Access Point #: SC.912.N.1.Pa.1

Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution.
General Information
Number: SC.912.N.1.Pa.1
Category: Participatory
Date Adopted or Revised: 02/08
Standard: The Practice of Science

A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.

B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."

C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.

D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.

Related Benchmarks

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Related Courses

This access point is part of these courses.
2000350: Anatomy and Physiology
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2002420: Integrated Science 2
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2002500: Marine Science 1
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7920011: Access Chemistry 1
7920015: Access Biology 1
7920020: Access Earth/Space Science
7920025: Access Integrated Science 1
2000315: Biology 1 for Credit Recovery
2000500: Bioscience 1 Honors
2000510: Bioscience 2 Honors
2000520: Bioscience 3 Honors
2002405: Integrated Science 1 for Credit Recovery
2002425: Integrated Science 2 for Credit Recovery
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Related Resources

Vetted resources educators can use to teach the concepts and skills in this access point.

Lesson Plans

Evaluating Claims About Cancer:

Students identify claims about UV exposure presented in a selection of media items, then design, execute, and report the results of an experiment designed to test one such claim.

Type: Lesson Plan

Natural Records of Climate Change: Working with Indirect Evidence:

Students play a dice game to explore the differences between direct and indirect evidence. Student pairs roll dice and record the numbers rolled as a series of colors instead of numbers. Other pairs of students try to crack the color code to figure out the sequence of numbers rolled. In this way, students gain an understanding of how indirect evidence of climate change can be interpreted. In conclusion, the class discusses the various records made by humans and indirect evidence found in nature that can be studied to understand how climate has varied through time.

Key Concepts

  • Scientists collect data from many sources to identify, understand, and interpret past changes in Earth's climate.
  • Natural records of climate change, such as tree rings, ice cores, pollen and ocean sediments offer indirect evidence of climate change. They require knowledge of how the natural recorder works.
  • Records made by humans , such as artwork, harvest records, and accounts of changing seasons, are more direct, but can be incomplete.

Type: Lesson Plan

Checks Lab:

Each team has an envelope containing a series of bank checks. A few are removed at a time, and the team attempts to construct a plausible scenario which involves those checks. With each subsequent removal of checks, appropriate revision of the scenario is done. Final scenarios are compared by the class. Class discussion is designed to show how human values and biases influence observation and interpretation, even in science. This is one of the few nature-of-science lessons which have a biological connection.

Type: Lesson Plan

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