This paper describes attempts to justify the importance of learning how to research in primary as a means to improve the scientific literacy of students. To do practical research model based on the study of flight with paper airplanes will continue. This sequence of teaching and learning engages students in a research process which will have to present their previous ideas, develop their own models, perform practical experiences around the forces acting on paper airplanes, encourage creativity and ability to cooperate in a group. An active methodology focused on students where the teacher plays the role of motivator and guide aims, encouraging the development of scientific skills in students.

This write-pair-share activity presents Calculus II students with a worksheet containing several exercises that require them to find the volume of solids of revolution using disk, washer and shell methods and to sketch three-dimensional representations of the resulting solids.

This module contains an 8-lesson curriculum to study greenhouse gases and global warming using data and visualizations. The students will summarize the issue in a mock debate or a presentation.

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This activity is a field investigation where students investigate the water quality of a local stream or pond.

In this laboratory exercise (2 hours), students explore the Proterozoic fossil record by examining two samples of microfossils, preserved in chert) and numerous samples of stromatolites. The laboratory exercise coincides with lecture discussions on the early history of life, and serves to illustrate the paleontological record of the Proterozoic. This exercise is the first laboratory exercise in the course that asks students to engage with and speculate upon the environmental and biological causes of the observed fossil record. The students' goal is to be able to identify some of the main environmental factors that combine to produce the diversity of stromatolite forms.

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Given the extensive literature on the composition and evolution of continental crust there are a number of teaching strategies that can be employed to encourage active learning by students. A critical reading of this collection of articles will provide students with a good opportunity to evaluate the chemical isotopic and physical evidence that has led to the development of these models of continental crustal growth. These instructional approaches build on recommendations from Project 2061, Science for all Americans:
1) Start with questions about nature.
2) Engage students actively.
3) Concentrate onthe collection and use of evidence.
4) Provide historical perspectives.
5) Use a team approach.
6) Do not separate knowing from finding out.
A compilation from the primary literature has been provided (see the reference list at the end of this web page: http://serc.carleton.edu/NAGTWorkshops/earlyearth/questions/crust.html), along with guiding questions for deeper exploration and discovery. Recommended instructional methods include: jigsaw method, role playing or debates (have each student play the role of Richard Armstrong, Ross Taylor, William Fyfe...), reading the primary literature, or problem-based learning (which is purposefully ambiguous and addresses questions that require independent discovery).

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This exercise uses the Think-Pair-Share technique to initiate the problem-solving process. It focuses on a common first step in economic problem solving: identifying relevant and irrelevant information.

This is an example of a writing assignment focussed on the use of data to support the theory of plate tectonics.

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