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

Week of: August 10th / 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 problemfrom the seventh grade curriculum, use appropriatereference materialsto support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identifyvariables, collect and organize data, interpret datain charts, tables, and graphics, analyzeinformation, make predictions, and defend conclusions.
SC.7.N.1.2 (AA) Differentiate replication(by others) from repetition(multiple trials).
SC.7.N.1.5Describe the methodsused 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 lawsand give several examples of scientific theoriesand the evidence that supports them.
SC.7.N.3.2 (AA) Identify the benefits and limitations of the useof scientific models.
SC.6.N.2.2 (AA) Explain that scientific knowledge is durablebecause it is open to changeas new evidenceor 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 / Why is lab safety important?
How does a scientists use the scientific process to ensure replicable data?
Assessments /
Progress Monitoring/Feedback Loop / Because of the importance of safety in the classroom, test results with less than 100% will be immediately returned and remediated with student until student achieves 100% on the Safety Test.
Higher Order Question(s) / Create a scenario of what might occur in a lab when safety procedures are not followed.
What is an example of a time when scientific knowledge evolved or changed, what were the conditions that made that occur?
Key Vocabulary / Objective lens, nose piece, ocular lens
Monday 8/15 / Unit:Nature of Science / Rigor Level 1
Daily Agenda
Daily Objective /
  • Introduce students to principles of Lab Safety

BELL RINGER
( 5 minutes) /
  • What is the procedure for getting out of your seat for ANYTHING?

I DO: /
  • Present Lab Safety PowerPoint and teach where safety equipment is located and how it is used

WE DO: /
  • Discuss Lab Safety rules

YOU DO: /
  • SpongeBob Safety Worksheet

Homework /
  • Return all paperwork requiring a parent’s signature & finish SpongeBob Safety Worksheet

EXIT TICKET:
(5 minutes) /
  • What do you do during a lockdown?

Tuesday 8/16 / Unit: Nature of Science / Rigor Level 1
Daily Agenda
Daily Objective /
  • Continue Lab Safety.

BELL RINGER
( 5 Minutes) /
  • Why is lab safety important?

I DO: /
  • Review Lab Safety Contract

WE DO: /
  • Review lab safety

YOU DO: /
  • Ask questions

Homework /
  • Study the Lab Safety Contract for the test tomorrow.

EXIT TICKET:
(5 minutes) /
  • What do you need to do if you do not make 100% on the Lab Safety Test?

Wednesday 8/17 / Unit:Nature of Science / Rigor Level 1
Daily Agenda
Daily Objective /
  • Assess Lab Safety Knowledge and introduce the parts of a microscope

BELL RINGER
( 5 Minutes) /
  • After an experiment in the lab, what should you do to finish up your work?

I DO: /
  • Answer lab safety questions and proctor assessment

WE DO: /
  • Review lab safety

YOU DO: /
  • Take Lab Safety Assessment

Homework /
  • Bring back all paperwork requiring parent signatures

EXIT TICKET:
(5 minutes) /
  • Turn in assessment

Thursday 8/18 / Unit:Nature of Science / Rigor Level 2
Daily Agenda
Daily Objective /
  • Students will set up their Interactive Notebook

BELL RINGER
(5 Minutes) /
  • In your own words, tell me the definition of science.

I DO: /
  • Provide instructions for interactive notebook

WE DO: /
  • Discuss how to properly set up your INB (interactive notebook)

YOU DO: /
  • Set up INB

Homework /
  • Finish setting up INB

EXIT TICKET:
(5 minutes) /
  • The right side of the page of your INB is always for ______and the left side of the page of your INB is always for ______.

Friday 8/19 / Unit:Nature of Science / Rigor Level 1
Daily Agenda
Daily Objective /
  • Continue set up of Interactive Notebooks

BELL RINGER
( 5 Minutes) /
  • What is the purpose of the Interactive Notebook?

I DO: /
  • Provide handouts to be placed in the notebook.

WE DO: /
  • Work together to set up notebook

You DO: /
  • Continue and finish set up of notebook

Homework /
  • Finish notebook set up

EXIT TICKET:
(5 minutes) /
  • What is placed on the left side of the notebook?

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 / The student will:
Be able to identify and distinguish between proper and improper lab techniques while also knowing how to correct procedures that are unsafe or improper.
Score 2.0 / The student will recognize or recall specific safety procedures and equipment such as:
What to do when there is a spill or broken glass. Where the fire blanket or fire exstinguisher is located. Procedures during emergencies.
The student will perform basic processes, such as:
• Sketching the room to include the location of safety equipment and exits
Score 1.0 / With help, partial success at understanding lab safety rules
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,
.