In this example, students engage in an inquiry activity that includes both science and mathematics providing prerequisite knowledge for constructing physical models. Ms. B. begins by asking students what they already know about the solar system and maintains their interest by pointing out that some science and technology that they accept as ordinary have not always existed. In a careful sequence, each lesson in the inquiry builds on previous lessons. Students observe stars for a period of time, discuss patterns they observe, and seek confirmation of the patterns through additional observations.
Students use manipulatives such as globes, rulers, and protractors to develop understanding.
Mathematics is integral to this inquiry, so Ms. B has worked with the mathematics instructor to ensure coordination. Ms. B. was beginning the study of the solar system with the eighth grade class. In preparation for building models of the solar system, she wanted the students to estimate the circumference of the earth. The activity was designed to allow students to think and act like astronomers 500 years ago. She had spent some time with the mathematics teacher in order to coordinate part of the study with him.