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Why the Towers Fell
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Ideas from Teachers
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(Gr. 9-12)
Objective
To help students formulate and revise scientific explanations and models using logic and evidence.
Materials
Procedure
Introduce the National Science Education Standard the students are working towards: Formulate and revise scientific explanations and models using logic and evidence. Student inquiries should culminate in formulating an explanation or model. (Models should be physical, conceptual, and mathematical.) In the process of answering questions, the students should engage in discussions and arguments that result in the revision of their explanations. These discussions should be based on scientific knowledge, the use of logic, and evidence from their investigations. Discuss with students what the standard means. Introduce the program, and tell students that they are to look for evidence of the scientists doing what is outlined in the standard. Have the students take notes while watching. (You will need to use a pause-and-talk technique to bring out key ideas.) Hold a discussion after the program, and have students share their notes. Introduce an inquiry activity such as: Design a coffee cup that will keep a liquid hot longer than the models presented by the teacher. The design must be useful, ergonomic, and able to take heavy use.
Assessment
Student notes and participation in the discussion will be the first part of the assessment. Part two is imbedded in the inquiry unit.
Classroom Tips
Keep the terms "evidence," "logic," "science concept," "mathematical concept," "hypothesis," and "conclusions" in front of the students so they can focus their notetaking while watching. I used the coffee cup inquiry because of its connection to metals and specific heat. You could use any inquiry activity as long as you keep connecting it to the processes shown in the program to make the connections clear. Sent in by
Shannon Cde Baca
ILO
Omaha, NE 
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