This resource appears to be designed to build towards this science and engineering practice, though the resource developer has not explicitly stated so.
Comments about Including the Science and Engineering Practice
Students analyze the evidence of a change in life forms such as foraminiferans, dinosaurs, plants and small animals over time as well as geological and chemical evidence including iridium, spherules, and shocked quartz at the K-T boundary. As students tie all of this evidence together they are analyzing and interpreting data as they answer questions about why some species became extinct and some survived as well as what caused the change in the environment. Teachers may want to have students focus on the following driving questions for each act of the film: Act 1: How did the dinosaurs die?, Act 2: Where is the crater?, Act 3: Which species were wiped out and which survived and why? The first two acts do a excellent job of outlining the evidence from different disciplines that support a claim. The last act is fairly quick and does not supply as much direct evidence to answer the question. The worksheet has columns for “Evidence Presented” and “What the Evidence Suggests”, but a third column that identifies the scientific discipline may also be added.
Argumentation may also be included, especially with questions 4 and 5 at the end. Students could state their answer and explain why they chose it. The class may be able to come to a consensus for those answers.
At the end of Act 1 there are two claims for the idea that something from outer space caused the iridium in the KT boundary layer, a supernova and an asteroid or comet. The teacher may want to do a side argumentation from the main driving question to have students argue which claim is best supported by the data.