Kathy's fourth grade class pursued an exploration of the motion of toy cars that occurred over four class days (about 4 hours of class time). Below is a nodal representation of their exploration. Each node corresponds to one or more activities that the students engaged in, from the launching activity (upper left node) onward. Bold arrows show the actual sequence of activities; smaller arrows symbolize the notion that Carolyn's class could have moved in other directions, depending on what happened in the classroom and how that affected the "next move" decisions Carolyn made.

Each node is (or will be) linked to the activity page that corresponds to this implementation. These activity pages include video clips showcasing important student discussions, teacher input on the rationale for next moves, and so forth; all to 'flesh out' the enactment for the user.

Note: Only the node for What could get a toy car to move? (Days 1-2) is active.

The timeline above shows which days (top row) of the implementation correspond to each node. Some nodes (such as the launching activity) correspond to two or more days of science class, while others (such as Ramps on Day 3) correspond to only part of one day. The nodes' listings in the timeline are (or will be) also linked.