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I n 1986, as a young geologist in love with science and teaching, I (Mary) began planning how to start my first year of eighth-grade Earth science. I decided to begin with a mineral identification activity. I knew that many of the clues to understanding Earth's past are found in rocks, and rocks are made of minerals. A great place to start-or so I thought. I believed in rigor, so I designed a fairly detailed lab. Students looked at lots of mineral samples and performed tests to determine each mineral's properties. They used mineral identification tables to identify each of their minerals. Students willingly engaged with the activity, and I took that as the sign of a successful lab. But they didn't seem excited. And they weren't sufficiently curious or interested to explore beyond the scope of the task I gave them. When the lab was over, and I considered that lack of curiosity, my enthusiasm for the lab waned. Why hadn't students asked questions beyond "Did I get the right answer?"

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