Science and Engineering Practices (SEP)

In every unit, students engage in science and engineering practices in order to answer the overarching unit question. The practices are how we work together to figure out explanations of phenomena and solutions to problems

SEP #1: Asking Questions: At the outset of each unit and at the beginning of every class, students ask questions to guide investigations of phenomena.

SEP #1: Defining Problems. When students face a design challenge, they identify criteria and constraints a solution must satisfy.

SEP #2: Developing and Using Models. Students engage in incremental model building for anchoring phenomena. They use models to make sense of phenomena, synthesize evidence from investigations, and make predictions about what will happen in the future. Students make use of digital tools to support model building and model exploration.

1. Use _______________ as a model to predict _______________

2. Develop a model to illustrate _______________ 

   1. Students use evidence to develop a model in which they identify and describe the relevant components

   2. Students describe relationships between components of their model

   3. Students make a distinction between the model’s simulation and the actual

SEP #3: Planning and Carrying out Investigations. In contrast to units where students follow prescribed steps in an investigation, many investigations require students to plan and carry out investigations using materials provided in the unit. The investigations include controlled experiments in the lab, observations outdoors, and studies that use computer simulations. Investigations are planned and carried out in order to gather data needed to fully explain a phenomenon.

1. Plan and conduct an investigation (individually and/or collaboratively) to _________________ 

   1. Produce data to serve as the basis for evidence

   2. Decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly

SEP #4: Analyzing and Interpreting Data. Students use real scientific datasets to investigate phenomena. The data are presented in varied forms that students would encounter in scientific journals, and student activity sheets provide questions to help them make sense of the data. 

1. Analyze data to support the claim that ____________

SEP #5: Using Mathematics and Computational Thinking. Students engage with grade appropriate mathematics in units, such as statistics, functions, and rational number reasoning. In addition, the units make extensive use of a modeling tool, NetLogo, to help students gain insight into computational models of complex biological systems.

1. Use mathematical representations to support the claim that ______________

   1. Students identify the given explanation(s) to be supported

   2. Students identify and describe the components in the given mathematical and/or computational representations (e.g., trends, averages, histograms, graphs, spreadsheets) that are relevant to supporting given explanations.

   3. Students use given mathematical and/or computational representations to identify changes in ____ / account for ___ / support the claim(s) that ____________

   4. Students revise the explanation(s) based on new evidence

2. Create a computational model or simulation of _________________ 

   1. Simulate a phenomenon, designed device, process, or system.

   2. simulations are created and used based on mathematical models of basic assumptions. 

SEP #6A: Constructing Explanations. Students regularly construct explanations as part of daily lessons using multiple formats, including in the Claim-Evidence-Reasoning (CER) format.

1. Apply scientific principles and evidence to provide an explanation about ____________

2. Construct and revise an explanation for ____________   

   1. Explanations are to be based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) 

   2. Students articulate the explanation of phenomena 

   3. Students identify and describe the evidence to construct the explanation

   4. Students use reasoning (chain of reasoning) to connect evidence

   5. Given new data or information, students revise their explanation and justify the revision

SEP #6B: Designing Solutions. Students engage in a human-centered approach to engineering design to design solutions to culminating design challenges that are part of each unit.

1. Design, evaluate, and refine a solution for _________________

   1. Students attempt to solve a solution to a complex real-world problem, 

   2. Solution design is based on scientific knowledge, student-generated sources of evidence

   3. Students describe and quantify (when appropriate) the criteria  and constraints for the solution to the problem, along with the tradeoffs in the solution.

   4. Students evaluate the proposed solution for its impact on _______________

   5. Students refine the proposed solution by prioritizing the criteria and making tradeoffs as necessary

SEP #7: Engaging in Argument from Evidence. Through discussions and in writing, students construct and critique arguments in which students engage with competing explanations for phenomena they are investigating and with competing solutions to design challenges.

1. Defend and critique claims and explanations about ______________

   1. Arguments may also come from current scientific or historical episodes in science.

   2. Students identify the given explanation that is supported by the claims, evidence, and reasoning to be evaluated.

   3. Students identify and describe additional evidence (in the form of data, information, or other appropriate forms) that was not provided but is relevant to the explanation and to evaluating the given claims, evidence, and reasoning

   4. Students describe the strengths and weaknesses of the given claim in accurately explaining the phenomenon

   5. Students use their additional evidence to assess the validity and reliability of the given evidence and its ability to support the argument 

   6. Students assess the logic of the reasoning and the utility of reasoning.

SEP #8: Obtaining, evaluating, communicating information. All lessons involve students in scientific forms of writing. Students read and interpret scientific texts and learn to evaluate information they obtain from the internet for accuracy and for relevance in answering questions about phenomena.

1. Communicate scientific and technical information about ______________

   1. Students use different formats (e.g., oral, graphical, textual, and mathematical) to communicate scientific information, and cite the origin of the information as appropriate

2. Evaluate the validity and reliability of claim that _______________________________

   1. Claims may appear in scientific and technical texts or media report