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Stem Cells: The Ethical Dilemma

Grade 7, Science

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Description of Unit

In this task, seventh graders will learn about stem cell research and use. They will investigate laws and regulations governing stem cell policies and use in countries around the world and how they have changed over the last 50 years. In their investigations, students will examine the benefits, problems, and ethical issues associated with stem cell research and use. Students will create a map that identifies the countries that allow stem cell use and those that prohibit it. They will then select at least one country in which it is allowed and one country in which it is prohibited and do an in-depth analysis of the pros and cons associated with that use. Using this information, students will develop a position statement that either supports or opposes stem cell use.

This guide links the Stem Cells: The Ethical Dilemma unit to the Texas Essential Knowledge and Skills (TEKS) for seventh graders. Stem Cells: The Ethical Dilemma is a science unit that helps students develop a thorough understanding of stem cells, their uses, and the accompanying ethical issues. Students select, research, compare, and contrast one country that allows stem cell use and one country that prohibits stem cell use. Students will pay particular attention to the different laws and regulations that govern research and use in these countries. Students will analyze and evaluate the information they collect to formulate a position on the ethics of stem cell use. As a culminating activity, students will present their findings and justify their position on stem cell use using Claims, Evidence, Reasoning (CER). The following document includes the applicable TEKS and the details of the Stem Cells: The Ethical Dilemma unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. The teacher will hold a class discussion to ensure that students understand the scientific basics of cells. Students should know that cells are the basic unit of structure and function for living organisms; that all cells come from pre-existing cells; and that there are a variety of cell types.

    Students will research the following science vocabulary terms to facilitate their understanding of stem cell use: stem cell, blastocyst, differentiation, embryo, embryonic, epithelial, neuron, DNA, genes, and fertilized egg. They should also understand the Claims, Evidence, Reasoning (CER) Framework.

    The teacher will speak further on stem cells by explaining the following to the class:

    “Stem cells are universal cells that have the ability to develop into specialized types of tissue. Every living organism (be it blue whale, botfly, or human) starts out as a single fertilized cell. The cell then divides, differentiates, and ultimately develops into a full-fledged organism according to a special set of genetic instructions—a toolkit that tells the embryo how and where to develop limbs and organs. All animals on Earth use essentially the same toolkit, so embryos of different species can appear startlingly similar to one another.”

    Students will examine pictures of epithelial, muscle, liver, bone, and blood cells:

    Students will watch a video on gene control, (https://houstonpbs.pbslearningmedia.org/resource/tdc02.sci.life.cell.genecontrl/genecontrol/#.WQtsEIjytEZ), and consider the following questions:

    • If every cell contains the exact same DNA, how do you think cells become specialized?
    • What is the function of control genes?

  2. Working in pairs or small groups, students use the library and internet resources to explore stem cell research and treatments/therapies that use stem cells. Students will document the sources they use and be prepared to share what they have learned with the class during a Socratic seminar.

    Students will find answers to the following questions during their research:

    • What is a stem cell?
    • What is a blastocyst?
    • In what parts of the human body do you find stem cells?
    • What is the difference between adult stem cells and embryonic stem cells?
    • How are stem cells currently being used to treat diseases and injuries?
    • Why is there controversy about using embryonic stem cells?
    • How might the use of embryonic stem cells be more ethical than the use of adult stem cells? How might the use of adult stem cells be more ethical than the use of embryonic stem cells?
  3. Students will read Deepali Dhar and John Hsi-en Ho’s paper, “Stem Cell Research Policies Around the World” (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2744936/). On a world map, they will identify and mark the countries that allow stem cell use and those that prohibit stem cell use. Students should search for additional resources to consult as they research stem cell use and the ethical issues it brings up. Some examples have been included:

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Each student will identify one country that allows stem cell use and one country that prohibits stem cell use to research. The student will compare and contrast these countries and their positions on the ethical issues surrounding stem cell research and therapy.
  2. Asking guiding questions. The student will develop guiding questions to drive research. For each of the countries, you select, develop a set of guiding questions that might include the following:
    • What is each country’s position on stem cell use?
    • What reasons are given for their position?
    • How are stem cells being utilized in countries that allow for their use?
    • What resistance, if any, is there to stem cell use?
    • What are some of the proven benefits of stem cell use?
    • What are some proven negative effects of stem cell use?
    • What are the ethical issues surrounding a country’s decision to allow or prohibit stem cell research?
    • How has stem cell research changed over time in the countries you have selected?
  3. Creating a research proposal. The student will create a research proposal that includes the two countries to be studied, three to five guiding questions, and the primary and secondary sources to be used. You may wish to use some of the forms developed specifically for the middle school Texas Performance Standards Project.
  4. Conducting the research. Each student will conduct research on the countries he or she has selected and the ethical issues surrounding stem cell research and use. The student will follow standard research procedures and keep a research journal as documentation of his or her findings.
  5. Developing conclusions and sharing findings. Each student will create a multimedia presentation that compares and contrasts the two countries’ positions on stem cell research and use. He or she will conclude the presentation with his or her personal position on stem cell use, supported with evidence and reasoning. The student will share this presentation with the class, other science classes, or a panel of high school teachers.

B. The product

Each student will create a multimedia presentation that compares and contrasts the selected countries’ positions on stem cell research and use. He or she will conclude the presentation with his or her personal position on stem cell research, supported with evidence and reasoning.

C. Communication

The student will share his or her presentation with the class, other science classes, or a panel of high school teachers.

D. A completed project consists of:

  1. A world map of countries that allow or prohibit stem cell research and use
  2. A research journal
  3. A multimedia presentation that compares and contrasts two countries’ positions on stem cell research/use and provides the student’s personal position on the ethical dilemma

This unit may address the following TEKS.

110.24., English Language Arts and Reading, Grade 8, Adopted 2017

110.24(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
110.24(b)(5)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
110.24(b)(6)(G)
discuss and write about the explicit or implicit meanings of text;
110.24(b)(6)(I)
reflect on and adjust responses as new evidence is presented
110.24(b)(6)(F)
respond using newly acquired vocabulary as appropriate;
110.24(b)(6)(E)
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
110.24(b)(8)(D)(i)
the controlling idea or thesis with supporting evidence;
110.24(b)(8)(D)(ii)
features such as footnotes, endnotes, and citations
110.24(b)(8)(E)(iii)
identifying the intended audience or reader
110.24(b)(8)(E)(i)
identifying the claim and analyzing the argument;
110.24(b)(8)(E)(ii)
identifying and explaining the counter argument
110.24(b)(8)(F)
analyze characteristics of multimodal and digital texts.
110.24(b)(9)(B)
analyze how the use of text structure contributes to the author's purpose;
110.24(b)(11)(C)
compose multi-paragraph argumentative texts using genre characteristics and craft
110.24(b)(12)(E)
differentiate between primary and secondary sources;
110.24(b)(12)(H)
examine sources for:
110.24(b)(6)(D)
paraphrase and summarize texts in ways that maintain meaning and logical order;
110.24(b)(5)(F)
make inferences and use evidence to support understanding;
110.24(b)(5)(E)
make connections to personal experiences, ideas in other texts, and society;
110.24(b)(9)
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
110.24(b)(9)(C)
analyze the author's use of print and graphic features to achieve specific purposes;
110.24(b)(10)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.24(b)(10)(A)
plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
110.24(b)(10)(C)
revise drafts for clarity, development, organization, style, word choice, and sentence variety;
110.24(b)(10)(B)
develop drafts into a focused, structured, and coherent piece of writing by:
110.24(b)(10)(D)
edit drafts using standard English conventions, including:
110.24(b)(10)(E)
publish written work for appropriate audiences.
110.24(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.24(b)(10)(D)(vi)
punctuation, including commas in nonrestrictive phrases and clauses, semicolons, colons, and parentheses
110.24(b)(10)(D)(v)
correct capitalization;
110.24(b)(10)(D)(i)
complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
110.24(b)(10)(D)(iv)
pronoun-antecedent agreement;
110.24(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
110.24(b)(12)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.24(b)(12)(A)
generate student-selected and teacher-guided questions for formal and informal inquiry;
110.24(b)(12)(B)
develop and revise a plan;
110.24(b)(12)(D)
identify and gather relevant information from a variety of sources;
110.24(b)(12)(G)
differentiate between paraphrasing and plagiarism when using source materials;
110.24(b)(12)(I)
display academic citations and use source materials ethically
110.24(b)(12)(C)
refine the major research question, if necessary, guided by the answers to a secondary set of questions;
110.24(b)(12)(H)(i)
reliability, credibility, and bias, including omission
110.24(b)(12)(J)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
110.24(b)(1)(B)
follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems;
110.24(b)(1)(A)
listen actively to interpret a message by summarizing, asking questions, and making comments;

112.19, Science, Grade 7

112.19(b)(2)
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations.
112.19(b)(2)(B)
design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;
112.19(b)(2)(C)
collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;
112.19(b)(2)(D)
construct tables and graphs, using repeated trials and means, to organize data and identify patterns;
112.19(b)(2)(E)
analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
112.19(b)(3)
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.
112.19(b)(3)(A)
in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
112.19(b)(3)(D)
relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.
112.19(b)(4)
Science investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry.
112.19(b)(4)(A)
use appropriate tools to collect, record, and analyze information, including life science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks, and other equipment as needed to teach the curriculum;
112.19(b)(12)
Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function.
112.19(b)(12)(A)
investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants;
112.19(b)(12)(B)
identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems;
112.19(b)(12)(C)
recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms;
112.19(b)(12)(D)
differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole;
112.19(b)(12)(E)
compare the functions of a cell to the functions of organisms such as waste removal;
112.19(b)(12)(F)
recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life.

111.28, Mathematics, Grade 8

111.28(b)(11)
Measurement and data. The student applies mathematical process standards to use statistical procedures to describe data.
111.28(b)(11)(A)
construct a scatterplot and describe the observed data to address questions of association such as linear, non-linear, and no association between bivariate data;
111.28(b)(11)(B)
determine the mean absolute deviation and use this quantity as a measure of the average distance data are from the mean using a data set of no more than 10 data points;

113.20, Social Studies, Grade 8

113.20(b)(29)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology.
113.20(b)(29)(B)
analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
113.20(b)(29)(C)
organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
113.20(b)(29)(D)
identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants;
113.20(b)(29)(E)
support a point of view on a social studies issue or event;
113.20(b)(29)(F)
identify bias in written, oral, and visual material;
113.20(b)(29)(G)
evaluate the validity of a source based on language, corroboration with other sources, and information about the author;
113.20(b)(29)(H)
use appropriate mathematical skills to interpret social studies information such as maps and graphs;
113.20(b)(29)(I)
create thematic maps, graphs, charts, models, and databases representing various aspects of the United States;
113.20(b)(29)(J)
pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.
113.20(b)(30)
Social studies skills. The student communicates in written, oral, and visual forms.
113.20(b)(30)(A)
use social studies terminology correctly;
113.20(b)(30)(B)
use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources;
113.20(b)(30)(C)
transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate;
113.20(b)(30)(D)
create written, oral, and visual presentations of social studies information.
113.20(b)(31)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.
113.20(b)(31)(A)
use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
113.20(b)(31)(B)
use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.E.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.III.A.1
Use correct applications of writing practices in scientific communication.
S.III.B.1
Read technical and scientific articles to gain understanding of interpretations, apparatuses, techniques or procedures, and data.
S.III.B.2
Set up apparatuses, carry out procedures, and collect specified data from a given set of appropriate instructions.
S.III.B.3
Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.B.4
List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.VI.A.1
Know that although all cells share basic features, cells differentiate to carry out specialized functions.
S.VI.A.2
Explain how cells can be categorized into two major types
S.VI.A.3
Describe the structure and function of sub-cellular organelles.
S.VI.A.4
Describe the major features of mitosis and relate this process to growth and asexual reproduction.
S.VI.A.5
Understand the process of cytokinesis in plant and animal cells and how this process is related to growth.
S.VI.A.6
Know the structure of membranes and how this relates to permeability.
S.VI.B.1
Understand the major categories of biological molecules
S.VI.B.2
Describe the structure and function of enzymes.
S.VI.B.3
Describe the major features and chemical events of photosynthesis.
S.VI.B.4
Describe the major features and chemical events of cellular respiration.
S.VI.B.5
Know how organisms respond to presence or absence of oxygen, including mechanisms of fermentation.

Social Studies:

SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2
 Analyze ethical issues in historical, cultural, and social contexts.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.2
 Explain how historians and other social scientists develop new and competing views of past phenomena.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.IV.D.2
 Recognize and evaluate counter-arguments.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.5
Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.4
Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.5
Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.B.4
Make inferences about the denotative and connotative meanings of unfamiliar words using context clues.
ELA.II.B.3
Use reference guides to confirm the meanings of new words or concepts.
ELA.II.B.2
Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.3
Follow relevant rules governing attribution.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.

Mathematics:

M.V.C.4
Identify and explain misleading uses of data.
M.V.C.3
Make predictions using summary statistics.
M.V.C.2
Analyze relationships between paired data using spreadsheets, graphing calculators, or statistical software.
M.V.C.1
Analyze data sets using graphs and summary statistics.
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