how Earth Processes (erosion, mountain building, and glacier movement) are used for the
measurement of geologic time through observing rock layers.
E.ST.06.42 Describe how fossils provide important evidence of how life and environmental conditions have
changed.

(ver 5.1.08)
 K-7 Companion Document Units – Seventh Grade

Unit 7-1: Waves and Energy

P.EN.07.31 Identify examples of waves, including sound waves, seismic waves, and waves on water. (We think
it should read water waves, not waves on water.)
P.EN.07.32 Describe how waves are produced by vibrations in matter.
P.EN.07.33 Demonstrate how waves transfer energy when they interact with matter (for example: tuning fork in
water, waves hitting a beach, earthquake knocking over buildings.)

P.EN.07.61 Identify that nuclear reactions take place in the sun, producing heat and light.
P.EN.07.62 Explain how only a tiny fraction of light energy from the sun is transformed to heat energy on Earth.

Unit 7-2: Physical and Chemical Properties and Changes in Matter

P.PM.07.11 Classify substances by their chemical properties (flammability, pH, acid-base indicators, reactivity).

P.PM.07.21 Identify the smallest component that makes up an element.

P.PM.07.22 Describe how the elements within the Periodic Table are organized by similar properties into
families (highly reactive metals, less reactive metals, highly reactive nonmetals, and some almost completely
non-reactive gases).
P.PM.07.23 Illustrate the structure of molecules using models or drawings (water, carbon dioxide, table salt).
P.PM.07.24 List examples of physical and chemical properties of elements and compounds (boiling point,
density, color, conductivity, reactivity).

P.CM.07.21 Identify evidence of chemical change through color, gas formation, solid formation, and
temperature change.
P.CM.07.22 Compare and contrast the chemical properties of a new substance with the original after a chemical
change.
P.CM.07.23 Describe the physical properties and chemical properties of the products and reactants in a chemical
change.

Unit 7-3: Structures and Processes of Living Things

L.OL.07.21 Recognize that all organisms are composed of cells (single cell organisms, multicellular organisms).
L.OL.07.22 Explain how cells make up different body tissues, organs, and organ systems.
L.OL.07.23 Describe how cells in all multicellular organisms are specialized to take in nutrients, which they use
to provide energy for the work that cells do and to make the materials that a cell or organism needs.
L.OL.07.24 Recognize that cells function in a similar way in all organisms.

L.OL.07.31 Describe growth and development in terms of increase of cell number and or cell size.
L.OL.07.32 Examine how through cell division, cells can become specialized for specific functions.

L.OL.07.61 Recognize the need for light to provide energy for the production of carbohydrates, proteins and
fats.

P.EN.07.43 Explain how light energy is transferred to chemical energy through the process of photosynthesis.
L.OL.07.62 Explain that carbon dioxide and water are used to produce carbohydrates, proteins, and fats.
L.OL.07.63 Describe evidence that plants make, use and store food.

L.HE.07.21 Compare how characteristics of living things are passed on through generations, both asexually and
sexually.
L.HE.07.22 Compare and contrast the advantages and disadvantages of sexual vs. asexual reproduction.

Unit7-4: Fluid Earth Systems and Human Activities

E.ES.07.11 Demonstrate, using a model or drawing, the relationship between the warming by the sun of the
Earth and the water cycle as it applies to the atmosphere (evaporation, water vapor, warm air rising, cooling,
condensation, clouds).
E.ES.07.12 Describe the relationship between the warming of the atmosphere of the Earth by the sun and
convection within the atmosphere and oceans.
E.ES.07.13 Describe how the warming of the Earth by the sun produces winds and ocean currents.

E.ES.07.41 Explain how human activities (surface mining, deforestation, overpopulation, construction and
urban development, farming, dams, landfills, and restoring natural areas) change the surface of the Earth and
affect the survival of organisms.
E.ES.07.42 Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere, (car exhaust,
industrial emissions, acid rain, and natural sources), and how pollution impacts habitats, climatic change,
threatens or endangers species.

E.ES.07.71 Compare and contrast the difference and relationship between climate and weather.
E.ES.07.72 Describe how different weather occurs due to the constant motion of the atmosphere from the
energy of the sun reaching the surface of the Earth.
E.ES.07.73 Explain how the temperature of the oceans affects the different climates on Earth because water in
the oceans holds a large amount of heat.
E.ES.07.74 Describe weather conditions associated with frontal boundaries (cold, warm, stationary, and
occluded) and the movement of major air masses and the jet stream across North America using a weather map.

E.ES.07.81 Explain the water cycle and describe how evaporation, transpiration, condensation, cloud formation,
precipitation, infiltration, surface runoff, ground water, and absorption occur within the cycle.
E.ES.07.82 Analyze the flow of water between the components of a watershed, including surface features (lakes,
streams, rivers, wetlands) and groundwater.

E.FE.07.11 Describe the atmosphere as a mixture of gases.

E.FE.07.12 Compare and contrast the composition of the atmosphere at different elevations.

(ver 5.1.08)
What Happens When Objects (in the Solar System) Collide?

Overview
This unit examines a number of phenomena and concepts about the solar system through an examination
of the driving question, “What happens when objects collide?” We add the context of the solar system to
this question, so that it is not a question of physics or mechanics, but rather that some of these concepts
are assumed and we use the question as an engaging way to explore different aspects of the solar system.
While the driving question is unlike others in the PBIS series which explore questions or phenomena
from daily life, there are aspects of this question which are very engaging to middle grades learners that
allow you to use this question to engage students in concepts and information that are otherwise
intangible, given the nature of the topic. Unlike most other topics, space, and in particular, the solar
system, can not be explored directly by students. Even the process of observation is limited for most
learners, as it requires the observation be done during the nighttime, and often, with specialized
equipment such as telescopes. So, in order to engage students in project-based inquiry, we use the
potential scenario of an object colliding with the earth to explore how objects move through the solar
system, what those objects are, and what that may mean in terms of collisions that could occur with the
object.

This unit is designed to begin while in the midst of instruction on other topics, with students simply
observing and noting aspects of the night sky. This introduction provides an opportunity for teachers to
set up both the context of the unit, and develop a set of skills for use in investigating topics within the
unit. These initial observations, coupled with an investigation of a seemingly simple phenomena, the
creation of a crater, thrust students into an examination of the driving question. Making this question
more realistic, and perhaps, more engaging, is the specific example of an object colliding with the earth,
and students’ consideration of the likelihood and potential impact of such a collision.

In order to understand what any such collision might be like, one first needs to understand the different
things that are in the solar system that could collide with each other. Learning set two has students
engaged in research and modeling to better understand what is in the solar system, and what the solar
systems really looks like. During these lessons, students begin conducting extensive specialized research
on different objects in the solar system through the use of internet data and tools, and continue to develop
their understanding by exploring the scale and size of the solar system and its components. In other
words, before students can begin to understand collisions of such objects, they need to know what they
are made of, and where they are located (and whether they are likely to get in each others’ way).

Learning set three picks up on the size and scale of the solar system, explored in the previous learning set,
by examining how objects actually move in the solar system. Planetary rotation and revolution are
investigated in a variety of ways, including direct observation (as in the phases of the moon). These
concepts are then applied in examining the nature and motion of non-planetary objects, such as comets
and asteroids.

Learning set four engages students in examining the underlying factor that explains the motion of objects
in space: gravity. Students reexamine an earlier experiment involving the creation of a crater to explore
the variables that gravity affects, and those that it doesn’t, addressing several known misconceptions
about this topic. Students then examine the role gravity plays in the motion of objects in space,
concluding with a series of investigations replicating the processes scientists use to identify and predict
the motion of objects in space.

Concluding this unit is a final project, wherein students investigate and report on the factors at play in a
collision of large objects in space. Students are encouraged to collaborate in this final investigation and
examination of different scenarios involving such a collision. Students are encouraged to use all of the
information they have gathered throughout the unit, as well as data and reports from scientists who
investigate such phenomena, to report on various collision scenarios.

This unit purposely avoids the context of deep space, focusing instead on our solar system to best
understand the nature of our world and what has, and can, happen to it. Teachers who wish to extend the
examination of space to stars, galaxies, and the universe will likely need to develop an additional unit of
instruction to address these topics. However, there are several concepts in this unit which should aid in
that exploration, as we will touch upon such issues as observation of objects in space, movement of these
objects, and the composition and nature of the objects.

Learning Goals
Learning Goals for this unit focus on a variety of standards documents, including NSES Benchmarks, and
the Michigan and Georgia curriculum standards for middle grades science. As mentioned above, the
learning goals for this unit focus specifically on astronomy concepts related to the solar system, and do
not explore concepts related to objects or phenomena that occur outside of the solar system.

Theme: Understanding the Solar System

1. Understand the motion of objects in the solar system as viewed from the earth.
2. Understand the motion of objects in the solar system as viewed from a heliocentric perspective.
3. Understand how the motion of solar system objects explains phenomena such as the day, year,
lunar phases and eclipses.
4. Understand gravity’s role in the motion of objects on earth and through out the solar system.
5. Be able to describe the general properties of objects in the solar system.

Full Learning Goals description:

The following learning goals are stated in a manner that describes the information and concepts that
students understand. Understanding may be reflected through a variety of assessments, including verbal
and written responses to questions, student activities from this unit, additional activities that explore
specific phenomena, dialogue or discourse with others, and other additional means.

Composition of the Solar System and Location/Motion of Objects in the Solar System

Composition
The solar system consists of at least eight planets as well as a large number of dwarf planets, asteroids,
comets, and other objects. These objects vary greatly in their size, composition, relative distance from
the sun, change over time, and ability to support life.

Motion and explanation of phenomena

Most objects in the solar system are in regular and predictable motion. These motions explain such
phenomena as the day, the year, phases of the moon, and eclipses.
Gravity

Understanding gravity
Every object exerts gravitational force on every other object. The force depends on how much mass the
objects have and on how far apart they are. The force is hard to detect unless at least one of the objects
has a lot of mass.

Gravity and the solar system

The sun's gravitational pull holds the earth and other planets in their orbits, just as the planets'
gravitational pull keeps their moons in orbit around them.
The Moon

The 28-day orbit of the moon around the sun changes what part of the moon is lighted by the sun and
how much of that part can be seen from the earth, producing the phases of the moon. Specific
alignments of the sun, earth, and moon produce the phenomena of the solar and lunar eclipses.
Observations of the sky

The motion of an object is always judged with respect to some other object or point and so the idea of
absolute motion or rest is misleading. Students will describe the relative position and motion of objects
in the night sky.

1.1 Observing the Sky

Learning Objectives
Students will:
• Make observations of celestial objects in order to understand how such observations
generated our evolving knowledge about the solar system and universe.
• Identify different qualities about the moon, stars, and other celestial objects that vary over
time.
• Document observations of the night sky, and recognize the different variables that need to
be documented (time, location, weather) to understand movement of celestial objects as
related to the earth.

Lesson Overview
This lesson sets the stage for students to understand celestial movement through ongoing
observation. This lesson also builds observation skills that the students should start at the
beginning of the unit, and that will help students understand how our understanding of celestial
movement evolved over time. This includes observing the motion of shadows resulting from the
apparent motion of the sun, observing the planets, and recording the changing phases of the
moon.

Activities
This lesson consists of four separate activities:
• Observing Shadows to Determine Movement
• Observation and Notetaking Discussion
• Observing the Night Sky
• Observing Phases of the Moon
1.2 What makes a crater?
Learning Objectives
Students will:
• Understand how asteroid collisions with the moon caused the craters on its landscape
• Recognize that craters are circular regardless of the shape of the asteroid.
• Identify speed and mass as variables of the asteroid determine the size of the crater.
• Develop basic inquiry skills in making hypotheses, testing hypotheses, experimental procedures, recording
and summarizing data.

Lesson Overview
Understanding how craters form ties directly into the importance of the driving question by
helping the students realize the danger posed by collisions between solar system objects. The
investigation in this lesson sets the stage for addressing the question of collisions between
asteroids and earth for this unit, as well as for understanding the next lesson, which explores
craters on earth.
The lesson begins with a brief discussion of objects in the solar system and whether or not they
ever collide. Observations of craters on the moon and asteroids are used as evidence of collision.
Features of asteroids are identified which may influence crater formation. Students then perform
investigations to determine how these factors affect crater size and shape. Conclusions from the
investigation lead students to consider other possible collisions (e.g., asteroid collisions with
earth) and how that could affect their lives. This leads to the introduction of the big question:
How do we know when objects in the solar system will collide?

Activities and Duration

This lesson consists of three activities:
• Reading and Discussion about Craters – 25 Minutes
• Reading and Discussion about Asteroids – 20 Minutes
• Making a Crater – 25 Minutes
• Crater Investigation – What Affects Craters? – 40 Minutes
• Discussion/Presentations of the Crater Investigation – varies depending on approach
• Introducing the Driving Question – 20 Minutes

1.3 Evidence of Impacts

Learning Objectives
Students will:
1. Recognize that the earth has craters, but far less that the moon.
2. Understand that most craters on the earth appear different than those seen on the moon.
3. Be able to describe that changes in the earth’s surface (due to erosion and growth of
plants) have altered the appearance of craters we see on the earth today, and eliminated
most evidence of older impact craters.
 4. Understand that small rocks from space burn up as they move quickly through the
atmosphere.
5. Understand that some small rocks from space do not burn up completely and land on the
earth.
6. Understand that smaller rocks from space hit the earth much more frequently than large
asteroids.

Lesson Overview
This lesson will introduce the students to the idea that asteroids have hit the Earth in the past as
well as help them start to think about whether asteroids could one day hit the Earth again. They
will compare images of craters on the earth to images of craters on the moon. These
comparisons will allow for discussion of how changes on the earth’s surface have erased craters
over time.
The students will begin by reviewing the appearance of craters. They will then discuss images of
Barringer crater in Arizona. The next activity will involve comparing the appearance of craters
on the earth to those seen on the moon. This will help them learn about how erosion impacts
the appearance of the earth’s surface. Students will also learn about what happens when smaller
objects (meteoroids) enter impact the Earth.
The driving question asks about objects colliding in the solar system. This lesson will help
students realize how this connects to their own lives here on the earth – asteroids have hit the
Earth in the past and could potentially hit the Earth in the future. This will also help them learn
about how active the earth’s surface is and how conditions on the earth constantly are changing
its appearance.

Activities and Duration

This lesson contains three main activities, and an additional, optional activity to address the
smaller impacts that students may know or think of with respect to objects impacting the earth:
• Analyzing Terrestrial Craters – 30 minutes
• Analyzing Lunar Craters – 20 minutes
• Discussion of Similarities and Differences in Craters – 15 minutes
• Optional: Exploring Smaller Impacts: Meteors, Meteorites, and Meteroids (Fire Syringe
Activity) – 35 minutes

2.1 Exploring the Solar System

Lesson Overview
Students will begin this lesson by articulating what they already know or believe about other
objects in the solar system and about how an asteroid might affect each. Students will then work
in pairs or small groups to collect information about one object. They will use material provided
with their text and use research skills to locate additional information in the school library and on
the internet. Students will be expected to reason about the atmosphere and composition of
planets and moons in order to make a prediction about how an asteroid collision might affect
each. Students prepare a presentation on that object for the class. Much of this lesson involves
student research using the internet. Useful and safe internet sites are identified for the teacher.

Learning Objectives
Students will:
• Describe the size, composition, atmosphere, and shape of an object in the solar system.
• Make predictions about the effect of an asteroid on their solar system object. These predictions will be based
primarily on comparisons of their solar system object with those already studied (Earth, Moon, Jupiter).
• Locater valid and appropriate information in the library and on the Internet about planets.
• Students will develop skill in summarizing and preparing information for presentation to the class.

Activities and Duration

This lesson involves the following activities:
• Shoemaker-Levy Discussion – 20 minutes
• Investigating Objects in the Solar System – 15 minutes
• Small Group Research on the Solar System – 20 minutes or more (depending on
technology access)
• Mini-presentations on the Solar System – 30 minutes
• An optional activity: New Objects and What We Know About Them

2.2 Differences and Similarities

Lesson Overview
In this lesson, students will present the results of their investigations into specific solar system
objects using the posters they made as guides. Students will be expected to support their
conclusions or predictions using the information they have collected. During the poster
presentations, other members of the class will ask each group questions about their investigations
and their support for their conclusions. Students then will use the concepts to help classify the
objects into different categories. Optionally, students may do the role-play activity that is
intended to replicate the 2006 IAU Governing Board Decision to “demote” Pluto from its status
as a planet (to a “dwarf planet”).

Learning Objectives
Students will:
• Develop skill in presenting information and conclusions.
• Articulate their own findings and support their conclusions with evidence
• Develop their own classification scheme to understand some of the similarities and differences of objects in the
solar system.

Activities and Duration

Activities in this lesson include:
• Discussing Similarities 20 minutes
• Classifying Objects Jigsaw 30 minutes
• Presenting Classification Systems 30 minutes
• Size and Scale Discussion 15 minutes
• Summary Discussion 15 minutes
 • Optional: IAS Governing Board Roleplay/Argument 2-3 class periods

2.3 What Does the Solar System Look Like?

Lesson Overview
In this lesson, students will construct a model of the solar system. Students will first review the
conditions for developing a model – in particular the issue of scale. They will then identify and
specify the criteria and constraints they face in building a model in their specific school
environment and compute the scaling factor conversions needed. Working in the groups they
were in while investigating planets, students will determine the size of object needed to model
their planet and how far from the starting point (Sun) it must be.
This lesson introduces students to the distances and relative sizes of objects in the solar system.
The primary intent of this lesson is to help students understand that solar system objects are very
far apart and are very small relative to the distances involved.

Learning Objectives
Students will:
• Improve their understanding of using physical modeling of scientific phenomena to understand issues of scale.
• Develop skills in computing distances and sizes based on a scaling factor
• Understand that the solar system is mostly empty space, with vast distances between the planets and other
sizeable objects.

Activities and Duration

This lesson consists of the following activities:
• Introductory discussion – 15 minutes
• Creating a Scale Factor – 20 minutes*
• Determining Distances and Sizes of Objects in the Model – 15 minutes
• Set Up Scale Model – 25 minutes
• Debrief discussion – 15 minutes

3.1 Planetary Orbit

Learning Objectives
Students will:
• Recognize that each planet takes a different length of time to orbit the sun. Planets farther from the sun take
more time than planets closer to the sun.
• Use a variety of models to study different characteristics of the same object (the solar system).
• Recognize that the planets as viewed from earth move slowly against the background of stars as they orbit the
sun, and do not always appear in the same place in the sky at the same time of year.

Lesson Overview
In this lesson, students will be exploring the orbits of planets and how the orbital motion of the
planets and the Moon influence their apparent motion across our skies. This will also give them
another piece in the puzzle of answering the driving question, “What happens when objects in the
solar system will collide?”, because in order for us to know when objects will collide, we need to
be able to predict their motion. Students will model the motion of the planets in two ways. First,
the entire class will observe a few students as they model the planets’ motion by “walking the
orbits” in the classroom. This simulation will take into account the differing amounts of time
each planet takes to orbit the sun once. Second, small groups of students will play a game to
model the motion of the planets.
Through these experiences, students begin to understanding how the motion of the planets
appears from Earth when we observe the planets and stars in the sky. The lesson concludes with
students watching an animation of the sky to observe how the planets move against the
background of stars over several nights.

Activities and Duration

This lesson consists of four activities:
• Introductory Discussion and Motion Model – 20 Minutes
• Walking Model of Planetary Motion – 20 Minutes
• Planetary Motion Simulation – 20 Minutes
• Revisiting the Night Sky Observations – 25 Minutes
• Reading and Discussion of Planetary Motion as Viewed from Earth – 25 Minutes

3.2 Rotation and Revolution

Lesson Overview
This lesson explores the motion of the Sun, Moon, stars and planets caused by the rotation of the
Earth. First, students will collect observations of how a shadow moves as the sun moves across
the sky. They will use these observations to describe the sun’s apparent motion and the earth’s
actual motion. Next they will watch a video of the apparent motion of the moon and discuss how
this is also caused by the rotation of the earth. Finally, they will apply these ideas to the stars
and planets in the sky and think about how this would help them predict where an asteroid would
hit the earth.

Learning Objectives
Students will:
• Recognize that shadows cast by the sun move because the earth is rotating.
• Understand that the rotation of the earth is what causes the apparent motion of the sun,
moon, and stars as we see them in the sky on a daily basis.

Activities and Duration

This lesson consists of four activities:
• Review of Shadow Observations – 20 minutes
• Modeling the Revolution of the Moon – 20 minutes
• Debriefing and Summary Discussion – 10 minutes
3.3 Phases of the Moon (Optional)
Learning Objectives
Students will:
• Understand that the orbit of the moon around the earth produces the changing phases of
the moon that we view
• Recognize that the phases of the moon change slowly over the course of it’s 28 day orbit
• Understand the differences and similarities between lunar and solar eclipses, and how
each is generated through the alignment of sun, moon, and earth.

Lesson Overview
In this optional lesson, students explore the ways in which we observe the moon, and how the
revolution of the moon around the earth coupled with the revolution of the earth around the sun
provide for the observation of the “phases” of the moon, as well as special phenomena known as
eclipses. This lesson is viewed as optional for two reasons: it is dependent on a completely dark
room to work effectively, and it is not directly related to the driving question focusing on
collisions of objects in the solar system. However, because these topics are often required in
state and national standards for science education, this lesson is included here, as the recent
lessons on revolution and rotation directly apply to this topic.

Activities and Duration

This lesson consists of three activities:
• Modeling the Phases of the Moon – 45 minutes
• Eclipses – 30 minutes
• Debrief Discussion – 15 minutes

3.4 How Do Other Things in the Solar System Move?

Lesson Overview
The purpose of this lesson is for the students to now apply what they have learned about orbits of
planets and the moon, to the orbits of asteroids. They will learn how the asteroids orbit the sun
just as the planets do. They also look at how elliptical some asteroids orbits are, allowing them
to cross the earth’s orbit. And they will apply what they learned about the tilt of the moon’s orbit
to thinking about the tilt of asteroids’ orbits. The students determine asteroids’ motion would
appear from the perspective of being on the earth. End the lesson by returning to the driving
question to see if they are any closer to answering the question.

Learning Objectives
Students will:
• Understand that the orbits of planets are not completely circular, but are more elliptical in
nature.
• Understand that asteroids have orbits, like the planets, and that these orbits and the
asteroid positions are predictable.
 • Recognize that some asteroids have orbits that cross the earth’s orbit because of their
elliptical nature.

Activities and Duration

This lesson contains the following activities:
• Mapping Elliptical Orbits – 20 minutes
• Mapping Asteroids Orbits – 20 minutes
• Discussion of Near Earth Asteroids – 15+ minutes

3.5 Optional: Planetarium Visit

Learning Objectives
Learning objectives will vary, depending on the nature and content of the planetarium program.
Even the most basic planetarium programming should provide the students with an overview of
the daily motion of the sun, moon, stars, and planets and how the appearance of the night sky
changes over the course of the year.

Lesson Overview
This optional activity is intended to provide you, the teacher, with some planning suggestions for
the incorporation of a planetarium visit as a new means to observe and learn about celestial
phenomena in the solar system (or beyond). Planetariums provide a unique opportunity for
students to “observe” these phenomena without the challenges of weather, night observation,
prolonged time of study, etc. that you are not able to address or control in a classroom.
Planetarium programs may vary widely, but a majority of planetarium programs will cover, at a
minimum:
1. Rise and set of the sun, moon, stars and planets
2. Day and night
3. Rotation and revolution
4. Changes in the night sky over the course of the night
5. Changes in the night sky as the year progresses

Activities and Duration

This lesson consists of three activities:
• Pre-visit discussion – Minimum of 20 Minutes of classtime
• The Planetarium Visit – 1 day
• Debrief Discussion – Minimum of 30 minutes
4.1 Gravity
Learning Objectives
Students will:
• Understand that gravity pulls everything on or near the earth’s surface towards the earth’s
center.
• Explain why objects travel faster when dropped from higher elevations due to gravity
(acceleration).
• Explain why the direction and speed of an object’s motion changes due to gravity.
o [Benchmarks, Motion, Gr. 3-5] Changes in speed or direction of motion are
caused by forces. The greater the force is, the greater the change in motion will
be. The more massive an object is, the less effect a given force will have.
• Explain why objects like satellites and the moon stay in orbit around the earth.
• Understand that the gravity of a planet could pull an object into its path and collide with
it.

Lesson Overview
This lesson addresses some basic understandings about gravity and the effect of gravity on
falling objects. Students will do some simple activities involving dropping objects of different
sizes from different heights to try to understand what is and is not affected by gravity. For
instance, students should come away knowing that the mass of an object will not necessarily vary
its speed on impact (i.e. a heavy and light object, dropped from the same height, hit the ground at
the same time), but that it will affect the force that impacts the ground. It is this force that results
in craters when the impact is that of an asteroid.

Following the investigations of gravity as it plays out on earth, students will review a computer-
based demonstration that can show how gravity functions in space, including pulling an object
into an orbit. This will help lead students to understand why objects that are not necessarily on a
direct path for a collision could still collide because of the gravitational force each exerts on each
other.

Activities and Duration

This lesson consists of three separate activities:
• Demonstrating the Phenomenon of Gravity – 30 minutes
• Revisiting the Crater Investigations – 30 minutes
• Poster Presentations and Debriefing – 40 minutes
• Gravity in Space Computer Demonstration – 30 minutes
• Debrief Discussion and Revisiting the Driving Question – 15 minutes
4.2 How Can We Tell Where Objects Will Be?

Lesson Overview
In this lesson, students take on the role of night sky observer and asteroid hunter as they will
look through series of slides to try to determine whether an asteroid might be moving toward
earth. First, a series of simulations guides students into understanding how objects in space
change direction due to graving. Following this, students look at a series of images to determine
movement of an object in the night sky, and explore how past near-collisions have moved near
the earth due to earth’s gravitational pull.

Learning Objectives
Students will
• Predict how the force of gravity of the earth will affect the orbital motion of an asteroid
that passes near it.
• Predict that the force of gravity will be stronger when the planet is more massive and
when the distance between the objects is smallest.
• Understand how the speed of an object as it passes near a massive planet will affect its
trajectory.

Final Project
Lesson Overview:
In this activity, students are asked to present different instances of what could happen if two objects in the
solar system were to collide. Students are asked to draw from a set of actual, near, or predicted collisions,
and are to research these events to determine how the objects moved in a way that would suggest a
collision, and how the event played out. Students will explore how the size, velocity, direction, and
pairing of the objects affects what happens, and what the results of such an event are. Students work in
groups to prepare a presentation of this to the class, which is acting as a congressional research body
which is deciding whether or not to develop a special plan for addressing possible collisions with the
earth.
!"#$%
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&.1% .2%5/%4055,2.$/ 6
For more information about this curriculum contact:
The Center for Highly Interactive Computing in Education
School of Education, 610 E University
Ann Arbor, Michigan 48109 • 734-647-4805

!"#$%&''()$*%$"(%+,#-.$/%0'%&.1%.2%3/%4055,2.$/6 Copyright 2002 version

All rights reserved.
 402$(2$
TEACHER GUIDE
<2$10=,)$.02
Project Calendar . . . . . . . . . . . . . . . . . . . . . . . . . 7
Contributors . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Pedagogical Statement . . . . . . . . . . . . . . . . . . . .10
Assessment Statement . . . . . . . . . . . . . . . . . . . . .12
Organization of Unit . . . . . . . . . . . . . . . . . . . . .14
Icons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Project Overview . . . . . . . . . . . . . . . . . . . . . . . .16
Objectives and Outcomes . . . . . . . . . . . . . . . . . . .18
Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
7(#12.28%9($%>2(
!"#$%.*%&.1%+,#-.$/6
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Science Understanding for Teachers . . . . . . . .26
Lesson 1/What Do You Think Air Looks Like?27
Teaching Strategy/Driving Question Board . . . . .28
Student Worksheet/Air With and Air
Without Pollution . . . . . . . . . . . . . . . . . .31-35
Student Reader/What is Air Quality? . . . . . . . . .37
Lesson 2/Starting Our Investigation . . . . . . .41
Lesson 3/Looking for Evidence of Air Quality45
Student Worksheet/Field Notes . . . . . . . . . . . . . .49
Teacher Reflection . . . . . . . . . . . . . . . . . . . . . .51
TG 2
7(#12.28%9($%:;0
!"#$%.*%&.16
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
Science Understanding
for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Teaching Strategy . . . . . . . . . . . . . . . . . . . . . .60
Lesson 1/Air is Matter . . . . . . . . . . . . . . . . . .61
Lesson 2/Are air and Oxygen the Same? . . . .67
Student Worksheet/Candle Teacher Demo . . . . . .73
Student Worksheet/Candle Investigation . . . . . . .75
Student Reader/What Do We
Know About Air? . . . . . . . . . . . . . . . . . . . . . . . .77
Lesson 3/What is Oxygen? . . . . . . . . . . . . . . .79
Student Worksheet/Making Molecules . . . . . . . . .83
Lesson 4/What Else is in Air? . . . . . . . . . . . .85
Student Worksheet/What is the
Composition of air? . . . . . . . . . . . . . . . . . . . . .89
Student Reader/Composition of Air . . . . . . . . . . .91
Lesson 5/What Can We Find in Air? . . . . . . .93
Student Worksheet/Investigation Criteria . . . . . .99
Lesson 6/Is There Water in Air? . . . . . . . . .103
Lesson7/What Does Air Look Like? . . . . . . .107
Student Worksheet/How Are Solid, Liquid
and Gas Particles Different? . . . . . . . . . . . . .119
Student Worksheet/Word Wizard . . . . . . . . . . .121
Student Reader/What Does Air Look Like? . . . .123
Lesson 8/What Do You Think
Air Looks Like Now? (Quiz) . . . . . . . . . . . . .129
Teacher Reflection . . . . . . . . . . . . . . . . . . . . .131
Teacher Guide/Introduction
7(#12.28%9($%:"1((
!"#$%?0(*%@0--,$(=%&.1%700A%7.A(6
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135
Science Understanding for Teachers . . . . . . .137
Lesson 1/Investigation of Pollutants . . . . . . .139
Student Worksheet/Investigation
Logsheet Pollutants . . . . . . . . . . . . . . . . . . . .157
Student Worksheet/Investigation
Logsheet General 1 . . . . . . . . . . . . . . . . . . . .159
Student Worksheet/Investigation
Logsheet General 2 . . . . . . . . . . . . . . . . . . . .161
Lesson 2/What Do Pollutants Look Like? .163
Student Worksheet/What Does Air Look Like? .169
Student Worksheet/Modeling Pollutants . . . . . .171
Student Worksheet/e-Chem Molecules . . . . . . . .175
Student Reader/How Do Pollutants Look? . . . . .177
Lesson 3/Particulate Matter Investigation
Wrap-up . . . . . . . . . . . . . . . . . . . . . . . . . . .183
Teacher Reflection . . . . . . . . . . . . . . . . . . . . .185
7(#12.28%9($%B0,1
!"#$%.*%$"(%+,#-.$/%0'%>,1%&.16
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189
Science Understanding for Teachers . . . . . . .190
Lesson 1/Understanding the Clean Air
Act and NAAQS investigation . . . . . . . . . . .195
Student Worksheet/Demographic Summary . . .201
Lesson 2/Building Computers . . . . . . . . . . . .205
Student Worksheet/Model-It . . . . . . . . . . . . . . .217
Student Worksheet/Model-It General . . . . . . . .219
Lesson 3/Quiz . . . . . . . . . . . . . . . . . . . . . . . .221
Lesson 4/Preparing and Presenting . . . . . . .223
Lesson 5/Final Air Drawing . . . . . . . . . . . . .229
Teacher Reflection . . . . . . . . . . . . . . . . . . . . .231
Teacher Guide/Introduction
:(#)"(1%C(*0,1)(*
Community Survey . . . . . . . . . . . . . . . . . . . . . .235
Community Survey Results . . . . . . . . . . . . . . . .237
The Sickening Six/A Play . . . . . . . . . . . . . . . . . 241
The Sickening Six Student Worksheet . . . . . . . . 245
Optional Lesson/Ozone Investigation . . . . . . . . . 249
Presentation Assessment Rubric . . . . . . . . . . . . . 255
Learning Set 2/Lesson 8 Quiz 1 . . . . . . . . . . . . 257
Learning Set 4/Lesson 3 Quiz 2 . . . . . . . . . . . . 263
STUDENT MATERIALS
9$,=(2$%!01A*"(($*
Air With and Without Pollution . . . . . . . SW 3-7
Field Notes . . . . . . . . . . . . . . . . . . . . . . . . SW 9
Candle Teacher Demonstration . . . . . . . . . . SW 11
Candle Investigation . . . . . . . . . . . . . . . . . SW 13
Making Molecules. . . . . . . . . . . . . . . . . . . SW 15
What is the Composition of Air?. . . . . . . . . SW 17
Investigation Criteria. . . . . . . . . . . . . . . . . SW 19
How Are Solid, Liquid and Gas
Particles Different?. . . . . . . . . . . . . . . . . SW 23
Word Wizard . . . . . . . . . . . . . . . . . . . . . . SW 25
Investigation Logsheet/Pollutants . . . . . . . . SW 27
Investigation Logsheet/General 1 . . . . . . . . SW 29
Investigation Logsheet/General 2 . . . . . . . . SW 31
What Does Air Look Like? . . . . . . . . . . . . SW 33
Modeling Pollutants . . . . . . . . . . . . . . . . . . SW 35
e-Chem Molecules . . . . . . . . . . . . . . . . . . . SW 39
Demographic Summary . . . . . . . . . . . . . . . SW 41
Model-It . . . . . . . . . . . . . . . . . . . . . . . . . . SW 45
Model-It General. . . . . . . . . . . . . . . . . . . . SW 47
9$,=(2$%C(#=(1*
What is Air Quality? . . . . . . . . . . . . . . . . . . SR 3
What Do We Know About Air? . . . . . . . . . . SR 7
Composition of Air . . . . . . . . . . . . . . . . . . . . SR 9
What Does Air Look Like? . . . . . . . . . . . . . . SR 11
How Do Pollutants Look? . . . . . . . . . . . . . . . SR 17
TG 3
 @10E()$%4#-(2=#1
Pretest
1 class period

7(#12.28%9($%>2(D!"#$%.*%&.1%+,#-.$/6
1 class period Lesson 1/What do You Think Air Looks Like?
• Draw air pictures with and without pollution

1 class period Lesson 2/Starting Our Investigation

• Watch an air quality video

1 class period Lesson 3/Looking for Evidence of Air Quality

• Take a walk around school grounds noting air quality

7(#12.28%9($%:;0D!"#$%.*%&.16
1 class period Lesson 1/Air is Matter
• Conduct POEs that show mass and volume

1 class period Lesson 2/Are Air and Oxygen the Same?

• Candle Demonstration

2 class periods Lesson 3/What is Oxygen?

• Build gum drop models of molecules

2 class periods Lesson 4/What Else is in Air?

• Discuss the composition of air

1 class period Lesson 5/What Can We Find in Air?

• Particulate Matter Investigation

2 class periods Lesson 6 Is There Water in Air?

• Conduct POEs exploring evaporation and condensation

2 class periods Lesson 7/What Does Air Look Like?

• Examine states of matter and phase changes
and then make human models of these changes

1 class period Lesson 8/What Do You Think Air Looks Like Now? & Quiz
• Draw pictures of air and take quiz.

Calendar continued on next page

Teacher Guide/Introduction TG 7
 @10E()$%4#-(2=#1D402$G
7(#12.28%9($%:"1((D!"#$%.*%F0--,$(=%#.16
3 class periods Lesson 1/Investigation of Pollutants
• Use Artemis to investigate pollutants

2 class periods Lesson 2/What Do Pollutants Look Like?

• Use eChem and gumdrops to model pollutants

1 class period Lesson 3/Particulate Matter Investigation Wrap up

• If necessary

7(#12.28%9($%B0,1D!"#$%.*%$"(%+,#-.$/%0'%%>,1%&.16
1 class period Lesson 1 NAAQS investigation

2 or 3 class periods Lesson 2/Building Computer Models

1 class period Lesson 3/Quiz

4 class periods Lesson 4/Preparing and Presenting

1 class period Lesson 5/Final Air Drawing

TG 8 Teacher Guide/Introduction
 402$1.H,$01*
The Center for Learning
Technologies in Urban Schools
University of Michigan’s
Center for Highly Interactive
Computing in Education
STAFF
Joseph Krajcik, Professor
Principal Investigator
School of Education
Elena S. Takaki
Research Associate
School of Education
Amy Wefel
Lead Developer, 2002
School of Education
William J. Bobrowsky
Lead Developer, 2001
School of Education
Barbara Hug, Ph.D.
School of Education
Jonathon Singer, Ph.D. (2000)
Lead Developer
School of Education
Teacher Guide/Introduction
CURRICULUM CONTRIBUTORS
Tali Tal, Ph.D.
School of Education
Hsin-kai Wu
School of Education
Ron Marx, Ph.D., Professor
School of Education
Detroit Public Schools
Urban Systemic Initiative
TEACHERS
Karen Amati, Science Resource Teacher
Lessenger Middle School
Barbara Case
Science Teacher
Earhart Middle School
Denise Hafner
Science Teacher
Foch Middle School
Deborah Peek-Brown
Resource Teacher
Detroit Public Schools
Evelyn Whitner
Science Teacher
Taft Middle School
CHIEF, OFFICE OF CURRICULUM
Juanita Clay Chambers, Ed.D.
Detroit Public Schools
TG 9
 @(=#808.)#-%9$#$(5(2$
Project-based science can be used to answer stu-
dents’ and teachers’ questions about the world
around them. Benefits from investigating real-
world questions have long been promoted; the
roots of the idea go back to John Dewey who is
often described as the father of progressive educa-
tion. Project-based instruction is one example of
such learning, where the focus is on students inves-
tigating real-world problems that are important
and meaningful to them. Because of this focus, pro-
ject-based science is sensitive to the needs of a
diverse group of students with respect to culture,
race, or gender (Atwater, 1994; Haberman, 1991).
Project-based science has several fundamental fea-
tures. First, driving questions serve to organize
and drive instructional tasks and activities. Second,
students engage in investigations to answer their
questions. Third, communities of students, teach-
ers, and members of society collaborate in dis-
course about the question or problem. Fourth,
technology is used by students to investigate, devel-
op artifacts or products, collaborate, and access
information. Finally, the result is a series of arti-
facts or products, that address the question or
problem.
Driving Questions
Science classes should have children explore solu-
tions to questions (NRC, 1996). Project-based sci-
ence calls for a question or problem that is mean-
ingful and important to learners (Blumenfeld, et. al,
1991; Krajcik, et. al. 1993). We refer to questions
that have these characteristics as driving questions.
A question such as "What affects the quality of air
in my community?" is an example of what we call a
driving question. Such a question serves the pur-
TG 10
pose of organizing and driving activities that take
place in a science class. The driving question is the
first step in meeting all of the other key features of
project-based science. The question sets the stage
for planning and carrying-out investigations to
learn about air and testing the impact air quality
has on the community. Next, technology can be
used to investigate this question, because students
can find out information about pollutants on the
World Wide Web. As students collaboratively
pursue solutions to this question, they develop
meaningful understanding of key scientific con-
cepts such as the particulate nature of matter.
Hence, instruction is anchored in real-world situa-
tions that students find meaningful and from
which questions emerge and students develop
deep understandings. Finally, students can develop
products, such as posters, to show what they have
learned about air quality in their city.
Students Engage in Investigations
One of the hallmarks of science is that of sus-
tained investigation based on important and
meaningful questions. In project-based science,
students investigate a question over a longer
length of time rather than engage in short term
activities that are out of context from real life situ-
ations. Questions such as "What do pets need to
stay healthy?" and "Where did the black stuff
come from in the bottom of the aquarium?" can
provide the basis for long term investigation.
These investigations are meaningful to students
and therefore keep the students’ attention for
longer periods of time - - sometimes over the
course of the entire school year.
Teacher Guide/Introduction
In project-based science classrooms, students find
solutions to questions by messing about with ideas,
asking and refining questions, finding information,
planning and designing, building apparatus, col-
lecting data, analyzing data, making conclusions,
and communicating findings.
ence (Marx, Blumenfeld, Krajcik, & Soloway, 1997).
Project-based science results in a series of artifacts,
or products, that address the driving question and
show what children have learned. Oftentimes, stu-
dents share their artifacts with other class members,
teachers, parents, and members of the community.

Communities of Learners The creation and sharing of artifacts serves several

purposes. First, artifacts are real and motivating. For
Collaborating Together
example, making a display of appropriate habitats
Project-based science involves students, teachers,
for classroom pets is more realistic than taking a test
and members of society collaborating together to
about animal habitats. The creation and sharing of
investigate questions. In this manner, the class-
artifacts also makes science class more like real sci-
room in which project-based learning occurs
ence. Scientists frequently expose their ideas to pub-
becomes a community of learners. The use of
lic scrutiny through the process of publishing and
telecommunication also helps create a collaborative
presenting their work at conferences. Presenting an
environment by allowing students access to a wider
artifact to an audience of peers, professionals, and
community in which they can communicate with
community members provides a purpose for the
knowledgeable individuals, take advantage of
investigation and allows students talk with others
resources others have to offer, communicate with
about their work.
other students in different parts of the world, and
share data with other student scientists and profes-
Second, artifacts help students develop and repre-
sional scientists.
sent understanding. Therefore the development of
artifacts is central to a project environment. Because
Use of Technology artifacts are concrete and explicit (e.g., a physical
Technology can help transform the science class-
model, report, videotape, or computer program)
room into an environment in which learners
they are shareable and critique-able. Feedback per-
actively construct knowledge (Linn, 1997; Tinker
mits learners to reflect upon and extend their under-
& Papert, 1989; White & Fredrickson, 1995).
standing, and revise their artifacts.
Using technology in project-based science makes
the environment more authentic to students,
Third, artifacts allow students to show what they
because students can use the computer to access
have learned throughout an investigation. They
real data on the Internet, expand interaction and
document broad learning – sometimes over an
collaboration with others via networks (such as e-
entire school year. Because artifacts represent learn-
mail), use tools to gather data (such as light and
ing over time, they show how student understand-
heat probes that are plugged into computer ports
ing develops. For these reasons, artifacts are excel-
to conduct experiments), employ graphing and
lent forms of assessment.
visualization tools to analyze data, and produce
multi-media artifacts. Finally, the multimodal and
multimedia capabilities of technology not only
enhance the physical accessibility of the informa-
tion, they facilitate its intellectual accessibility as
well (Blumenfeld, et. al., 1991).

Artifacts
Because artifacts show what students have learned,
they can be used as forms of assessment that
demonstrate students’ deep understanding of sci-

Teacher Guide/Introduction TG 11
 &**(**5(2$%9$#$(5(2$
We view assessment as “the process of collect-
ing, synthesizing, and interpreting informa-
tion to aid classroom decision making”
(Airasian, 1996). Assessments must match the
content taught in order for the students to
demonstrate what they have learned. The
assessments need to consider the learning
objectives and the instructional emphasis
when they are designed and implemented.
Assessments should never include topics or
objectives not taught to the students.
Assessments can never appraise everything
that students learn in class; they can only esti-
mate what students have learned by sampling
tasks from a much larger possible range of
tasks. We try to address this limitation by giv-
ing students several opportunities to show
what they have learned through different
media (e.g., answering tests and quiz items,
completing student sheets, collaborating in
groups, presenting projects).
Assessment can include formal and informal
assessments. Formal assessments examine
products such as written or oral responses
(Pellegrino, 2001). According to Pellegrino
informal assessments are “intuitive, often sub-
conscious, reasoning teachers carry out every-
day in classrooms.”
We strive to make all of the assessments for-
mative in nature. According to Black and
William (1998) formative assessments encom-
pass all those activities undertaken by teach-
TG 12
ers, and/or by their students, that provide
information to be used as feedback to modify
the teaching and learning activities in which
they are engaged. The feedback component of
assessments is critical. However, many assess-
ments have to be summative in nature in order
to measure what students have learned at the
end of some set of learning activities and to
assign a grade.
In the LeTUS projects, there are many
opportunities for assessment. These include
formal assessments like tests, quizzes, artifacts,
student sheets, and presentations. These
assessments can also be informal and include
checks for student understanding like class-
room questioning and assessment conversa-
tions.
Many assessments require students to select
answers to questions, others require them to
construct new responses. Because students
can respond to constructed response assess-
ments in many different ways, teachers need
to present guidance about how they will score
answers. We provide this guidance through
rubrics. In the LeTUS projects, we have pro-
vided rubrics to help students understand how
they will be assessed and to provide a tool for
teachers to do their assessments. The rubrics
in different projects will follow a common set
of guidelines, but they will be customized to
the specific learning objectives and science
content that the project addresses.
Teacher Guide/Introduction
References

National Research Council. (1996). National

Airasian, P. (1996). Assessment in the classroom.
science education standards. Washington,
New york: McGraw-Hill.
D.C.: National Academy Press.
Atwater, M. M. (1994). Research on cultural
National Research Council. (2001). Knowing
diversity in the classroom. In Handbook of
what students know: The science and design of
research on science teaching and learning, ed.
educational assessment. Committee on the
D. L. Gabel. New York: Macmillan.
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Teacher Guide/Introduction TG 13
 >18#2.I#$.02%0'%J2.$
The Driving Question
This unit is organized around a “driving question”.
A driving question has three characteristics: 1) It
needs to be worthwhile and consistent with exist-
ing curriculum frameworks, including district and
state guidelines; 2) it needs to encompass real-
world problems that students find meaningful; and,
3) the question needs to be feasible and allow stu-
dents to develop the knowledge and skills necessary
to answer the question. The driving question for
this unit is “What Affects the Quality of Air in My
Community?” This question is open-ended and
focuses investigations throughout an extended
period of time.
Learning Sets
In this project, the driving question is divided into
four related sub-questions. Learning sets are orga-
nized around a sub-question that contains related
concepts and activities. The purpose of the sub-
questions is to facilitate the students in construct-
ing a response that demonstrates their emergent
understanding of the concepts and processes which
are central to the driving question. Learning sets
last a few days to a two or three weeks, depending
on the complexity of the concepts being focused
on. Each learning set begins with the purpose of
the learning set, a calendar, an overview and,
detailed lesson plans.
Learning sets for this unit
Learning Set One
What is Air Quality?
Learning Set Two
What is Air?
Learning Set Three
What Does Polluted Air look Like?
Learning Set Four
What is the Quality of our Air?
TG 14
Learning sets are divided into lessons. Lessons pro-
vide content information related to the topic of the
learning set and, ultimately, the driving question. A
lesson is an instructional sequence that helps stu-
dents learn one or more related learning objectives,
Lessons last 1-3 days and contain detailed plans for
enacting an activity.
Student Presentations
The unit is designed so that each group presents
on at least one topic. Artifacts will be made by all
students throughout the unit so that students are
still accountable for the material. Students present
the material they have covered throughout the unit
at the completion of the unit. Student groups can
be assigned or choose to present on the following
topics:
- Composition of air
- Percentage of substances, and evaporation and
condensation activities
- Particulate matter investigation
- Artemis Investigation
- EChem and gumdrop models
- Model-It models
- NAAQS investigation
By presenting all of listed topics, students essential-
ly review the main learning objectives of the entire
unit. Depending on the number of students, some
groups will have to present on the same topic.
Through completion of the presentations, the class
should have adequate information to develop a
response to the driving question.
Icons
Throughout this unit, pictures (icons) are used to
represent key aspects of the project, such as teaching
strategies, content information, technology, and
anchoring experiences. These icons, found on the
right side of the page, are meant to help you enact
the project by highlighting and providing helpful
hints.
Teacher Guide/Introduction
 @10E()$%>K(1K.(;
This is an 6-week project-based science unit
designed for seventh grade students. The dri-
ving question, “What affects the quality of air
in my community?” leads students through an
inquiry into the causes and effects of air pollu-
tion. This unit begins by connecting with the
students’ lived experiences. It is this connec-
tion that establishes the meaningfulness for
the project. In learning set one, students take
a walk in the neighborhood that surrounds the
school, noticing potential sources and effects
of pollution. Throughout the unit, students
look back at this anchoring event to contextu-
alize science concepts.
In learning set two students participate in sev-
eral investigations while taking a closer look at
what is air and its composition. The molecular
structure of air and properties of molecules,
atoms, elements, and compounds are explored
in learning set two. Students conclude this
learning set by developing an investigation of
the particulate matter in the air around their
school.
Learning set three begins with an investigation
of pollution to introduce students to the
sources and effects of pollutants that might
affect their community. Students develop a
number of models using different technologies
that demonstrate their understanding of the
particulate nature of matter and what pollu-
tants look like.
TG 16
Learning set four follows up on the modeling
done in the previous learning set and takes
them further by having them examine data
from the Environmental Protection Agency.
Students also build computer models to
demonstrate their understanding of the vari-
ables that affect air quality. The project con-
cludes with final presentations of all the
important information gathered that help stu-
dents respond to the driving question. The
class finishes by developing a class conclusion
to the driving question.
Three fundamental concepts are addressed in
this project: 1) particulate nature of matter,
2) phase changes in matter, 3) humans effects on
the environment in the form of air pollution.
Each learning set has a component of
technology embedded within the context of
learning science concepts. The three major
pieces of technology used in this unit are
Artemis, eChem, and Model-It.
Artemis is an online research tool that allows
for students to safely locate information on the
web regarding pollutants. Artemis has many
features that allow for students to create and
conduct their own investigations on the web.
Because this is the first time many students
encounter Artemis it will be utilized in the
very basic form of a web search.
Teacher Guide/Introduction
eChem is a visualization tool that allows stu-
dents to build and manipulate molecular
structures in a virtual 3-dimensional environ-
ment.

Model-It supports students in expressing

cause and effect relationships by simulating
real-world situations. Students have the abili-
ty to control and alter simulated outcomes by
entering their own data. This unique piece of
software scaffolds students’ science learning
and can help them build more complicated
models as they move through the unit and
achieve higher levels of understanding.

The project is designed so that the technology

and instructional supports will decrease as stu-
dents progress through the unit. For example,
when students first learn how to organize
data, the lesson is heavily scaffolded.
However, as students become more familiar
with data organization, scaffolds and supports
fade.

Teacher Guide/Introduction TG 17
 >HE()$.K(*%#2=%>,$)05(*
Detroit Public Schools Core
Curriculum Outcomes
Content Standards 7th Grade
Explain the differences between elements,
mixtures, and compounds.
Explain physical (phase) changes in terms of
the arrangement and motion of the molecules.
Inquiry Standards 7th Grade
Design and conduct a scientific experiment.
Use appropriate tools and techniques to
gather, analyze and interpret data.
Michigan Curriculum
Framework Science
Benchmarks
Using Scientific Knowledge to Understand
Physical Science - Matter and Energy
PME IV.1 . Describe and compare objects in
terms of mass, volume and density.
PME IV.3 Classify a substance as an element,
compound or mixture, and justify classification
in terms of atoms and molecules.
PME IV.4 Describe the arrangement of
molecules in soilds, liquids and gases.
TG 18
Changes in Matter
PCM IV.2. Describe common physical changes
in matter: evaporation, condensation, sublima-
tion, thermal contraction and expansion.
PCM IV.3. Explain physical changes in terms
of arrangement and motion of atoms and
molecules.
Constructing New Scientific Knowledge
C.M2. Design and conduct scientific investi-
gations.
C.M4. Use metric measurement devices to
provide consistency in an investigation.
C.M6. Write and follow procedures in the
form of step-by-step instructions, formulas,
flow diagrams, and sketches.
Reflecting on Scientific Knowledge
R.M1. Evaluate the strengths and weaknesses
of claims, arguments, or data.
R.M3. Show how common themes of science,
mathematics, and technology apply in real
world contexts.
Teacher Guide/Introduction
National Science Education
Standards
Content Standard A: Science as Inquiry
Abilities necessary to do scientific inquiry
• Design and conduct a scientific
investigation.
• Use appropriate tools and techniques to
gather, analyze, and interpret data.
• Develop descriptions, explanations,
predictions, and models using evidence.
• Think critically and logically to make the
relationship between evidence and
explanations.
• Communicate scientific procedures and
explanations.
• Use mathematics in all aspects of scientific
inquiry.
Understandings about scientific inquiry
• Different kinds of questions suggest
different kinds of scientific investigations.
• Current scientific knowledge and
understanding guide scientific investigations.
• Mathematics is important in all aspects
of scientific inquiry.
• Technology used to gather data enhances
accuracy and allows scientist to analyze and
quantify results of investigations.
• Scientific explanations emphasize evidence,
have logically consistent arguments, and use
scientific principles, models, and theories.
Content Standard B: Physical Science
Properties and changes of properties in matter
• A substance has characteristic properties,
such as density, a boiling point, and
solubility, all of which are independent of
the amount of sample. A mixture of
substances often can be separated into the
original substances using one or more of
the characteristics properties.
Teacher Guide/Introduction
Content Standard E: Science and
Technology
Abilities of technological design
• Design solution or product.
• Implement a proposed design.
• Communicate the process of technological
design.
Understandings about science and technology
• Perfectly designed solutions do not exist.
• Technological designs have constraints.
Content Standard F: Science in Personal
and Social Perspectives
Science and technology in society
• Science and technology have advanced
through contributions of many different
people, in different cultures, at different
times in history.
• Scientists and engineers work in many
different settings, including colleges and
universities, businesses and industries,
research institutes, and government
agencies.
AAAS Benchmarks for
Science Literacy
The Nature of Science
1A. Some scientific knowledge is very old and
yet is still applicable today.
1C. Important contributions to the advance-
ment of science, mathematics, and technology
have been made by different kinds of people,
in different cultures, at different times.
1C. Scientists are employed by colleges and
universities, business and industry, hospitals,
and many government agencies.
1C. Computers have become invaluable in
science because they speed up and extend
people’s ability to collect, store, compile, and
analyze data, prepare research reports, and
share data and ideas with investigators all over
the world.
TG 19
The Nature of Technology
3A. Tools are used to do things better or more
easily and to do some things that could not
otherwise be done at all. In technology, tools
are used to observe, measure, and make things.
3A. Throughout all of history, people every-
where have invented and used tools. Most
tools of today are different from those of the
past but many are modifications of very
ancient tools.
3A. Measuring instruments can be used to
gather accurate information for making scien-
tific comparisons of objects and event and for
designing and constructing things that will
work properly
3A. Technology extends the ability of people
to change the world: to cut, shape, or put
together materials; to move things from one
place to another; and to reach farther with
their hands, voices, senses, and minds.
3A. Engineers, architects, and others who
engage in design and technology use scientific
knowledge to solve practical problems. But
they usually have to take human values and
limitations into account as well.
3B. Design usually requires taking constraints
into account. Some constraints, such as gravi-
ty or the properties of the materials being
used, are unavoidable.
3C. Throughout history, people have carried
out impressive technological feasts, some of
which would be hard to duplicate today even
with modern tools. The purposes served by
these achievements have sometimes been prac-
tical, sometimes ceremonial.
TG 20
The Physical Setting
4D.All matter is made up of atoms, which are
far too small to see directly through a micro-
scope. The atoms of any element are alike
but are different from atoms of other ele-
ments. Atoms may stick together in well-
defined molecules or may be packed together
in large arrays. Different substances usually
have different weights.
4D.Atoms and molecules are perpetually in
motion. Increased temperature means greater
average energy, so most substances expand
when heated. In solids, atoms are closely
locked in position and can only vibrate. In
liquids, the atoms or molecules have higher
energy, are more loosely connected, and can
slide past one another; some molecules may
get enough energy to escape into a gas. In
gases, atoms or molecules have still more
energy and are free of one another except
during occasional collisions.
Common themes
11B. A system can include processes as well as
things.
Habits of mind
12A. Know that hypothesis are valuable, even
if they turn out not to be true.
12A. Know that often different explanations
can be given for the same evidence. And that
it is not always possible to tell which one is
correct.
12D. Locate information in reference books,
back issues of newspapers and magazines,
compact disks and computer databases.
12E. Be skeptical of arguments based on very
small samples of data, biased samples, or sam-
ples for which there was no control sample.
Teacher Guide/Introduction