This"SEPSinActionChecklist"isatoolthatcanbeusedbybothteachersandadministrator

scienceandengineeringpracticesinuseinscienceclassrooms.Thistoolwasdevelopedthroug
SCDEsscienceeducationassociateswithprincipals,instructionalleaders,andteacherswhoa
2014SouthCarolinaAcademicStandardsandPerformanceIndicatorsforScience"duringth
isonlyatool,anditsuseisnotrequiredbytheSCDE.

Eachsheetofthischecklistisspecifictooneoftheninescienceandengineeringpracticesused
AcademicStandardsandPerformanceIndicatorsforScience.Pleasefeelfreetousepartsort
practice.However,youshouldstillrefertothespecificchapteroftheScienceandEngineering
obtainmoreinformationregardinginstructionalconsiderationsandthegradelevelprogressio

Ifyouhaveanyquestionsaboutthischecklist,pleasecontactDr.ReginaE.Wraggatrwragg@

HyperlinksforOnlineResources
LinktotheSciencePageoftheOfficeofInstructionalPracticesandEvaluations
Linktothe2014SouthCarolinaAcademicStandardsandPerformanceIndicatorsforScience
LinktotheScienceandEngineeringPractices(SEPs)Guide
 S.1A.1-- Ask Questions

Students should--

Generate their own questions

Question one another, themselves, and the teacher

Ask questions and be able to construct explanations

Understand phenomena and the need to solve a problem

Distinguish between scientific and non-scientific questions

Refine questions

Engage in discussions

Ask grade-level/developmentally appropriate scientific

questions
A.1-- Ask Questions

Teachers should--

Facilitate students' opportunity to collaborate

Facilitate student brainstorming sessions

Assist students with refining questions

Model appropriate questioning

Provide initial information/knowledge for instruction

Informally assess students as they are asking questions

Provide feedback to students' questions without giving

them specific answers or questions to ask
 S.1A.2-- Develop and Use Models
Students should--

Construct and refine models to demonstrate learning

Use/reference models to explain concepts

Be more responsible for deeper thinking and
communicating about concepts using models

Discuss limitations of models

Use simulations to investigate

Test models for effective design

Ask questions, investigate to collect data, analyze

information or conduct research to create a model

Develop drawings, diagrams, and models that can explain

and represent events, systems and phenomena
Develop and Use Models
Teachers should--
Use models to facilitate questioning and reasoning about
content standards
Support students in connecting models with theory and
evidence
Provide materials, resources and support for model
development
 S.1A.3-- Plan and Carry Out Investigations
Students should--

Engage in student-led investigations

Be involved in a process that engages questioning and
learning

Identify several variables involved in the process

Research (adding to prior knowledge and connecting to
new content)
Take measurements (not always through standard
units/tools)
Take a problem that the teacher has given them and build
on that using the scientific method
Talk to, bounce ideas off of, and problem-solving with each
other

Gather data through investigation and observation

and Carry Out Investigations
Teachers should--

Facilitate and not lead investigations or discussions

Help and ask leading questions of individual groups

Keep students on task and monitor progress

Test for prior knowledge and make sure students know
safety regulations
Introduce the activity and ask questions to lead to prior
knowledge
Guide students to disclose and discuss their prior
experiences
Form groups according to students' interests and
experience

Model how to conduct investigation/use equipment

Provide materials needed to carry out investigations

Guide students to explore and learn confidently, but
provide a script when safety concerns or student
development levels prescribe such
 S.1A.4-- Analyze and Interpret Data
Students should--

Make predictions

Collect data and determine what it means

Generate their own data, in some cases through

measurements, written observations, and drawings
Identify and use trends and patterns to defend or refute
predictions

Apply grade-level appropriate statistics

Develop and interpret different kinds of graphs

Create models from their data

Make observations, conduct measurements and complete
investigations
Do more than the teacher is just showing (investigate
versus observe demonstrations)
nalyze and Interpret Data
Teachers should--

Provide sources of data (informational texts, maps, etc.)

Ask guiding questions (i.e. what does the data mean?)

Facilitate experiences for students to collect authentic data

Model graphing
Provide data for younger grades and scaffold down
support as students progress
 S.1A.5-- Use Mathematical and Computational Think
Students should--
Use data in a predictive nature (i.e. determine
trends/patterns/relationships)
Use mathematical and computational processes in a
practical context (they should know what the numbers
mean)
Use technology to collect and analyze data from their own
experiments

Use measuring tools (graphing calculators, probes,

spreadsheets, computer analysis, etc.)

Use graphs in analyzing data

Recognize and communicate quantitative data using

appropriate methods and units

Use grade-level appropriate statistics to analyze data

Interpret calculations

Create scientific and mathematical models

Use computational thinking and resources to organize,
manipulate and represent large sets of data
matical and Computational Thinking
Teachers should--

Ask questions (i.e. What does this pattern mean?)

Have students estimate

Have a math moment everyday

Model for the students how to organize, manipulate and

represent large sets of data

Teach vocabulary/jargon
Model how to use developmentally-appropriate equipment
and tools of science to measure and interpret data
appropriately
 S.1A.6-- Construct Explanations
Students should--
Engage in hands-on experiences that allow them to come
up with more evidence-based conclusions & scientific
arguments
Generate/collect their own data and use secondary data
sources

Collect and explain information

Refine and extend knowledge (deeper understanding with
real-world examples)
Present findings among their group and communicate to
their class
Articulate their explanations with evidence and not
opinions

Use multiple sources of data/evidence

Plan for multiple plausible answers

Be able to make their own predictions and provide
evidence in their reasoning

Construct explanations

Revise multiple explanations and solutions

Construct Explanations
Teachers should--
Provide opportunities for students to collect and analyze
data from meaningful experiences (both primary and
secondary data sources)
Provide real-world applications/hook/engagement for the
topic

Present background information to the students

Facilitate discussions as students/groups are working

Provide materials, experiences, and set-up for students to
be able to construct explanations

Pose questions and hypotheses

 S.1A.7-- Engage in Arguments
Students should--
Obtain their own observations and use them to make
claims and answer questions

Support claims with data (preferably their own data)

Defend and justify what they are doing (why they chose a
design or particular method)
Make claims, provide evidence for claims, and explain
reasoning
Communicate and debate/peer-review student generated
claims; critique each other
Understand that they are arguing about science, not
personal right or wrong

Use listening skills

- Engage in Arguments
Teachers should--
Provide opportunities for students to be supported in
obtaining evidence
Set expectations for having dialogue; provide
framework/rubric for scientific argumentation

Provide sources for and examples of valid evidence

Clarify misconceptions

Facilitate and guide student arguments

Provide stems (i.e. "I agree or disagree because...")

Model how argumentation takes place

Actively listen to the students

 S.1A.8-- Obtain, Evaluate and Communicate Informa
Students should--

Use primary and secondary sources to get their

information

Compare information from multiple sources

Communicate information in meaningful ways

Read literature, not just textbooks

Keep science notebook

Publish reports, create models

Support claims with evidence and reasoning

Conduct research from a variety of sources

Obtain information (from their own investigations)

Evaluate the accuracy/validity of different sources of
information
Communicate with purpose the information they have
obtained
luate and Communicate Information
Teachers should--

Provide instructions (i.e. reading literature, graphs or

charts) without digesting the content for the students
Set routines and expectations at the beginning and
reinforce/support them throughout the year

Direct the students toward the sources of information

Provide a context for why the information is necessary

Model how to properly obtain information (particularly with
search engines)
Help students to narrow their search for relevant
information
 S.1B.1-- Construct Devices or Design Solutions
Students should--
Organize, plan, and research to design/construct their
devices or solutions
Build and test their knowledge and be able to explain what
they are doing

Analyze their data

Evaluate and refine their tools/devices

Ask questions themselves to identify the problem

Ask questions about criteria or constraints on the device or
solution
Build and test their own device and determine if the
solution solves the problem
Apply scientific concepts to solve problems and meet
needs

Define problems related to scientific concepts

Generate concepts through brainstorming and
collaboration

Model/propose successful devices or solutions that reflect

understanding of scientific concepts being studied
uct Devices or Design Solutions
Teachers should--

Provide an authentic context

Provide on-going opportunities for refinement

Lay foundations, pre-assess through questioning

Plan to present problems at the beginning and not the end
of the unit
Convey engineering design as a fluid and not linear
process

Provide students with time to use technology at the school