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Scientific questions answers lie in explanations supported by evidence, by being gathered by others and by investigation

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Science begins with questions, engineering begins with defining a problem to solve.

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Asking questions about data, claims that are made, and proposed designs.

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When you ask a question, it can lead to further investigation and analysis.

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Asking good questions, and defining problems is essential.

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Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations.

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Concrete pictures to more abstract representations.

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Models bring certain features into focus while pushing aside others.

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Students need to recognize limitations due to approximations and assumptions.

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Represent a system under study, to develop questions and explanations, to generate data that can be used to make predictions, and to communicate ideas to others.

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Compare predictions and then adjust based on the real world.

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Models can be used to:
analyze system,
visualize and design
test solutions to a problem, etc.

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Throughout the students whole k-12 years they should be carrying out investigations.

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Some investigations should be led by the teacher, but also some investigations should be based off the students own higher order questions.

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Used to describe a phenomenon, or to test a theory or model for how the world works.

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Might be used to fix an issue of system, or try different solutions to solve a problem.

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State the goal of an investigation, predict outcomes, and plan a course of action that will provide the best evidence to support their conclusions.

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Data is not evidence until used to support a claim.

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Over time, students are expected to be more systematic about investigations and should figure out which is the result and which is the output.

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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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Organize and interpret data through tabulating, graphing, or statistical analysis, otherwise data has little meaning.

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Engineers rarely rely on trial and error, they use extensive data to see how it works, what would be the best strategy to use, and how it will react in extreme conditions.

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The older students get, the more they are expected to analyze and interpret data using several tools and especially digital tools.

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Math brings science and engineering together by enabling engineers to apply the mathematical form of scientific theories and by enabling scientists to use powerful information technologies designed by engineers.

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Physical variables and quantitative predictions need the use of math.

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Logic, Geometry, Calculus

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Digital tools are perfect because it can do problems that can't be solved otherwise, it can analyze large data sets.

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Search Data, Create algorithms, and use simulations of natural and designed systems.

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The goal of science is to construct explanations for the causes of phenomena. 

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The goal of science is to construct explanations for the causes of phenomena. 

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Construct own explanations, and also have an explanation from a teacher.

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A theory becomes accepted when it has detailed explanations, and greater evidence then previous theories.

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A claim is where you relate a certain variable to another variable

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Designing solutions to problems is a systematic process that involves defining the problem, then generating, testing, and improving solutions.

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Students should be able to argue and defend the evidence they have provided, and advocate for the design they chose.

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Reasoning and arguing based on evidence is essential in science to explain natural phenomenons.

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In engineering, reasoning and argument are needed to identify the best solution to a design problem.

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

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This goes way beyond reaching an agreement.

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Being able to read, interpret, and produce scientific and technical text are fundamental practices of science and engineering,so that you can communicate persuasively and clearly.

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You have to do your research, you have to read about it or view reports.

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Recognize ideas, flaws, bias, arguments from explanations, and claims from evidence.

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Communicating information, evidence, and ideas can be done in multiple ways: using tables, diagrams, graphs, models, etc.