Discover Science:
Science Grade 7, 2013-2014
A Quarterly Homework Assignment
Objectives:

Students will be able to access and process information from reading, investigating and
through oral communication. (1.6.1, 1.7.1, & 1.8.1)
Students will be able to modify ideas based on new information from developmentally
appropriate reading data and the ideas of others. (1.6.16, 1.7.16, & 1.8.16)

Purpose:
In the world of science there is so much to learn and explore; the possibilities are endless. In
class, we are limited by the confines of our national, state and county curricula as to the subjects
and topics we are able to cover. Yet, there is so much more that is interesting and exciting for
students to explore. Incredible scientific and technological advances are being made
continuously. To keep pace with the discoveries and innovations of today, we will examine
current events and discoveries of long ago. Once every month students will be expected to
complete one of the following assignment choices to extend their knowledge in the field of
science. Assignments will be due once every quarter and your teacher will specify the exact
due dates.
Assignment Choices:
1.
2.
3.
4.
5.
6.
7.
Current Science Article
Television program or documentary video about science
Field trip to science museum, nature center, aquarium, etc.
Interview of a scientist
Lab experiment (pre-approval required)
Website Evaluation
Unit of Study Extension Activity (teacher will provide students with a list of possible
extension activities)
Formats and descriptions for each of these assignments are included in the next pages of this
packet. Students must follow the specific format designed for each of these assignment choices.
Students will receive one hard copy of this packet. The resources and formats will also be
available online through the Westland website. Students are strongly encouraged to use the
online resources provided. Students should identify topics in which they are interested and that
are age appropriate. Please discuss their assignment with them and encourage them to
research areas of personal interest.
At the end of April students will be constructing portfolios of their Discover Science work.
PORTFOLIOS SHOULD INCLUDE A VARIETY OF TWO DIFFERENT TYPES OF DISCOVER SCIENCE
ASSIGNMENTS. Individual teachers will give specific details to their classes.
The first Discover Science assignment will be due on _____________________________.
Current Science Article:
Students will write a summary and answer a series of questions. Articles may be found in
magazines, newspapers, on the Internet, or in kid magazines and periodicals. Links to science
sites will be discussed in class and can be found on Westland’s website. Newspaper articles must
be less than a month old and magazine articles less than a year old unless special permission is
granted by the teacher.
ARTICLE FORMAT
Heading
Resource: Name of Magazine/ Newspaper/website
Date of Resource: Date of article
Name: Your Name
Today’s date: Date due
Science Period ____
Title: Title of Article
Author: Name of Person who wrote the article
1. Write a brief summary of the article: This should be a paragraph or approximately 5 to 6
complete sentences in your own words.
2. What interested you in choosing this particular article, or what interested you as you read
the article? Why did you find this interesting? (2-3 sentences)
3. How does the information in this article connect to your life and experiences, or how does
it make a difference in the world around you? (2-3 sentences)
4. To which MYP Area of Interaction does the information in this article most relate?
Explain your choice, using the summary sheet included in this packet to help you. The 5
Areas are: Human Ingenuity, Community and Service, Approaches to
Learning, Environment, & Health and Social Education. (2-3 sentences)
5. Who is the information in this article most relevant to: individuals in a particular region
(like Montgomery County), residents of an entire state, citizens of an entire nation, or the
population of the entire world? Identify the specific region, state, nation, etc., and
explain why you think the information is relevant to that particular area. (2-3 sentences)
6. After reading this article, what is one question you have about the information you felt
was left out or that you are curious about? (“I don’t have a question” is not an acceptable
answer!)
A copy of the article MUST be attached to the back of your article write up!
Television program or Video documentary:
Students also may choose to view a show on TV or a video
documentary. They must include a 1-page summary of the show and
answer a series of questions.. Suggested channels to find related topics
include: Discovery Channel, Weather Channel, Animal Planet, Travel
Channel, PBS or specials on the regular network stations.
VIDEO/TV SHOW FORMAT
Heading
Resource: Record Web Address Here
Date of Resource : Date of Show
Name: Your Name
Today’s date: Date due
Science Period ____
Title: Title of Show: Example: Sharks and their Habitat
1. Write a one page summary about the show. This should be about 3 to 5
paragraphs long with approximately 5 to 6 complete sentences per
paragraph. There should be a beginning, middle and an end.
2. What did you find most interesting about the program? Explain why. (2-3 sentences)
3. How does the information in this article connect to your life and experiences, or how
does it make a difference in the world around you? (2-3 sentences)
4. To which MYP Area of Interaction does the information in this video most relate?
Explain your choice, using the summary sheet included in this packet to help you. The 5
Areas are: Human Ingenuity, Community and Service, Approaches to Learning,
Environment, & Health and Social Education. (2-3 sentences)
5. Who is the information in this article most relevant to: individuals in a particular region
(like Montgomery County), residents of an entire state, citizens of an entire nation, or the
population of the entire world? Identify the specific region, state, nation, etc., and
explain why you think the information is relevant to that particular area. (2-3 sentences)
6. After watching this video, what is one question you have about the information you felt
was left out or that you are curious about? (“I don’t have a question” is not an acceptable
answer!)
Field Trip to Science museum, nature center, aquarium
or other science related locations or event.
Students may choose to visit a science related location or event. Parents must
sign the bottom of the format sheet as verification for the trip. Students may
write about some place they visited during the summer for the first Discover
Science assignment. After that, all trips must be current.
In separate paragraphs, students will describe three exhibits found at this location or event and
answer a series of questions.
FORMAT FOR FIELD TRIP TO MUSEUM, NATURE CENTER, OR
SCIENCE RELATED EVENT
Name: _____________________
Due Date: __________________
Science Period ______________
Heading
Place or Event you visited
Date of your visit
Parent Signature
1. In separate paragraphs, describe three exhibits found at this location or event.
For each exhibit paragraph, your description should include:
 the focus of the exhibit and key information presented
 how the exhibit was set up
 what you saw as the most interesting aspect of the exhibit.
2. What made you choose to visit this site or event?
3. How did the exhibits you viewed help you learn more about science?
4. Would you recommend this site or event to other students? Why or why not?
5. Select one aspect of this event or site that relates to the MYP Areas of Interactions.
Identify the area of interaction and explain your choice, using the summary sheet included
in this packet to help you. The 5 Areas are: Human Ingenuity, Community and Service,
Approaches to Learning, Environment, & Health and Social Education. (2-3 sentences)
Remember to have your parents sign your assignment before handing it in.
Interview of Scientist or person working in a
science related field
Students may choose to interview a scientist or a person that has a science
related career. A written description of the person’s job, as well as
answers to a series of questions is required for this assignment. See your
teacher if you do not know any scientists to interview.
FORMAT FOR INTERVIEW
Name: _____________________
Due Date: __________________
Science Period ______________
Heading
Name of person you are interviewing
Date of Interview
Type of Interview (In person, phone or e-mail)
Job Description:
1. Describe this person’s job, including place of employment, job
title, responsibilities and daily activities associated with this job. This
should be a paragraph or approximately 5 to 6 complete sentences.
Interview Questions: Each question should be answered in two to three sentences.
2. What kind of education is required for this job?
3. What influenced you to choose this profession?
4. What part do new scientific advancements play in your job? What new scientific
advancements are taking place at your job?
5. What contributions does your work make to the community or society?
You may also add questions of your own to your interview.
Job Interview Reflection: (These are questions that YOU must answer on your own,
reflecting on your interview experience.)
6. What did you find interesting about this job?
7. Would you consider this job as a possible future career choice? Why or why not?
8. To which MYP area of interaction does this job best relate? Explain your choice, using the
MYP summary sheet from this packet.
Please make sure you thank the person you interviewed for their time and expertise.
Lab Investigation
Students may choose to complete a lab investigation on a topic of interest to them or complete a
lab provided by the teacher. They must get their teacher’s and parent’s approval before
completing their own lab investigation. The lab report format should be used to write up the lab.
FORMAT FOR LAB INVESTIGATION
Name: _____________________
Due Date: __________________
Science Period ______________
General Questions:
1. What made you choose to complete this particular lab investigation?
2.
What MYP Area of Interaction does this lab investigation most relate to and why?
Lab Report
3.
Purpose: What was the purpose of conducting this experiment?
4.
Background: What background information do you know that will give you a better understanding of
what may occur in the experiment?
5.
Hypothesis: If _________________________________ then _______________
_______________________________ because ___________________________.
6.
Materials: List all the materials, with the specific amounts needed.
7.
Procedures: Be specific. Number each procedure. Start each procedure with an action verb.
8.
Observations/Data: Insert any graphs and/or charts, journal entries, observations, etc.
9.
Analysis and Conclusions: Use the provided format to write a conclusion explaining what you did and
what occurred in the experiment. Be sure to discuss how the hypothesis was proven correct or incorrect.
Conclusion Format: This section is a summary of the entire experiment. Since it is a summary, it may be
a bit repetitive of what you have already written but all parts are necessary for a complete conclusion.
There is no length requirement but in order to be complete you conclusion must answer the following
questions in paragraph form.
Paragraph #1:
Purpose- What was your purpose in this lab? What were you trying to do and find out?
Set-up- Write a brief summary of the procedure for the experiment. (Do not repeat the entire procedure!)
Type of Data- What type of data did you collect? (length, mass, color, shape) and how did you collect it?
(tools and methods)
Paragraph #2:
Data Results- What does your data show? What did you discover? Repeat and summarize the major
findings of your experiment. Be sure to include number values with units of any measurements or
calculations. If there is a graph, describe what the graph shows.
Hypothesis- State whether your hypothesis was supported or contradicted by the data results. Compare it
to the actual results and explain.
Final Summary- Offer any possible explanation you have for the findings, point out any conditions that
may have led to “scientific uncertainty”, and provide suggestions to improve the experiment for future
experimentation.
Make sure to get experiments approved before beginning!
Website Evaluation.
Students may choose to evaluate a science-related website. Students summarize the
website’s content and answer questions to evaluate the site’s usefulness and reliability.
Students attach a printed copy of the website’s main page to their report.
WEBSITE EVALUATION FORMAT
Student Name: ____________________
Date Due: ________________________
Science Period: ___________________
Title of Website: “___________________________________________”
Web Address/URL: _________________________________________
SUMMARY:
1. Summarize the content of the website. Your summary should be about 1-2 paragraphs and
must include:
 Who the website is created by.
 The main topics the website focuses on.
 The types of activities the website provides (text, video, games).
QUESTIONS:
2. How did you find this website? What led you to it? (at least 1-2 sentences)
3. What did you find most interesting about this website? Why did you find it interesting? (at least
2-3 sentences)
4. How do you think this website could be used in your science class or by a science teacher?
What kind of scientists might use this website, and how might they use it differently? (at least 23 sentences)
5. How is the information in the article relevant to you or how does it make a difference to the
world around you? (2-3 sentences)
6. Which one of the following 5 Areas of Interaction does the information in this article most
relate to and why? Homo Faber, Community and Service, Approaches to Learning,
Environment, Health and Social Education. (2-3 sentences)
7. Think about who or what group created this website. Do you think the information is biased?
Why or why not? (at least 2-3 sentences).
8. What was the date of the last time this website was updated? _____________ Do you think
the information in this website is current and reliable? Why or why not? (at least 2-3
sentences)
9. Would you recommend this website to your friends? Why or why not? (at least 2-3 sentences)
Unit of Study Extension Activity
Students may choose to extend their knowledge in the unit they are
currently studying in science. Teachers will supply students with possible
extension ideas for each unit. These may include lab activities, projects,
research reports or other activities will enrich a student’s knowledge of the
given unit.
FORMAT FOR EXTENSION ACTIVITIES
Specific questions for each extension activity may change depending on the
assignment; however the general questions listed below will remain the same for
each extension activity.
Name: _____________________
Due Date: __________________
Science Period ______________
General Questions:
1. Why were you interested in performing this particular extension activity?
2. What MYP Area of Interaction does this extension activity most relate to? Why?
3. Before beginning, what research or previous knowledge did you have to use to help you
complete this extension activity?
4. What might you do next to further your knowledge on this specific topic? What new
information or questions did you discover that you may want to explore?
5. Summarize the process you followed to complete this extension activity.
6. Describe what you learned as a result of completing this extension activity. Include
details about the content and process.
Areas of Interaction Descriptions
Use these descriptions to help you answer questions relating to
the MYP Areas of Interaction.
Approaches to Learning
Learning how to learn effectively by using thoughtful applications and critical thinking as an
individual or in a cooperative group setting.
- How do I learn best?
- How do I know?
- How do I convey my knowledge?
Articles that deal with this area of interaction would focus on learning how people or organisms in
general learn, the different methods or mediums through which they learn, or new methods of
learning that have been discovered.
Community and Service
Requires students to participate in the communities where they live in order to develop awareness,
concern, a sense of responsibility, and the skills needed to create a cooperative society.
- How do we live in relation to each other?
- How can I contribute to the community?
- How can I help others?
Articles that deal with this area of interaction would focus on the role of an individual
in their community. They would also deal with an individuals services to the
community or to society, the responsibilities they have in their community, and any
concerns for the community or society.
Human Ingenuity
Learning how to appreciate and utilize the human capability to influence, transform, enjoy, and improve
the quality of life by solving problems using creativity and resourcefulness. Students will combine
technology with ethics.
- Why and how do we create?
- What are the consequences?
Articles that deal with this area of interaction would focus on new developments in technology or new
developments in general discovered or created through human genius that will improve the quality of life
as it currently exists.
Environment
Becoming aware of one’s interdependence with the environment by accepting responsibility to maintain
an environment that is fit for the present and the future.
Where do we live?
What resources do we have or need?
What are my responsibilities?
Articles that deal with this area of interaction would focus on events occurring in the environment with a
particular focus on the role that individuals (people, plants, animals) play within the environment. These
articles also discuss the interdependence of all organisms within the local and global environment.
Health & Social Education
Prepares students for a healthy social and physical life by taking responsibility for one’s well-being and
encouraging them to explore their own selves as they form healthy relationships with others.
How do I think and act?
How am I changing?
How can I look after myself and others?
Articles that deal with this area of interaction would focus on events and decisions and how they affect
the well-being of individuals or populations in general. It would also include articles that focus on social
interactions among different populations. It would also include articles addressing individuals taking
responsibility for maintaining healthy social and physical well-being.