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Range of tools to identify patterns within data and interpret the results.

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Investigate and use different tools to analyze data.

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Data must be presented in a form that can reveal any patterns and relationships and that allows results to be communicated to others.

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In order for students to have a deeper understanding, they must be able to interpret , describe and explain data. Students can explain the data that they obtain from experiments by creating graphs, visualizations and statistical analysis.

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Students present data as evidence to support their conclusions.

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Design and conduct investigations. Consider: 1) varying locations, 2) determining variables, and 3) choosing tools.

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Design and conduct investigations. Consider: 1) varying locations, 2) determining variables, and 3) choosing tools.

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Group collaboration and conversation. Visuals of different varieties. (Graphs, models)

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Students should be using models, drawings, replicas, etc. to represent ideas and explanations. These should begin simple in kindergarten and grow in complexity as the student grows and develops more understanding of the subjects being modeled.

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Ask questions. Propose the problem. Find the solution.

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The goal is the design.

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Students will analyze data from investigations to draw meaning and patterns. Students will look for trends, errors, certainty, and solutions using effective tools to organize their data.

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Ask questions of each other about the text. Figure out the problem and then find a solution.

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Students should be asked to use diagrams, maps, and other abstract models as tools that enable them to elaborate on their own ideas or findings and present them to others

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Students will consistently ask problem-solving questions throughout the course of their studies.

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In the classroom this would look like students using hands-on instruments and virtual models to apply mathematical thinking in their investigations.

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In the classroom this would look like students using hands-on instruments and virtual models to apply mathematical thinking in their investigations.

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Students use mathematics and computational thinking as a foundational tool for representing, constructing, solving, and recognizing quantitative relationships.  

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Students use mathematics and computational thinking as a foundational tool for representing, constructing, solving, and recognizing quantitative relationships.  

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Students should use and construct models to explain their thinking, questions, predictions, and ideas.

Students would be making abstract and concrete models to include drawings, diagrams, and maps. They will use these models to understand the phenomena.

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Create and defend an argument based on data/investigations, while also listening and interpreting the arguments of others.

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Create and defend an argument based on data/investigations, while also listening and interpreting the arguments of others.

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Students should begin creating arguments based on the phenomena they observed. They will need reason and evidence to back their claims.

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Use argumentation to listen, compare, and evaluate competing ideas.

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Data should be utilized to recognize patterns and interpret results.

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Data should be utilized to recognize patterns and interpret results.

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Planning and Carrying Out Scientific Investigations

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Planning and Carrying Out Scientific Investigations

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Students should not only conduct investigations, they should also design/create them. Higher level of inquiry, critical thinking, and problem solving. More rigor for students and student led. Students also will see that the natural world is the biggest laboratory. Students also need the opportunity to carry out different kinds of investigations.

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Students will develop and use models that represent the standards/concepts being taught.  "Students should be asked to use diagrams, maps, and other abstract models as tools that enable them to elaborate on their own ideas or findings and present them to others."  "The quality of a student-developed model will be highly dependent on prior knowledge and skill and also on the student’s understanding of the system being modeled, so students should be expected to refine their models as their understanding develops.”

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Students will develop and use models that represent the standards/concepts being taught.  "Students should be asked to use diagrams, maps, and other abstract models as tools that enable them to elaborate on their own ideas or findings and present them to others."  "The quality of a student-developed model will be highly dependent on prior knowledge and skill and also on the student’s understanding of the system being modeled, so students should be expected to refine their models as their understanding develops.”

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"Mathematics is a tool that is key to understanding science." This statement sums up the powerful connection between math and science. In the classroom, math is embedded in scientific instruction. Students learn to make connections between what they are learning in math to what they are studying in science. For example, when they finally grasp division, they learn to calculate speed (distance divided by time). When investigating matter, they measure with scientific tools using mathematical units. At the same time, they represent data with various charts and graphs. In other words, Math and Science go hand in hand. You can't have one without the other!

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In the classroom, students will use science to explain the world around them. They will use engineering to solve problems.

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Students will construct or utilize models, ranging from diagrams to graphs, to develop their understanding of concepts. As students progress and grow in their understaning, they should refine and revise their models.

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Using tools to interpret and analyze data by creating graphic representations to provide connections and evidence for investigations

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Using tools to interpret and analyze data by creating graphic representations to provide connections and evidence for investigations

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Students are using a variety of digital tools for collecting and solving mathematic and scientific phenomenon.

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Students are using a variety of digital tools for collecting and solving mathematic and scientific phenomenon.

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Planning and Carrying Out Scientific Investigations

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Planning and Carrying Out Scientific Investigations

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Students need investigations that are to be exposed to them that they would not be naturally exposed to through created by students and their curiosities. It should also have room to recognize possible error.

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Classroom environment must encourage asking questions and provide opportunities to refine those questions. As students become proficient they should ask questions that require evidence.

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Both individually and in groups, communicate through visual, mathematical, and textual ways about the science being learned. Text also needs to be read and evaluated for correctness in process, error, or methodological flaws.

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Both individually and in groups, communicate through visual, mathematical, and textual ways about the science being learned. Text also needs to be read and evaluated for correctness in process, error, or methodological flaws.

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Students need to write about and evaluate text for correctness in science. Mathematical proofs and graphs are also used to assist.

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Students learn about a problem/topic, make a claim about the problem/topic, and follow up with evidence. Also, evaluate other's arguments and offer feedback. 

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Students learn about a problem/topic, make a claim about the problem/topic, and follow up with evidence. Also, evaluate other's arguments and offer feedback. 

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There is a strong connection to ELA standards about argumentation. These skills transfer to other subject areas. 

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There is a strong connection to ELA standards about argumentation. These skills transfer to other subject areas. 

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Students USE the content knowledge they learned at a deeper level to explain or design a solution to a problem. They need strong literacy skills to do this.

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Students use evidence to support their arguments while considering the arguments of others.  They   compare and evaluate ideas in order to defend their arguments.

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Students use evidence to support their arguments while considering the arguments of others.  They   compare and evaluate ideas in order to defend their arguments.

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Using model is important in helping studnets gain a solid understanding of the concept that is being taught.  The models use reflect the students understanding of the topic and should be able to be revised as they learn more about the subject.

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Using model is important in helping studnets gain a solid understanding of the concept that is being taught.  The models use reflect the students understanding of the topic and should be able to be revised as they learn more about the subject.

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Communicate data and identify outcomes. Organizing the data into a graph format to analyze the product.

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Planning and carrying out investigations

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Planning and carrying out investigations

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Students should engage in investigations that range from those structured by the teacher—in order to expose an issue or question that they would be unlikely to  explore on their own to those that emerge from students’ own questions. As they become more sophisticated, students also should have opportunities not only to identify questions to be researched but also to decide what data are to be gathered, what variables should be controlled, what tools or instruments are needed to gather and record data

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When students are investigating a phenomena, testing a design, or constructing a model to provide an explanation, students are expected to use argumentation to listen, to compare, or evaluate competing ideas and methods based on their merits.

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students should be able to ask each other questions about the text, and ask questions that will lead to defining a problem, developing ideas, contraints and specification for solutions. Over time this process should become more advanced.

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Students are using mathematics to help make their predictions. By using other tools they are making their predictions more physical.

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Students can communicate ideas both orally and in writing. Information can be presented using tables, graphs, diagrams, models and equations.

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Look for solutions to solve problems. Solutions should be based on scientific knowledge and real world models. Students demonstrate their knowledge based on scientific evidence. The goal is to design and test.

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Students should be able to read the text and pose questions , that will lead to problem solving which will include constraints and specification for solutions.

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Students should use a variety of different tools to analyze data. Evidence should shown to support the conclusion. 

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Students should use a variety of different tools to analyze data. Evidence should shown to support the conclusion. 

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#1Asking Questions (science) and Defining Problems (engineering)

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#1Asking Questions (science) and Defining Problems (engineering)

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Students ask investigative research based questions and understand the concept of defining a problem to be solved.

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Models are used to help students understand concepts on a deeper level. Models can be made to demonstrate understanding. Models will start out basic in the lower grades but should grow and become more in-depth as the students grow in their knowledge of Science on up through the higher grade levels.

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Planning and Carrying Out Scientific Investigations

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Planning and Carrying Out Scientific Investigations

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It is important that student have opportunities to plan and carry out several different kinds of investigations during their K-12 years. Understanding that scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually, therefore, students should also have the same concept of how this practice is carried out.

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In this SEP, students will link their theory and observations and models to provide their very own understanding and explanation of the phenomena.