CARE
Curriculum Assessment Remediation Enrichment
Grade LEVEL 7
Science CARE Assessment #1
CURRICULUM
Body of Knowledge
Big Idea
Life Science
1: The Practice of Science
2: The Characteristics of scientific Knowledge
Benchmark(s)
SC.7.N.1.1 – 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. (assessed as SC.8.N.1.1)
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. (assessed as
SC.8.N.1.1)
SC.7.N.1.2 – Differentiate replication (by others) from repetition
(multiple trials).
SC.7.N.1.5 – Describe the methods used in the pursuit of a scientific
explanation as seen in different fields of science such as biology, geology,
and physics.
SC.6.N.2.2 – Explain that scientific knowledge is durable because it is
open to change as new evidence or interpretations are encountered.
SC.7.N.1.7 - Explain that scientific knowledge is the result of a
great deal of debate and confirmation within the science
community. (assessed as SC.6.N.2.2)
Video – Brainpop [4:54] (log in information username: palmbeach and password: palmbeach)
 Login and search for the video Critical Reasoning or click the link.
 Mix the terms from the Vocabulary (see attached worksheet). Have students match the
term to the correct definition. (Revisit after the conclusion of video)
 Click full screen and close captioning icons.
 At the end of the video, have students answer the following questions:
o When scientist have a question or have made an observation, what happens first?
(start with a hypothesis)
o What would scientist consider the “argument” in the practice of science? (data)
o How do scientist know that their arguments are relevant (significant to the
conclusion)? (by performing scientific investigations, labs, testing)
o What type of evidence do scientist collect? (observations but stronger support
comes from empirical evidence)
o How do we evaluate the reasonableness of claims in science? (replication,
scientific argumentation and/or debate)
The Nature of Science Activity
Introduction: The purpose of the activity is to get students thinking about the nature and practice
of science. Students have often been given the definition of science in the past and its methods as
a very precise set of steps that occur in a particular order. Through this activity students should
realize that science is dynamic, it is hands-on, and it changes as our knowledge of the world
through technological advances increases. Students must actively engage in the process of science
and this activity encourages them to do just that!
Materials:
 Print the Pattern Worksheet (see attached worksheet) on cardstock paper (may be easier
to print on regular paper and laminate if available)
 Make enough for each student to work individually.
 Cut out all of the individual shapes including the square with the “x” in the middle
Procedures
1. Hand out all the pieces except the small square with the “x”.
2. Each piece represents scientific data.
3. Once the students are given the pieces, no further instructions are given. (Most students
will begin to arrange the pieces on their own.)
4. Shortly, students will put the pieces together to make a square as seen below in figure 2.
5.
6.
7.
8.
9.
Once all the students have arranged the pieces to produce figure 2, hand out the small
square marked “X” to each student and explain that a new scientific discovery has been
made.
Students somehow must incorporate this new information to their puzzle.
Encourage students to work individually (some peeking and “cheating” will occur). As
frustration rises allow them to work in groups.
If one student gets the correct arrangement, have the student cover up the answer.
Hints may be given to help students along. (ex: make the superman logo symbol first)
Discussion:
Place students in groups of 3-4 and give each group chart paper
 Brainstorm and share how this activity relates to or is similar to “doing” science.
Some similarities include, but are not excluded to: 1) Assume that the pieces fit together –
nature is a puzzle that we have not yet solved; 2) Trial and error is an essential ingredient
to science; 3) New information may require the old theory to be modified or discarded; 4)
Our current information may be incomplete and therefore, our theories incorrect;
5) Sometimes, we get lucky and find the right answer; 6) Collaboration may be helpful; 7)
Once we arrive at the answer, it makes perfect, elegant sense.

How would this activity been different if I were to draw the shapes on the board and asked
you to figure it out in your head? (Some responses from student: It would be dull, more
difficult. Response the beauty of science is that abstract concepts can be examined
through laboratory/hands-on experiences)
At the bottom of the chart paper have students write a one sentence definition of science from this
activity.
Note: Humans are naturally curious and we should encourage students to ask “Why”, “Why Not”,
and “How”’ rather than “What”, “When”, and “Where”. In this atmosphere, students are not
afraid to try, to succeed or fail, and to question.
Einstein wrote, “I have no special talent, I am only passionately curious.”
Teacher Notes
ESE
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Ensure oral directions are understood
Pre-teach vocabulary (sorting)
Provide visual aids
Provide peer assistance/study group
ELL
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Vocabulary Games
Heterogeneous Grouping
Asking clarifying questions
Audio-visual Applications
Group Presentations
(Note: This activity has been modified from Jason Choi’s “The Nature of Science” An Activity for the First Day of
Class.)
ASSESSMENT
See BEEP for assessment questions and answer key
Teacher Notes
REMEDIATION / RETEACH
SC.7.N.1.1 (assessed as SC.8.N.1.1)
Thumb War Worksheet (see attached worksheet)
Objective: Students will be able to identify and use the six steps of the scientific method through
the investigation of a question and identify a real life problem that they have employed this
method to analyze and resolve or an object that utilized the scientific method to create.
Background:
1. Identify a problem to solve
2. Create a hypothesis (this includes using prior knowledge and doing research/observations)
3. Do an experiment to test hypothesis
4. Record the results/data
5. Make a conclusion
6. Repeat the experiment
Engage: The students will be told that they will be having a thumb-war competition
Exploration: The students will be following the thumb war “lab report” guide to complete the
experiment and be introduced to going through the scientific method. They will be given the
problem (which member of your group will win a thumb war competition?). They will come up
with a hypothesis (based on observations and inferences), run though several trials of the
experiment, take measurements and record wins. When they are done, they will conclude if their
hypothesis was correct or not and why?
SC.7.N.1.2
Using the Thumb Wars experiment, have students create a word to differentiate between the terms
Replication (the act of taking another person’s experiment data (such as Newton, Volta, or Ohm),
rerunning the experiment yourself, and comparing the data. If you end up with the same results as
the other person, you have replicated the experiment) and Repetition (One scientist doing the
same experiment over and over using the same variables).
Discussion:
 Which step of the experiment displayed REPETITION? (Answer: Step number 6)
 Did this experiment have any form of REPLICATION embedded in its procedures? Why
or Why NOT? (Answers may vary as long as students can justify their claim. Some
students may say, Yes, because each group was performing the same experiment, some
may say No, because all of the variables within a group were not constant so even though
they are investigating the same problem the experiment may not be identical to the original
experiment performed.)
SC.6.N.2.2
Debate About Global Warming (Climate Change)
 Have students watch the youtube video called Climate Realist Marc Morano Debates Bill
Nye the Science Guy on Global Warming
 Create a two-column chart that awards jots down evidence for Global Warming and
against Global Warming.
 Who’s position do you agree with, Marc Morano’s or Bill Nye’s, on Global Warming?
Why?
 Is Bill Nye’s evidence FOR Global Warming reasonable enough to support his claim?
Give specific examples
 Is Marc Moreno’s evidence AGAINST Global Warming reasonable enough to support his
claim? Give specific examples.
 What is the purpose of scientific debate/argumentation?
Teacher Notes
ENRICHMENT
Enrichment curriculum based on student’s performance on Mini-Assessment
Teacher Notes
Pattern
x
x
Vocabulary
Term
Definition
Reasoning
Process used to figure out what to
believe in a logical, sensible way.
Argument
Series of statements leading to a
conclusion.
Claim
A reason used to substantiate a
conclusion without providing
proof.
Relevant
Measure of the significance of a
reason or claim.
Skepticism
Doubt
Evidence
Proof for a claim often numerical.
Observation
Information gathered using the
senses (see, hear, touch, smell,
taste)
Assumption
Something we take for granted
without all the facts.
Inference
Judgement based on known facts.
Thumb Wars
Step 1: Identify a Problem to solve
Which member of your group will win a thumb war competition?
Step 2: Make a Hypothesis
__________________________________________________________________________________________
Why?_____________________________________________________________________________________
__________________________________________________________________________________________
Step 3: Do an Experiment
First, let’s find out the length of our thumbs. Use a ruler to estimate the length of your thumb in centimeters.
Make sure to write down the thumb lengths of your other group members!
Team Member
1.
2.
3.
4.
5.
Thumb Length (cm)
Next, follow the procedure below to conduct your thumb war experiment to see if you hypothesis is correct.
Be sure to record your results in step 4!
To play the game, a player hooks the four fingers of their right (or left) hand to the four fingers of the other
player’s right (or left) hand and clasps firmly. To start the game, both players say “One, two, three, four, I declare
a thumb war.” Both students then try to trap, pin, or capture their opponents thumb for five (5) seconds to win.
No cheating! You may only use your thumb to capture your opponent’s thumb – you may not use other fingers or
your other hand to win! Your arms must stay touching the desk during the thumb war.
Step 4: Record your Data/Results
Team member # vs.
Team member #
1 vs. 2
1 vs. 3
1 vs. 4
1 vs. 5
2 vs. 3
2 vs. 4
2 vs. 5
3 vs. 4
3 vs. 5
4 vs. 5
Result (Who is the Winner?)
Repeat Experiment (only when
you have finished step 5)
Step 5: Make a Conclusion
1) Identify the dependent (test) variable and independent (outcome) variable in the experiment.
2) Who won the most rounds of thumb wars in your group?
3) Does that person have the longest thumb in your group?
4) Was your hypothesis correct (step 2)?
5) Why do you think you were correct or incorrect? (Why did the person with the longest thumb win
OR why did someone who did NOT have the longest thumb win?)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Explanation: After all groups complete the thumb war, the teacher asks each group who won and if they made
the correct hypothesis. The teacher will ask how the groups made sure that the person who won did not win by a
mere fluke (repetition). The teacher will review with the class the different steps that they took and why they
were necessary to determine the outcome of the experiment.
Elaboration: Students will repeat the experiment, keeping the steps of the scientific method in mind.
Step 6: Repeat the experiment.
If your group finishes early, then you have time to do the final step of the scientific method! Repeat your
experiment again to make sure that the results you got the first time are correct. Record your results on the table
above in the column that says “Repeat Experiment.”