In science lessons, teachers aim to construct learner's scientific concepts from meaningful experiences and discussions. According to Ministry of Education, Culture, Sports, Science and Technology's curriculum guidelines, teachers need to realize the Proactive, Interactive, and Deep Learning in Japan. We have a great deal of interest in the feasibility of this learning. In this study, we focused on the learning with Investigational Activity Process in high school's geoscience classes. In practice, we tried to examine the possibility of the instructional design for science lessons about measuring the height of Cumulus Cloud by using Performance Assessment. Students worked positively and actively to measure its height from both observation and theory experiences. We analyzed the student's portfolios and discussions. As a result, this study revealed that instrctors's designs of science lessons which incorporate learner's Investigational Activity Process, will realize a constructive relationship with the Proactive, Interactive, and Deep Learning.

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