Teacher(s): Ms. HemphillGrade/Subject:7th Grade Life Science

Week of: September 5, 2016 / Unit : Nature of Science / Dates: 8/10-9/09
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / SC.7.N.1.1 (AA) Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.7.N.1.2 (AA) Differentiate replication (by others) from repetition (multiple trials).
SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics.
SC.7.N.3.1 (AA) Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them.
SC.7.N.3.2 (AA) Identify the benefits and limitations of the use of scientific models.
SC.6.N.2.2 (AA) Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered.
DOK 2
Learning Goal: /
Define a problem and carry out a scientific investigation identifying variables, collect data, interpret data in graphics, analyze information, make predictions and defend conclusions.
Differentiate between replication and repetition.
Describe methods of investigations in different branches/fields of science.
Recognize and explain the difference between theories and laws and give examples of theries and evidence that support them.
Identify the benefits and limitations of models.
Explain that scientific knowledge is durable and open to change as new evidence or interpretations are encountered.
Essential Question / How can students use the scientific process to solve problems and reach a solution? How does a scientists use the scientific process to ensure replicable data?
Assessments /
Progress Monitoring/ Feedback Loop / Detailed feedback from pretests, quizzes, assignments and tests throughout the unit as well as on the final day of unit. Also, review as needed throughout the year through bell ringers, tickets out and floating questions into subsequent unit tests of the most missed questions.
Higher Order Question(s) / How does a scientists use the scientific process to ensure replicable data?
How are replication and repetition different? Why are they both important?
How can students use the scientific process to solve problems and reach a conclusion? How do test variables and outcome variables differ?
Distinguish between scientific laws and theories and give examples of each.
Compare replication and repetition.
Key Vocabulary / Observation, inference, hypothesis, prediction, theory, law, critical thinking, variables, constants
Monday 9/05 / Unit : Nature of Science / Rigor Level
Daily Agenda
Daily Objective /
  • Labor Day

BELL RINGER
( 5 minutes) /
I DO: /
WE DO: /
YOU DO: /
Homework /
EXIT TICKET:
(5 minutes) /
Tuesday 9/06 / Unit : Nature of Science / Rigor Level 1
Daily Agenda
Daily Objective /
  • Students will understand the Scientific Method.

BELL RINGER
( 5 Minutes) /
  • None

I DO: /
  • Give directions for the M&M Lab

WE DO: /
  • Review the scientific method.

YOU DO: /
  • Complete the lab.

Homework /
  • none

EXIT TICKET:
(5 minutes) /
  • Did the results of your lab support your hypothesis?

Wednesday 9/07 / Unit: Nature of Science / Rigor Level 1
Daily Agenda
Daily Objective /
  • Students will understand the scientific method.

BELL RINGER
( 5 Minutes) /
  • What are the steps of the Scientific Method?

I DO: /
  • Introduce the Gobstopper lab

WE DO: /
  • Discuss the observations and the formation of a hypothesis.

YOU DO: / Complete the lab
Homework /
  • None

EXIT TICKET:
(5 minutes) /
  • What was the result of your experiment?

Thursday 9/08 / Unit: Nature of Science / Rigor Level 2
Daily Agenda
Daily Objective /
  • Students will work with replication, repetition, theories and laws.

BELL RINGER
(5 Minutes) /
  • Why is replication and repetition important?

I DO: /
  • Discuss the importance of replication and repetition.

WE DO: /
  • Discuss how students used replication and repetition in the two labs done in class.

YOU DO: /
  • Complete the two lab reports.

Homework /
EXIT TICKET:
(5 minutes) /
  • Is replication the same as repetition?

Friday 9/09 / Unit: Nature of Science / Rigor Level 1
Daily Agenda
Daily Objective /
  • Students will work with replication, repetition, theories and laws.

BELL RINGER
( 5 Minutes) /
  • What is the difference between a theory and a law.

I DO: /
  • Discuss scientific theory and scientific law.

WE DO: /
  • scientific theory and scientific law worksheet.

You DO: /
  • Complete handouts on scientific law and theory.

Homework /
  • none

EXIT TICKET:
(5 minutes) /
  • none

Learning Scales and Accommodations:

Nature of Science
Lab Safety
Grade 7
Score 4.0 / In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.
Score 3.0 / In addition to 2.0, the student will:
Be able to identify and distinguish between variables in an experiment, understand and be able to convert units using the metric system and describe different pieces of equipment essential for the lab.
Score 2.0 / The student will recognize or recall specific steps of the scientific methods such as:
Identifying and creating a hypothesis, making an observation, testing a hypothesis.
The student will perform basic processes, such as:
• Interpreting data and drawing conclusions.
Score 1.0 / With help, partial success at understanding scientific method
Score 0.0 / Even with help, no success
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content / Inquiry
Questioning strategies
that help students
understand the content / Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project / Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important information
• summarizing
• using the notes to study
Reflective writing
• students write about what they have learned and what they still need / Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create. / Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
Problem solving in groups
Projects in groups / Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
  • Read directions for the student
  • Check for understanding
  • Allow to leave class for assistance
  • Extra time for exams
  • Daily agenda
/
  • Allow student time to step out to de-escalate
  • Testing in small groups
  • Use of a planner/binder for organization
  • English Language Dictionary
/
  • Extended time on assignments =1 day
  • Preferential seating
  • Written direction given
  • Break directions into chunks
/
  • Read Aloud to Students
  • Visual manipulatives
  • Cooperative Learning,
  • Vocabulary, Description, Introduction,
.