SCI.SEP1: Students ask questions and define problems, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP1.A: Asking Questions

SCI.SEP1.A.m: Students ask questions to specify relationships between variables and clarify arguments and models. This includes the following:

SCI.SEP1.A.m.1: Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify or seek additional information.

Hearing: Frequency and Volume

SCI.SEP1.A.m.3: Ask questions to determine relationships between independent and dependent variables and relationships in models.

Pendulum Clock
Sight vs. Sound Reactions

SCI.SEP1.A.m.6: Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles.

Hearing: Frequency and Volume
Pendulum Clock
Sight vs. Sound Reactions

SCI.SEP1.A.m.7: Ask questions that challenge the premise(s) of an argument or the interpretation of a data set.

Hearing: Frequency and Volume

SCI.SEP1.B: Defining Problems

SCI.SEP1.B.m: Students define a design problem that can be solved through the development of an object, tool, process, or system, and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

Trebuchet

SCI.SEP3: Students plan and carry out investigations, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP3.A: Planning and Conducting Investigations

SCI.SEP3.A.m: Students plan and carry out investigations that use multiple variables and provide evidence to support explanations or solutions. This includes the following:

SCI.SEP3.A.m.1: Individually and collaboratively plan an investigation, identifying: independent and dependent variables and controls, tools needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.

Effect of Environment on New Life Form
Hearing: Frequency and Volume
Pendulum Clock
Real-Time Histogram
Sight vs. Sound Reactions
Time Estimation

SCI.SEP3.A.m.2: Conduct an investigation. Evaluate and revise the experimental design to produce data that serve as the basis for evidence to meet the goals of the investigation.

Diffusion

SCI.SEP4: Students analyze and interpret data, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP4.A: Analyze and Interpret Data

SCI.SEP4.A.m: Students extend quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. This includes the following:

SCI.SEP4.A.m.1: Construct, analyze, or interpret graphical displays of data and large data sets to identify linear and nonlinear relationships.

Distance-Time Graphs
Effect of Temperature on Gender
Graphing Skills
Pendulum Clock

SCI.SEP4.A.m.2: Use graphical displays (e.g., maps, charts, graphs, and tables) of large data sets to identify temporal and spatial relationships.

Graphing Skills
Pendulum Clock

SCI.SEP4.A.m.5: Apply concepts of statistics and probability (including mean, median, mode, and variability) to analyze and characterize data, using digital tools when feasible.

Effect of Temperature on Gender
Seed Germination

SCI.SEP4.A.m.7: Analyze and interpret data to determine similarities and differences in findings.

Dichotomous Keys

SCI.SEP4.A.m.8: Analyze data to define an optimal operational range for a proposed object, tool, process, or system that best meets criteria for success.

Trebuchet

SCI.SEP5: Students use mathematics and computational thinking, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP5.A: Qualitative and Quantitative Data

SCI.SEP5.A.m: Students identify patterns in large data sets and use mathematical concepts to support explanations and arguments. This includes the following:

SCI.SEP5.A.m.5: Apply mathematical concepts and processes (such as ratio, rate, percent, basic operations, and simple algebra) to scientific and engineering questions and problems.

Estimating Population Size

SCI.SEP5.A.m.6: Use digital tools and mathematical concepts and arguments to test and compare proposed solutions to an engineering design problem.

Pendulum Clock
Trebuchet

SCI.SEP6: Students construct explanations and design solutions, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP6.A: Construct an Explanation

SCI.SEP6.A.m: Students construct explanations supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. This includes the following:

SCI.SEP6.A.m.2: Construct an explanation using models or representations.

Seasons Around the World

SCI.SEP6.B: Design Solutions

SCI.SEP6.B.m: Students design solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. This includes the following:

SCI.SEP6.B.m.1: Apply scientific ideas or principles to design, construct, and test a design of an object, tool, process, or system.

Diffusion
Pendulum Clock
Trebuchet

SCI.SEP6.B.m.2: Undertake a design project, engaging in the design cycle, to construct and implement a solution that meets specific design criteria and constraints.

Trebuchet

SCI.SEP7: Students engage in argument from evidence, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

SCI.SEP7.A: Argue from Evidence

SCI.SEP7.A.m: Students construct a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world. This includes the following:

SCI.SEP7.A.m.1: Compare and critique two arguments on the same topic. Analyze whether they emphasize similar or different evidence and interpretations of facts.

Disease Spread