Synopsis:  Students consider the value of testimonials and awards received by an actual risk management strategy for preventing gun-related accidents among children.  Students then incorporate what they have learned about risk, relative risk, the 2x2 table, and epidemiological study designs into the creation of a plan to evaluate this risk management strategy.  In conclusion, students consider published evaluations of risk management strategies aimed at preventing gun-related accidents.

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 demonstrate the ability to access valid health information and health-promoting products and services.

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.

Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

Understand meanings of operations and how they relate to one another.

Compute fluently and make reasonable estimates.

Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

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 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 use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

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

Effective decision-making requires comparing the additional costs of alternatives with the additional benefits. Most choices involve doing a little more or a little less of something: few choices are "all or nothing" decisions.