Synopsis:  Students are asked to rank order the fifteen leading injury-related reasons why boys and girls visited emergency rooms.  Students then compare their perception of the risks with the actual risks and realize that their perceptions are not always the same as the actual risks.  Students then explore the impact that this difference might have on the allocation of resources to prevent visits to the emergency room for a particular reason.

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 access valid health information and health-promoting products and services.

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 goal-setting and decision-making skills to enhance 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.

Formulate questions that can be addressed with data and collect, organize, and display relevant data.

Select and use appropriate statistical methods to analyze data.

Develop and evaluate inferences and predictions that are based on data.

Understand and apply basic concepts of probability.

Build new mathematical knowledge through problem solving.

Solve problems that arise in mathematics and in other contexts.

Apply and adapt a variety of appropriate strategies to solve problems.

Monitor and reflect on the process of mathematical problem solving.

Recognize reasoning and proof as fundamental aspects of mathematics.

Make and investigate mathematical conjectures.

Develop and evaluate mathematical arguments and proofs.

Select and use various types of reasoning and methods of proof.

Organize and consolidate their mathematical thinking through communication.

Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.

Analyze and evaluate the mathematical thinking and strategies of others.

Use the language of mathematics to express mathematical ideas precisely.

Recognize and use connections among mathematical ideas.

Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

Recognize and apply mathematics in contexts outside of mathematics.

Create and use representations to organize, record, and communicate mathematical ideas.

Select, apply, and translate among mathematical representations to solve problems.

Use representations to model and interpret physical, social, and mathematical phenomena.

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 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 participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Productive resources are limited. Therefore, people can not have all the goods and services they want; as a result, they must choose some things and give up others.

Different methods can be used to allocate goods and services. People acting individually or collectively through government, must choose which methods to use to allocate different kinds of goods and services.

Students use technology tools to enhance learning, increase productivity, and promote creativity.

Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Students use technology to locate, evaluate, and collect information from a variety of sources.

Students use technology tools to process data and report results.

Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.