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Science and Engineering Practices
Big Idea
  • The goal of science education is to cultivate students' scientific habits of mind, develop their capability to engage in scientific inquiry, and teach how to reason in a scientific context.(A Framework for K-12 Science Education, NRC)
Essential Questions
How can students engage in the practices to explain natural phenomenon?
Standards


SC06-S01-C01-01
Differentiate among a question, hypothesis, and prediction.
SC06-S01-C03-02
Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events).
SC06-S01-C04-05
Communicate the results and conclusion of the investigation.
SC06-S01-C01-02
Formulate questions based on observations that lead to the development of a hypothesis.
SC06-S01-C03-03
Evaluate the observations and data reported by others.
SC06-S02-C01-03
Analyze the impact of a major scientific development occurring within the past decade.
SC06-S01-C01-03
Locate research information, not limited to a single source, for use in the design of a controlled investigation.
SC06-S01-C03-04
Interpret simple tables and graphs produced by others.
SC06-S02-C01-04
Describe the use of technology in science-related careers.
SC06-S01-C02-01
Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.
SC06-S01-C03-05
Analyze the results from previous and/or similar investigations to verify the results of the current investigation.
SC06-S02-C02-01
Describe how science is an ongoing process that changes in response to new information and discoveries.
SC06-S01-C02-02
Design an investigation to test individual variables using scientific processes.
SC06-S01-C03-06
Formulate new questions based on the results of a completed investigation.
SC06-S02-C02-02
Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories.
SC06-S01-C02-03
Conduct a controlled investigation using scientific processes.
SC06-S01-C04-01
Choose an appropriate graphic representation for collected data
  • line graph
  • double bar graph
  • stem and leaf plot
  • histogram
SC06-S02-C02-03
Apply the following scientific processes to other problem solving or decision making situations
  • observing
  • questioning
  • communicating
  • comparing
  • measuring
  • classifying
  • predicting
  • organizing data
  • inferring
  • generating hypotheses
  • identifying variables
SC06-S01-C02-04
Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers).
SC06-S01-C04-02
Display data collected from a controlled investigation.
SC06-S03-C02-01
Propose viable methods of responding to an identified need or problem.
SC06-S01-C02-05
Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs.
SC06-S01-C04-03
Communicate the results of an investigation with appropriate use of qualitative and quantitative information.
SC06-S03-C02-02
Compare possible solutions to best address an identified need or problem.
SC06-S01-C03-01
Analyze data obtained in a scientific investigation to identify trends.
SC06-S01-C04-04
Create a list of instructions that others can follow in carrying out a procedure (without the use of personal pronouns).
SC06-S03-C02-03
Design and construct a solution to an identified need or problem using simple classroom materials.
Content/Core Ideas
  • Engaging in the practices of science help students understand how scientific knowledge develops.
  • Eight practices have been identified: 
    • Asking questions (for science) and defining problems (for engineering)
    • Developing and using models
    • Planning and carrying out investigations
    • Using mathematical and computational thinking
    • Constructing explanations (for science) and designing solutions (for engineering)
    • Engaging in argument from evidence
    • Obtaining, evaluating, and communicating information
  • The practices are not a sequenced set of steps.
Academic Vocabulary
  • question
  • model
  • scientific design
  • variables,
  • data
  • explanation
  • argument
  • claim
  • evidence
  • reasoning
Resources