N o r th E a s t In d e pen d e nt S c ho o l Di s tr ic t
7th Grade Science
Nature of Science
Spring 2006
THE NATURE OF SCIENCE
The nature of science encompasses all of the process skills found in the first four
TEKS for 7th grade, and is focused on the student being a scientific participant.
In the nature of science, the student will come to understand that science is a way
of learning about the natural world and that many events in the universe occur in
consistent patterns that are comprehensible through careful, systematic study.
Critical thinking and problem solving skills, the use of scientific tools that extend
the senses and experiences of the student, and the continued development of the
use of scientific inquiry helps the student to understand the complexity of the
natural world and its beauty. Scientific process depends on making careful
observations of phenomena and on forming explanations that can then be examined
or tested. In this manner, the student is taught to make informed decisions and
create conclusions. Certain types of questions can be answered by investigations;
and methods, models, and conclusions built from these investigations change as new
observations are made.
The student should understand that science might not answer all questions. When
faced with a promotional claim that something is true, scientists respond by asking
what evidence supports it. Scientists are open to alternate interpretations of the
data proposed by other scientists. Through practice of analytical skills, the
student will learn to embrace new ideas and be able to detect weaknesses and
strengths in the ideas of others. While there is no fixed set of steps that
scientists always follow, there are certain features of science that give it a
distinctive character as a method of inquiry. The process skills include the
generally accepted set of procedures that scientists use as they accomplish their
work. In order to understand the scientific processes, the student must perform
the laboratory activities of science in order to have first hand experience.
It is recommended that students participate in laboratory and field investigations
for at least 60% of their instructional time during grades 6-8. This 60% includes
pre-lab and post-lab activities.
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for instructional design. They are
not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
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N o r th E a s t In d e pen d e nt S c ho o l Di s tr ic t
7th Grade Science
Nature of Science
Spring 2006
Science Process Skills
The science process skills should not be taught in isolation, but should be
embedded in the learning process of each and every unit throughout the year. The
box below lists these process skills:
Safety
Use of Technology
Constructing graphs, maps, etc.
Using numbers and quantifying
Interpreting data
Experimental Design
Thinking Critically
Drawing conclusions
Questioning
Inferring
Predicting
Measuring
Observing
Use of Tools
Science History
Citing evidence
Identifying Patterns
Formulating hypotheses
Analyzing
Communicating
Defining Operationally
Use of Models
Justifying Answers
Identifying Variables
Identifying variables is a skill many students struggle with. Variables are the
values or quantities that change (vary) during an experiment. According to the
2006 TAKS Study Guide, middle school students should be able to identify the
dependent (responding) variable, the independent (manipulated) variable, and
controlled variables in an experiment.
Scientific Tools
The 7th grade student is required to collect and analyze information using beakers,
Petri dishes, meter sticks, graduated cylinders, weather instruments, hot plates,
dissecting equipment, test tubes, safety goggles, spring scales, balances,
microscopes, telescopes, thermometers, calculators, field equipment, computers,
computer probes, timing devices, magnets, and compasses.
Purple indicates tools introduced at 7th grade.
Tools are used to promote the scientific understanding of the tool and its use. The
use of equipment, outlined in TEKS 8.4A, will be assessed on the middle school
TAKS test. Students should not only be able to identify which tool should be used
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for instructional design. They are
not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
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N o r th E a s t In d e pen d e nt S c ho o l Di s tr ic t
7th Grade Science
Nature of Science
Spring 2006
for a particular purpose, but should also be able to explain how to use that tool.
For example, students should know that switching the objective lens on a
microscope will make the object being viewed larger while turning the fine
adjustment knob will bring the object into focus. In addition, students should have
an understanding of units used on tools for measurement. For example, students
should know that each mark on their centimeter TAKS ruler represents one
millimeter.
Representing the Natural World with Models
Models are tools for understanding the natural world and can show how systems
work. The student should understand that models are used to study objects and
events whose size and scope may make them difficult to study or explain.
Students should be provided frequent opportunities to work with models. It is
critical that students understand that models are not perfect representations and
have limitations. Teachers should facilitate conversations about the advantages of
using a model to represent the natural world. Conversations must include an
understanding of the limitations of the model, including how the model could be
modified to more accurately reflect what it represents. Based on new discoveries,
models are constantly being modified to more closely reflect the natural world.
There are three different types of models. Students should not be required to
memorize these types, but they should be aware there are multiple ways to
represent the natural world. Throughout the year, students should be exposed to
the following types of models:

Physical model (example: classroom skeleton for human body study )

Mathematical model (example: Work = force × distance)

Conceptual model (example: food chain energy pyramid)
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for instructional design. They are
not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
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N o r th E a s t In d e pen d e nt S c ho o l Di s tr ic t
7th Grade Science
Nature of Science
Spring 2006
History of Science and Contributions of Scientists
True scientific work involves many individuals doing many different kinds of work
and goes on to some degree in all nations of the world. Men and women of all ethnic
and national backgrounds participate in science and its applications. Students in
middle school will be exposed to the importance of scientific history and the value
of contributions by scientists.
The following list contains suggestions for topics in the history of science that are
aligned to the 7th grade curriculum. It should be understood this is not an
exhaustive list, and there may be other scientists or topics teachers wish to
discuss with students.

Newton – force and motion studies

Archimedes – simple machines, including function of the lever

Mendeleev – organization of the periodic table

Various advances in medicine and understanding of the human body including
transplants, vaccines, and scientists such as Salk, Pasteur and Fleming

Pavlov – simulation of stimulus-response

Mendel, Watson and Crick – heredity

Darwin – natural selection

Jane Goodall – ecology studies
Clarifying statements are intended to deepen teachers’ understanding of science concepts and serve as a guide for instructional design. They are
not intended to serve as student instructional materials.
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is
prohibited without express written permission from NEISD.
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