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A problem is analyzed when it is broken down into its component parts. The context of the problem or the identified situation is determined and the question that is asked is isolated so that the solution can be determined. Students should |
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| 1. | identify the question |
| 2. | review the information that is given |
| 3. | examine the particular situation |
| 4. | think over prior knowledge of the topic
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Ideas and supporting evidence should be expressed with appropriate scientific vocabulary. Students should review their response and |
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- add or correct scientific vocabulary in the response
- use appropriate scientific language
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A deep understanding of the concept is demonstrated when the concept can be applied to a real world, practical, or personal experience. Whenever possible, students should |
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- describe how the concept/phenomena functions in a practical situation.
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Ideas expressed in the response should be supported with accurate scientific information. This information may be in the form of tables, charts, graphs, documented facts, or valid examples. Students should |
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| 1. | review information that is given in the question |
| 2. | add accurate scientific details/evidence for each idea that they have expressed in their response.
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Synthesis occurs when several elements or ideas are combined to construct a response. Students should |
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| 1. | select prior knowledge ideas related to or surrounding the question and/or situation |
| 2. | focus on each key area surrounding the proposed situation |
| 3. | provide details and/or evidence for each key idea |
| 4. | weave together separate details and/or pieces of supporting evidence |
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