Students must apply the process of science to be able to work through an inquiry based laboratory activity to discover an answer to a question they have asked.

Technology communication tools Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. Research tools Evaluate technology-based options, including distance and distributed education, for lifelong learning. Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. Technology problem-solving and decision-making tools Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

Standard 1 Accesses information efficiently and effectively, as described by the following indicators: 1.recognizes the need for information: 2.recognizes that accurate and comprehensive information is the basis for intelligent decision making; 3.formulates questions based on information needs; 4.identifies a variety of potential sources of information; 5.develops and uses successful strategies for locating information. Standard 2: Evaluates information critically and competently, as described by the following indicators: 1.determines accuracy, relevance, and comprehensiveness; 2.distinguishes among facts, point of view, and opinion; 3.identifies inaccurate and misleading information; 4.selects information appropriate to the problem or question at hand. Standard 3: Uses information effectively and creatively, as described by the following indicators: 1.organizes information for practical application; 2.integrates new information into one's own knowledge; 3.applies information in critical thinking and problem solving; 4.produces and communication information and ideas in appropriate formats.

Students should understand that there is a wide variety of information on the internet and that since anyone can place information on the electronic airways, not all of it is valid. Using the scientific process, students can determine the validity of sources of information to determine whether or not fossil fuels present a significant environmental problem.

Students who are able to complete their laboratory project and compose a written report to document results will have demonstrated competence using inquirey based science.

Students will: 1. Conduct an Internet search to determine the scope of the problem. 2. Develop a plan to test the validity of information located on the internet. 3. Students will work in the laboratory to test a portion of a phenomena 4. Students will produce a formal lab write up to document results 5. Students will share their results with the class and the school community.

http://www.csef.org/csefhome/eb3ar.html
http://www.epa.gov/acidrain;ardhome.html
http://bgs/usgs.gov/acidrain/

Standard Title: EFFECTIVE COMMUNICATORS (3.2) Students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs. Standard Title: NUMERIC PROBLEM SOLVERS (3.3) Students use numeric operations and concepts to describe, analyze, disaggregate, communicate, and synthesize numeric data, and to identify and solve problems. Standard Title: CREATIVE AND CRITICAL THINKERS (3.4) Students use creative thinking skills to generate new ideas, make the best decisions, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning. Standard Title: ETHICAL AND RESPONSIBLE WORKERS (3.5) Students display responsibility, self-esteem, sociability, self-management, integrity, and healthy decision-making. Standard Title: RESOURCE MANAGERS (3.6) Students appropriately allocate time, money, materials, and other resources. Standard Title: SYSTEMS MANAGERS (3.7) Students integrate their knowledge and understanding of how social, organizational, informational, and technological systems work with their abilities to analyze trends, design and improve systems, and use and maintain appropriate technology. Standard Title: COOPERATIVE WORKERS (3.8) Students work cooperatively to successfully complete a project or activity. Standard Title: EFFECTIVE LEADERS (3.9) Students establish credibility with their colleagues through competence and integrity, and help their peers achieve their goals by communicating their feelings and ideas to justify or successfully negotiate a position, which advances goal attainment.

The Search (lesson 1)
The Sharing (lesson 5)
The Results (lesson 4)
The Experiment (lesson 3)
The Plan (lesson 2)