Let's assume that we're overhearing a conversation between a mentor (MO) and a mentee (ME). The mentee is interested in developing a science project that uses Internet-based resources.

ME: According to our curriculum, the next unit involves earth processes.
MO: OK, did you have a particular approach in mind?
ME: I'd like to have my students do a project involving Internet-based resources.
MO: That's interesting. Any ideas?
ME: Well, I haven't thought about it very much...
MO: Uh huh...
ME: I think my students are well aware of disastrous events such as earthquakes, volcanic eruptions, and floods. I'd like them to become familiar with some of the processes that act slowly over a long period of time.
MO: Hmmm. I like that idea. What's an example of such a process?
ME: Erosion.
MO: I agree. Erosion is a good example.
ME: So I can get started finding Internet resources that my students can use to learn about erosion?
MO: Sure, that's something you need to do...eventually.
ME: I guess you think I should do something else first?
MO: Exactly what do you want your students to learn about erosion?
ME: Ahhhh...I see your point. It's best if I have a clear idea of the project learning objectives before I begin looking for sources of information.
MO: Very perceptive. Yes, knowing what you want the students to learn will help you select appropriate resources.
ME: OK, give me a couple of minutes to jot down some ideas.
MO: Fine, I'll get us some more coffee.
MO: How are you doing?
ME: How's this: Students will understand and appreciate the importance of erosion as an example of an earth process that occurs slowly over a long period of time.
MO: That sounds great. It's much like one of the curriculum standards we get from the state.
ME: C'mon, are you kidding or what?
MO: Honestly, the statement is good. However, when you assess the student's achievement...
ME: Oh, I get it. I've got to make the objective simple and clear so I'll be able to accurately assess the students' accomplishments.
MO: Again, you read my thoughts well...
ME: All right, how about this: As a result of participation in this project, students will be able to name and describe at least three ways that erosion occurs.
MO: That certainly seems easy to assess. Why don't you get started looking for resources. Also, you may want to consider a hands-on component to this project. We can talk later about some alternative forms of assessment that you might use.
ME: Thanks, I appreciate being able to talk things out with you.