What is Science?
Unit 1: Nature of Science
Dates:
Learning Goals for this Lesson:
Students Will Know:


Standards: SC.7.N.1.1, SC.7.N.1.2,
SC.7.N.1.6
Students Will be Able To:
The different areas of science
What pseudoscience and empirical evidence
are


Distinguish what characterizes science and
scientific explanation
Differentiate between science and
pseudoscience
Lesson Essential Question:
What are the characteristics of science?
Activating Strategy:
Students will complete “Know your Sciences” crossword to determine various types of scientists and what each
studies.
Key Vocabulary:
Pseudoscience , empirical evidence, science
Lesson Instruction:
Learning Activity 1:
REG/ADV: Students read, “What characterizes science” on page 6
of the unit and underline keynotes. They will then add the
definitions of the three areas of science (Life, Earth, and Physical)
to their Cornell notes. Students will then do a pair reading of
“community consensus” and add notes to their Cornell notes (1’s
will read out loud while 2’s underline key words). Students will do
a pair reading of “use of empirical evidence” and add notes to
their Cornell notes (2’s will read out loud while 1’s underline key
words). Students will then do a whole group read of “what is a
scientific explanation?” (teacher will read while students
underline characteristics).
ESE: ESE students will receive cloze notes to go along with the
same assignment as their partner
Assessment Prompt for LA 1:
REG: Write-pair-share: How is the scientist in the photograph
exhibiting the characteristics of science? (3-5 sentences)
ADV: Same activity but writing will be 5-7 sentences
ESE: Same activity but writing will be 2 sentences
Graphic Organizer:
Characteristics chart, Venn diagram of
Science vs. Pseudoscience
Learning Activity 2:
Assignment:
REG/ADV: Students will pair read the 6 different characteristics of
a scientist on pages 10-11 of the unit. Students will add notes to a
chart that will be given to them and add it to their interactive
notebook.
REG/ADV/ESE: Distribute handout “Ban
Dihydrogen Monoxide”. Teacher reads
article aloud to class. Students mark
text by highlighting unknown words
and circling key terms. Ask students to
write a letter to the President of the
United States to express their concerns
over Dihydrogen monoxide and cite
evidence from the text to support their
choice. Allow students to choose to
agree or disagree with the author and
conduct a Philosophical Chairs. After
several rounds, break down the word
parts to show that the term actually
means “water”. Discuss how
pseudoscience uses faulty logic and
exaggerated thinking. Have students
write a summary paragraph that
explains what they can look for in the
future to be sure that a claim is science
and not pseudoscience.
ESE: Student will complete the same activity with a chart that will
already have some of the characteristics filled in.
Assessment Prompt for LA 2:
REG/ADV/ESE: Think-pair-share: construct an argument using
examples from the text on which traits you think are most
important. After each partner has shared, determine a pattern
between the traits to show why they are all important.
Learning Activity 3:
REG/ADV: Students will read “How is pseudoscience similar to
and different from science?” while underlining keynotes and
adding them to their Cornell notes.
ESE: Students will do the same assignment with cloze notes to fill
in.
Assessment Prompt for LA3:
REG/ADV/ESE: write-pair-share: Would it be possible for
something to initially be regarded as pseudoscience and then
later be supported by science? Explain your answer.
Summarizing Strategy:
REG/ADV: Students will complete an acrostic for the word SCIENCE using vocabulary and key concepts from the
lesson.
ESE: Students will do the same summarizing strategy but will be given the starter word for each letter.
Student:
Modification/Accommodation:
1.
2.
3.
4.
5.
6.
7.
8.
Seat student near teacher.
Stand near student when giving
directions/presenting.
Provide visual aids/graphic organizers.
Ensure oral directions are understood.
Allow extra time to complete tasks.
Simplify complex written directions.
Give test items orally.
Provide peer assistance/study groups.