Synopsis:  This investigation is divided into two parts and takes two class periods to complete.  In Part 1, students develop a personal and societal risk management strategy to reduce the level of risk posed by carrying heavy backpacks.  In Part 2, students continue to develop and refine their societal risk management strategy, critique their strategies in terms of their considerations for judging the acceptability of a risk, and send their strategy to appropriate stakeholders.

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 demonstrate the ability to practice health-enhancing behaviors and reduce health risks.

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

Students will demonstrate the ability to use interpersonal communication skills to enhance health.

Students will demonstrate the ability to use goal-setting and decision-making skills to enhance 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 employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

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