Science Practice 1:

Working with representations and models.

Performance Indicators:

1.1 Create representations and models of natural or man-made phenomena and systems in the domain.
1.2 Describe representations and models of natural or man-made phenomena and systems in the domain.
1.3 Refine representations and models of natural or man-made phenomena and systems in the domain.
1.4 Use representations and models to analyze situations or solve problems qualitatively and quantitatively.
1.5 Re-express key elements of natural phenomena across multiple representations in the domain.

Class Activities:

Model Analysis Activity

Working in groups of three or four, analyze a model:
  • Graphically represent the model.
  • Explain what it being modeled.
  • Describe the simplifications in the model.


Science Practice 2:

Using appropriate mathematics.

Performance Indicators:

2.1 Justify the selection of a mathematical routine to solve problems.
2.2 Apply mathematical routines to quantities that describe natural phenomena.
2.3 Estimate numerically quantities that describe natural phenomena.

Class Activities:

Estimation Activity

Estimate each of the following:
  • The number of students in the school.
  • The number of people in deer park.
  • The number of hairs on your arm.
How is the process that you use similar for each of these activities? How is it different?


Science Practice 3:

Asking scientific questions.

Performance Indicators:

3.1 Pose scientific questions.
3.2 Refine scientific questions.
3.3 Evaluate scientific questions.

Class Activities:

Scientific Questioning Activity

Working in groups of three or four, ask some questions:
  • Pick an area of biology that interests you.
  • Write two examples of scientifically valid questions.
  • Write two examples of scientifically invalid questions
What makes a particular question more or less valid for scientific inquiry?
Revise your scientifically invalid questions to make them valid.


Science Practice 4:

Collecting data.

Performance Indicators:

4.1 Justify the selection of the kind of data needed to answer a particular scientific question.
4.2 Design a plan for collecting data to answer a particular scientific question.
4.3 Collect data to answer a particular scientific question.
4.4 Evaluate sources of data to answer a particular scientific question.

Class Activities:

Data Collection Activity

You are interested in investigating the feeding preferences of slugs.
  • Determine how you are going to collect data.
  • Determine what data you will collect.
  • Explain how your data will help you address your question.


Science Practice 5:

Analyzing data.

Performance Indicators:

5.1 Analyze data to identify patterns or relationships.
5.2 Refine observations and measurements based on data analysis.
5.3 Evaluate the evidence provided by data sets in relation to a particular scientific question.

Class Activities:

Statistics Worksheets

From Duncan Rhodes (I think)


Science Practice 6:

Working with explanations and theories.

Performance Indicators:

6.1 Justify claims with evidence.
6.2 Construct explanations of phenomena based on evidence produced through scientific practices.
6.3 Articulate the reasons that scientific explanations and theories are refined or replaced.
6.4 Make claims and predictions about natural phenomena based on scientific theories and models.
6.5 Evaluate alternative scientific explanations.

Class Activities:

Space Invaders

Adapted by Bob Kuhn from a variety of sources.

The Explanation Tool

Developed by BSCS.


Science Practice 7:

Connecting domains of knowledge.

Performance Indicators:

7.1 Connect phenomena and models across spatial and temporal scales.
7.2 Connect concepts in and across domain(s) to generalize or extrapolate in and/or across EUs and/or big ideas.

Class Activities:

Inter-Domain Thinking Activity

Choose one of the following statements of biological knowledge:
  • Living systems must acquire energy from the environment.
  • The cell is the fundamental unit of organization in living systems.
  • All living systems share a common ancestor billions of years ago.
List the knowledge from other scientific fields that will inform and support your chosen statement