Synopsis:  Students explore the third of five possible explanations for finding an association: confounding.  A confounder is an unobserved exposure that is both associated with an observed exposure and is an actual cause of an outcome.  Given an association between an exposure (viewing R-rated movies) and an outcome (teenage pregnancy) students learn to identify possible confounders and realize the importance of considering confounding when interpreting the results of a study.  Students then identify additional associations and possible confounders.

Conceptual and procedural schemes unify science disciplines and provide students with powerful ideas to help them understand the natural world. Because of the underlying principles embodied in this standard, the understandings and abilities described here are repeated in the other content standards.

Inquiry requires that students combine processes and scientific knowledge as they use scientific reasoning and critical thinking to develop their understanding of science. Engaging students in inquiry helps students develop an understanding of scientific concepts, an appreciation of "how we know" what we know in science, an understanding of the nature of science, the skills necessary to become independent inquirers about the natural world, and the dispositions to use the skills, abilities, and attitudes associated with science.

An important purpose of science education is to give students a means to understand and act on personal and social issues. The science in personal and social perspectives standards help students develop decision-making skills.

Students will comprehend concepts related to health promotion and disease prevention.

Students will analyze the influence of culture, media, technology, and other factors on health.

Students will demonstrate the ability to advocate for personal, family, and community health.

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).