Middle School SEP
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.
SCI.SEP1.A.m.3: Ask questions to determine relationships between independent and dependent variables and relationships in models.
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.
SCI.SEP1.A.m.7: Ask questions that challenge the premise(s) of an argument or the interpretation of a data set.
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.
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.
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.
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.
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.
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.
SCI.SEP4.A.m.7: Analyze and interpret data to determine similarities and differences in findings.
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.
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.
SCI.SEP5.A.m.6: Use digital tools and mathematical concepts and arguments to test and compare proposed solutions to an engineering design problem.
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.
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.
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.
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.
Correlation last revised: 5/2/2018