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This best practice resource is made up of a series of five modules (34 lessons) that emphasizes the use of scientific process skills while focusing on the topic of epidemiology. Each module contains an essential question and an enduring understanding that provide a structural framework for each one of the modules. Throughout these investigations students use various process skills such as making hypotheses and predictions, analyzing epidemiological designs, and drawing logical conclusions. (cb)
This best practice resource is made up of a series of five modules (34 lessons) that emphasizes the use of scientific process skills while focusing on the topic of epidemiology. Each module contains an essential question and an enduring understanding that provide a structural framework for each one of the modules. Throughout these investigations students use various process skills such as making hypotheses and predictions, analyzing epidemiological designs, and drawing logical conclusions. (cb)
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| Science Academic Content Standards |
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| Life Sciences |  |
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| Benchmarks (11 - 12) |
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| A. | Explain how processes at the cellular level affect the functions and characteristics of an organism. |
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| Grade Level Indicators (Grade 11) |
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| 1. | Describe how the maintenance of a relatively stable internal environment is required for the continuation of life, and explain how stability is challenged by changing physical, chemical and environmental conditions as well as the presence of pathogens. |
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| Scientific Inquiry | |
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| Benchmarks (11 - 12) |
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| A. | Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data and formulating conclusions from the data. |
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| Grade Level Indicators (Grade 11) |
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| 1. | Formulate testable hypotheses. Develop and explain the appropriate procedures, controls and variables (dependent and independent) in scientific experimentation. |
| 2. | Evaluate assumptions that have been used in reaching scientific conclusions. |
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| Grade Level Indicators (Grade 12) |
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| 1. | Formulate testable hypotheses. Develop and explain the appropriate procedures, controls and variables (dependent and independent) in scientific experimentation. |
| 2. | Derive simple mathematical relationships that have predictive power from experimental data (e.g., derive an equation from a graph and vice versa, determine whether a linear or exponential relationship exists among the data in a table). |
| 4. | Create and clarify the method, procedures, controls and variables in complex scientific investigations. |
| 5. | Use appropriate summary statistics to analyze and describe data. |
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| Scientific Ways of Knowing | |
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| Benchmarks (11 - 12) |
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| A. | Explain how scientific evidence is used to develop and revise scientific predictions, ideas or theories. |
| B. | Explain how ethical considerations shape scientific endeavors. |
| C. | Explain how societal issues and considerations affect the progress of science and technology. |
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| Grade Level Indicators (Grade 11) |
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| 2. | Apply scientific inquiry to evaluate results of scientific investigations, observations, theoretical models and the explanations proposed by other scientists. |
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| Grade Level Indicators (Grade 12) |
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| 2. | Evaluate scientific investigations by reviewing current scientific knowledge and the experimental procedures used, examining the evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence and suggesting alternative explanations for the same observations. |
| 9. | Recognize the appropriateness and value of basic questions "What can happen?" "What are the odds?" and "How do scientists and engineers know what will happen?" |
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| National Science Education Standards |
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| Life Science | |
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| Science and Technology | |
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| Abilities of technological design (Grades 9 - 12) |
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| Identify a problem or design an opportunity. |
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| Propose designs and choose between alternative solutions. |
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| Evaluate the solution and its consequences. |
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| Science in Personal and Social Perspectives | |
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| Personal and community health (Grades 9 - 12) |
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| The severity of disease symptoms is dependent on many factors, such as human resistance and the virulence of the disease-producing organism. Many diseases can be prevented, controlled, or cured. Some diseases, such as cancer, result from specific body dysfunctions and cannot be transmitted. |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Best Practice |
| STANDARDS ALIGNMENT |
| Grades 6 - 12 |
| TOPICS |
Science --
Life Science;
Characteristics and Structures of Life;
Science and Inquiry;
Inquiry Process Skills;
Scientific Ways of Knowing;
Nature of Science;
Science and Society |
| KEYWORDS |
epidemiology;
disease;
hypotheses;
data analysis;
design;
design process;
drawing logical conclusions |
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Author: Montclair State University
Publisher: Montclair State University
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