Want to learn more about how to implement the scientific and engineering practice (SEP) obtaining, evaluating, and communicating information?
One of the most important things that scientists and engineers do is take in information, process it, and share it with the rest of the world.
Scientists do research, collect data and analyze it, but after they are finished, they usually publish their research (journals, books, conferences, etc.). Other scientists read those publications, build upon the ideas, critique it, and science and innovation are improved as more research is conducted.
Students may struggle with some of the academic language inside these publications. They may also struggle with reading informational text. It’s just not as fun to read as something like Harry Potter! They may also struggle with the data, graphs, and other models. It can be a lot!

What should students do in the middle school science classroom?
They need to learn how to consume scientific information as well as communicate it on their own! They should be about to read textbooks and other academic literature (more on their level). Then, they should be able to communicate this information in some type of form.
Five Ways to Navigate Obtaining Evaluating and Communicating in the Classroom?
Let’s look at the five ways to navigate this SEP! It doesn’t have to be a foreign thing. You can actually make this engaging for your students! So, let’s dive into obtaining, evaluation, and communicating information in the classroom.
Critical Reading
Hands-on activities are fun and are needed in the science classroom, but reading is equally important. Students should know how to read and digest science material.
They should actually get into reading those scientific texts or technical information. They can be adapted to their level.
In elementary school, they should be able to read and comprehend text, and in middle school they take it to a deeper level of analysis.
You can guide them through the adapted texts by using reading strategies (graphic organizers, underlining important words, etc.) and helping them understand the data.
Here is a great site to find “peer-reviewed science research adapted for students and their teachers!”. It’s an awesome resource!! There is so much to choose from, and students can find something they are interested in.
- So, here’s an example of what this looks like in the classroom. Say you are in your infectious disease’s unit. You can have your students read this article. Everything is provided for you. You can help students identify the important vocabulary, and use other reading strategies such as re-reading the text, creating a graphic organizer of the results, and answer all of the questions to evaluate their understanding.
Integration of Information
Next up SEP is the integration of information. In elementary school, students focus on integrating information from various sources, but in middle school, there is more of a focus on integrating quantitative and qualitative data. They should be about the clarify their claims and findings from different formats!
- For example: Students may explore information about renewable energy sources. They may collect data from energy production statistics as well as interviews (or read articles) from experts on the topic. This will provide a comprehensive overview! To summarize in an easy way – they should be able to look at the numbers and look at the words!

Synthesize Multiple Sources
Another thing that students should be able to do when obtaining, evaluating, and communicating information is to synthesize multiple sources. This kind of goes along with integrating qualitative and quantitative data. They need to make sure these sources are “legit”. This will provide a deeper level of research as well as critical thinking. They can keep all of this data they read about and collect in their science notebooks.
- For example, students can research the impact of deforestation. They can look at satellite images, read a scientific article about deforestation, look at economic reports, etc. to solidify their understanding before any presentation of the information. Students should just rely on one source for information. It could be biased!
Evaluate Competing Information
As mentioned with the SEP engaging in argument from evidence, students should be about to evaluate different perspectives in the sources.
- For example, when learning about the human body systems, students may look at the use of a medical treatment to cure a particular common disease, such as using an antibiotic for ear infections. They should be able to look at any claims that may be different. Do the benefits of the antibiotic outweigh the costs?
As mentioned in the previous section, when obtaining information, you shouldn’t just look at one source.
Communicate Information
In the classroom, students should be able to do all of the things listed above before communicating information to the world (or to the class). They can present their information in a published report or they can write and present it to the class via PowerPoint, posters, or another presentation style.
- For example, maybe your students are learning about air pollution in urban areas. Students may have read scientific articles and technical information on this topic, explore quantitative and qualitative data, and synthesize this information from multiple sources. They should be sure to look at competing information. Now, it’s time for them to present! They decide to do an oral presentation and deliver the presentation to their class. In their presentation, they use visual items such as charts and other visual aids as well as persuasive arguments to clarify their viewpoints!
All in all, hands-on activities using the other scientific and engineering practices are very important in the classroom, but being able to obtain, evaluate, and communicate scientific information and technical information is just as important! Students will greatly benefit!
How will you implement obtaining, evaluating, and communicating information in the classroom? Pick a section and start with one thing. Your students can do this!
Help your students master science content!

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