Interpret and Communicate – Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Patterns
Communication
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3 - Interpreting (Patterns in collected data)
4 - Make (Inferences patterns from collected data)
3 - Make (Predictions from collected data)
4 - Make (Conclusions from collected data)
1 - Describing (Experimental procedures and results)
1 - Record (Experimental procedures and results)
2 - Reporting (Experimental procedures and results to others)
4 - Organizing (Ideas, using appropriate vocabulary)
4 - Organizing (Ideas, using appropriate graphs)
4 - Organizing (Ideas, using appropriate visual representations)
4 - Organizing (Ideas, using appropriate mathematical equations)
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3 - I can interpret patterns in collected data.
4 - I can make inferences about patterns from collected data.
3 - I can make predictions from collected data.
4 - I can make conclusions from collected data.
1 - I can describe experimental procedures and results.
1 - I can record experimental procedures and results.
2 - I can reporting experimental procedures and results to others.
4 - I can organizing ideas, using appropriate vocabulary.
4 - I can organizing ideas, using appropriate graphs.
4 - I can organizing ideas, using appropriate visual representations.
4 - I can organizing ideas, using appropriate mathematical equations.
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A. Through interpreting, collected data from experimental procedures can reveal patterns.
B. Communicating is necessary in order for others to learn from our ideas.
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A.1 What is made in order to interpret recognized patterns from collected data?
B.1 What ways can ideas be communicated?
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Evaluate experimental data to draw the conclusion that is best supported by the evidence.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Experiment
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5 - Evaluate (Data)
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5 - I can evaluate experimental data to draw the most logical conclusion.
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A. Data evaluation is required in order to draw a conclusion about it.
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A.1 What does one look at data in order to evaluate it?
A.2 What makes the most logical conclusion?
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Select appropriate predictions based on previously observed patterns of evidence.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Select (Predictions)
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4 - I can select prediction based on a previously observed patterns of evidence.
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A. Predictions can be made based on patterns of evidence.
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A.1 What makes a good prediction based on observed patterns of evidence?
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Report and display data using appropriate-technology and other media.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Data Display
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4 - Report (Data)
3 - Display (Data)
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4 - I can report data using technology.
4 - I can report data using media.
3 - I can display data using technology.
3 - I can display data using media.
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A. Communicating data through technology and other media facilitates understanding by others.
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A.1 Given data, what is the best method to using technology to communicate it?
A.2 Given data, what is the the best method to use media to communicate it?
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Interpret data tables, line, bar, trend, and/or circle graphs from existing science research or student experiments.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Sources
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2 - Interpret (Data representations)
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2 - I can interpret data representations from science research.
2 - I can interpret data representations from student experiments.
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A. Data can be processed using graphs.
B. Data can be processed using data tables.
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A.1 What strategies may be used by a learner to correctly obtain information from graphs?
B.1 What strategies may be used by a learner to correctly obtain information from data tables?
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Identify and/or create an appropriate graph or chart from collected data, tables, or written description (e.g., population studies, plant growth, heart rate).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Presentation
Data Sets e.g.
Information [b]
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1 - Identify (Appropriate presentation)
3 - Create (Appropriate presentation)
3 - Translate (Information [a])
3 - Translate (Information [b])
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1 - I can identify appropriate graph.
1 - I can identify appropriate chart.
3 - I can create appropriate graph.
3 - I can create appropriate chart.
3 - I can translate quantitative information expressed in words to a visual form. [a]
3 - I can translate visual information into words. [b]
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A. Given investigation results it must be presented in a format that correctly represents it.
B. Quantitative information can be expressed in multiple forms that can result in deeper understanding.
C. Quantitative information can be expressed in multiple forms that can result in deeper understanding.
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A.1 What is the appropriate presentation for results of an investigation?
B.1 How can quantitative information be expressed in visual form?
C.1 How can quantitative information be expressed in visual form?
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Determine if results of biological science investigations support or do not support hypotheses.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Results
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2 - Determine (Results)
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2 - I can determine if results of a science investigations support or do not support hypotheses.
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A. The purpose of an scientific investigation is to collect data to see if it supports or not a hypotheses.
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A.1 How does one know if a hypotheses is supported by data?
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Prepare a written report describing the sequence, results, and interpretation of a biological investigation or event.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Written Report [a]
Technology [b]
Information [c]
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3 - Prepare (Written report)
2 - Describe (Sequence)
2 - Describe (Results)
2 - Describe (Interpretation)
3 - Write (Report [a])
1 - Use (Technology [b])
3 - Produce (Writing products [b])
3 - Publish (Writing products [b])
6 - Revise (Writing products [b])
3 - Gather (Information [c])
1 - Follow (Format [c])
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3 - I can prepare a written report describing elements of a physical science investigation.
3 - I can prepare a written report describing elements of a physical science event.
2 - I can describe a sequence to an investigation or event.
2 - I can describe a results to an investigation or event.
2 - I can describe a interpretation to an investigation or event.
3 - I can write a report with a formal style. [a]
3 - I can write a report with an objective tone. [a]
1 - I can use technology with writing products. [b]
3 - I can produce writing products. [b]
3 - I can publish writing products. [b]
6 - I can revise writing products. [b]
3 - I can gather authoritative sources of information. [c]
1 - I can follow citation format while avoiding plagiarism. [c]
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A. Written reports about a science investigation or event provides a complete picture of what happened.
B. Science writings require a formal style and objective tone; otherwise, the writing has little creditability.
C. Technology is a useful tool for manipulating writing products.
D. The use of authoritative sources of information and their citation provides clarification to your own discoveries.
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A.1 What elements are needed to have a good science report?
A.2 What are possible sequences involved in an investigation or event?
A.3 How does one include results within a science report?
A.4 What is focused on when writing interpretations for a science report?
B.1 Why are the use of "I feel" statements in science writing a bad idea?
B.2 What does a formal style look like?
B.3 What do statements with an objective tone look like?
C.1 In what ways can technology be used to produce writing products?
C.2 In what ways can technology be used to publish writing products?
C.3 In what ways can technology be used to revise writing products?
D.1 How does one citation informational sources?
D.2 Why is plagiarism wrong and a dangerous practice to start?
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Communicate or defend scientific thinking that results in conclusions.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Scientific Thinking
Information [a]
Sources [a] e.g.
Bias [b]
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4 - Communicate (Scientific thinking)
5 - Defend (Scientific thinking)
1 - Read (Sources [a])
2 - Comprehend (Sources [a])
3 - Present (Sources [a])
1 - Recognize (Bias [b])
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4 - I can communicate my scientific thinking about a conclusion.
5 - I can defend scientific thinking that resulted in conclusions.
1 - I can read sources of evidence that support a conclusion. [a]
2 - I can comprehend sources of evidence that support a conclusion. [a]
3 - I can present sources of evidence that support a conclusion. [a]
1 - I can recognize bias in a observations. [b]
1 - I can recognize bias in research. [b]
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A. The ability to communicate and defend one's scientific thinking about a conclusion is central to the scientific process.
B. The ability to use various sources of evidence to support a conclusion is empowering.
C. Bias reduces the reliability of the scientific process.
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A.1 How does one clearly communicate their thinking about their conclusions?
A.2 What approach is best when defending their scientific thinking?
B.1 How does one know if a source of evidence supports a conclusion?
B.2 What sources are available to find evidence that supports a conclusion?
C.1 How can one recognize bias in observations?
C.2 How can one recognize bias in research?
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