Teacher(s): Mr. Moore
Week of: September 7th
Florida Standard(s):
Benchmarks,
descriptions, DOK levels,
standards unpacked
(know/do) highlighted
Grade/Subject: 7th Grade Life Science
Unit : Nature of Science
Dates: 8/24-9/11
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.1.3: Distinguish between an experiment (which must involve the identification
and control of variables) and other forms of scientific investigation and explain that not
all scientific knowledge is derived from experimentation.
SC.7.N.1.4: Identify test variables (independent variables) and outcome variables
(dependent variables) in an experiment.
SC.7.N.1.5 (AA): Describe the methods used in the pursuit of a scientific explanation as
seen in different fields of science such as biology, geology, and physics.
Learning Goal:
Use the scientific process to solve problems, identify variables including test
(independent) and outcome (dependent), reach/defend a conclusion and communicate
results. Understand the difference between replication and repetition and explain why
scientific investigations should be replicable.
Be able to recognize the difference between and give examples of theories, laws and
hypothesis. Describe methods of investigations in different branches/fields of science.
Identify the benefits and limitations of models
Essential Question Why is lab safety important?
How does a scientists use the scientific process to ensure replicable data?
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.
Assessments
Pre Assessment: Nature of Science Pretest
Formative Assessment: Lesson Quizzes
Summative Assessment: Unit Test
Progress Monitoring/ Detailed feedback from pretests, quizzes, assignments and tests throughout the unit as well as on
Feedback Loop 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 How does a scientists use the scientific process to ensure replicable data?
Question(s) How can students use the scientific process to solve problems and reach a conclusion? How do test
Key Vocabulary
variables and outcome variables differ?
Distinguish between scientific laws and theories and give examples of each.
Compare replication and repetition.
Observation, inference, hypothesis, prediction, theory, law, critical thinking, variables, constants
Monday 9/7
Unit : Nature of Science
Daily Agenda
Daily Objective
BELL RINGER
( 5 minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
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Labor Day-No School
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Tuesday 9/8
Daily
Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Rigor Level 1

Unit : Nature of Science
Daily Agenda
Introduce the Scientific Method
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Why is the scientific method important?
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Provide PowerPoint and INB fill in/highlight notes. METRIC SYSTEM TEST
Discuss Scientific Method
Fill in notes, highlight key words & concepts, and choose student choice activity
Finish student choice activity
Provide one example of qualitative and quantitative data.
Wednesday 9/9
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Rigor Level 1
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
Unit: Nature of Science
Daily Agenda
Practice the scientific method
List and explain a step in the scientific method
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Animal Tracks Inference/Observation PowerPoint
Discuss inference and observation and formulation of hypothesis
Practice writing their own hypothesis/observations
None
Distinguish between an observation and an inference.
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Unit: Nature of Science
Daily Agenda
Introduce students to theories and laws
Name one theory and one law.
Thursday 9/10
Daily Objective
BELL RINGER
(5 Minutes)
I DO:
WE DO:
Rigor Level 1
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YOU DO: 
Rigor Level 2
Present Lab Theory vs Law worksheet
Discuss the differences between theories and laws and how they relate to the scientific
method
Worksheet
Homework 
EXIT TICKET: 
(5 minutes)
Friday 9/11
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
You DO:
Homework
EXIT TICKET:
(5 minutes)
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Complete “Is it a theory or a law?” worksheet
Write all eight steps of the scientific method
Unit: Nature of Science
Rigor Level 2
Daily Agenda
Introduce students to lab equipment
What is the difference between qualitative and quantitative data? Please provide one example
of each that is different from your Tuesday bellwork answer.
Demonstrate and present lab equipment
Complete “Bean” lab which reinforces the “I DO”
Perform “Bean” lab experiment and fill out lab form
On your own, review the Metric System for Monday
On lab day, when is it appropriate to start the lab?
Learning Scales and Accommodations:
Nature of Science
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
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project
Think Pair Share
Sharing ideas with a
partner or in a group
Reading
Any strategies in reading
that help students
understand
Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
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
in the text.
Carousel/Gallery Walk
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
Problem solving in groups
During reading activities
• marking the text
• Cornell notes
• graphic organizers
Projects in groups
After reading strategies
• summarizing
• group projects
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create.
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,
.