Pedagogical Rationale
Research shows that individual project-based learning Units promote excitement and deep learning of the
targeted concepts. However, achieving deep, flexible, transferable learning of cross-disciplinary content
(for example, the notion of a model, time scale, variable, experiment)
and science practice requires a learning
environment that consistently, persistently,
and pervasively encourages the use of such content and
practices over an extended period of time. By developing project-based inquiry materials that cover the
spectrum of middle-school science content in a coherent framework, we provide this extended exposure
to the type of learning environment most likely to produce competent scientific thinkers who are well
grounded in their understanding of both basic science concepts and the standards and practices of
science in general.