Obtaining, Evaluating, &

Communicating
Information
NGSS Science Practices
Definition
● Obtaining, evaluating and communicating information occurs through
reading and writing texts as well as communicating orally. Scientific
information needs to be critically evaluated and persuasively communicated
as it supports the engagement in the other 7 science practices.
Why is it Important?
● Being able to read, interpret, and produce scientific and technical text is a
fundamental practice of science and engineering, as is the ability to
communicate clearly and persuasively. Furthermore, critiquing and
communicating ideas individually and in groups is a critical professional
activity. Thus, by implementing this science practice standard the learners
should feel confident in their abilities.
○ “I can collect, understand, and show my information.”
Steps to Obtain, Evaluate, & Communicate
1. Employ multiple sources to acquire information
2. Use these sources to evaluate the merit and validity of claims, methods, and
designs
3. Communicate clearly and persuasively the ideas and methods generated
○ Communicating information and ideas can be done in multiple ways: using tables, diagrams,
graphs, models, and equations as well as orally, in writing, and through extended
discussions.
TLW
1. Read appropriate texts and related features to obtain scientific information.
2. Evaluate the information gathered from texts and other sources.
3. Communicate scientific information in various formats in different
modalities (writing, speaking).
Applying it in the Classroom
● 5-ESS3-1 Obtain and combine information about ways individual
communities use science ideas to protect the Earth’s resources and
environment.
○ Example -- Students read in small groups three articles about different communities that
have instituted plans to conserve energy. They evaluate the information to create a plan for
how their own community can conserve energy.
Primary School
● Build on prior experiences and use observations and texts to communicate
new information.
○ Read grade-appropriate texts and use media to obtain scientific and/or technical information
to determine patterns and evidence about the natural and designed world.
○ Describe how specific images support a scientific or engineering idea.
○ Obtain information using various texts, text features, and other media that will be useful in
answering a scientific question and supporting a scientific claim.
○ Communicate information or design ideas and solutions with others in oral and/or written
forms using models, drawings, or numbers that provide detail about scientific ideas,
practices, and design ideas.
Elementary School
● Build on K–2 experiences and progress to evaluating the merit and accuracy
of ideas and methods.
○ Obtain and combine information from books and other reliable media to explain phenomena.
○ Read and comprehend grade-appropriate complex texts and other reliable media to
summarize and obtain scientific and/or technical ideas and describe how they are supported
by evidence.
○ Compare and/or combine to support the engagement in other scientific and engineering
practices.
○ Combine information in written text with that contained in corresponding tables, diagrams,
and charts to support the engagement in other scientific and engineering practices.
○ Obtain and combine information from books and other reliable media to explain phenomena
or solutions to a design problem.
○ Communicate scientific and/or technical information orally and/or in various written
formats.
Middle School
● Build on K–5 experiences and progress to evaluating the merit and validity of
ideas and methods.
○ Critically read scientific texts adapted for classroom use to determine the central ideas and
obtain scientific and/or technical information to describe patterns and evidence about the
natural and designed world.
○ Integrate qualitative and/or quantitative scientific and/or technical information in written
text with that contained in media and visual displays to clarify claims and findings.
○ Gather, read, and synthesize information from multiple appropriate sources and assess the
credibility, accuracy, and possible bias of each publication and methods used, and describe
how they are supported or not supported by evidence.
○ Evaluate data, hypotheses, and conclusions in scientific and technical texts in light of
competing information or accounts.
○ Communicate scientific and.or technical information in writing and/or through oral
presentations.
High School
● Build on K–8 experiences and progress to evaluating the validity and
reliability of the claims, methods, and designs.
○ Critically read scientific literature adapted for classroom use to determine the central ideas
or conclusions and to obtain scientific and/or technical information to paraphrase complex
evidence, concepts, processes, or information in simpler but still accurate terms.
○ Compare, integrate and evaluate sources of information presented in different media or
formats as well as in words in order to address a scientific question or solve a problem.
○ Gather, read, and evaluate scientific and/or technical information from multiple useful and
authoritative sources.
○ Evaluate the validity and reliability of and synthesize multiple claims, methods, and designs
that appear in scientific and/or technical texts or media reports by verifying the data.
○ Communicate scientific and/or technical information or ideas in multiple formats (including
orally, graphically, textually, and mathematically).
Strategies & Accommodations that Meet the Needs of ELs
● Speak slowly and distinctly
● Give clear written and step-by-step verbal
instructions
● Write down key terms
● Provide students with enough time to
formulate a response
● Use charts, graphs and figures
● Provide numerous beneficial hand-on
activities
● Require ELs to keep science journals
● Use non-linguistic representations of
concepts
● Partner English learners with strong
English speakers (bilingual students)
● Provide pictorial flashcards (picture of the
concept on one side, term on the reverse
in the language to be learned)
● Model activities in front of class before
having ELs engage in an activity
● Regularly check that students are
understanding the lesson
● Encourage students to continue building
their literacy skills in their home language
Strategies & Accommodations that Meet the Needs of
Students with Special Needs
● Maintain an organized classroom and limit distractions
● Use music and voice inflection
● Break down instructions into smaller, manageable tasks
● Use multi-sensory strategies
● Give students with special needs opportunities for success

While these suggestions are ideal for classroom settings, parents of students
with special needs can also implement these principles. Helping children with
learning disabilities both in and out of the classroom is the best way to help your
students with special needs achieve success.