AGENDAS FOR THE WEEK:

MONDAY
Objective(s): SWBAT
*Practice using measurement
tools
*Read a graduated cylinder
correctly
*Give a reason why graduated
cylinders are more useful to
measure liquids
*Correctly take the mass of an
object on a triple beam balance

NGSSS:
Supporting Benchmarks:
LAFS.68.RST.3.7- Integrate
quantitative or technical
information expresses in words
in a text with a version of that
information expressed visually

Engage
(5 minutes)
The students will be asked:
What is the difference of the
two sides of the ruler? Do
you think other countries have
a measuring tool that looks like
our rulers?

September 29th October 3rd

TUESDAY

WEDNESDAY

Objective(s): SWBAT
*propose a hypothesis to
answer a question given
*state observations about their
mystery box
*Conduct a scientific
investigation without control of
variables

Objective(s): SWBAT
*State the difference between
accuracy and precision
*State what constants in an
experiment are
*Identify the independent and
dependent variable in a
scenario

NGSSS:

NGSSS:

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.

SC.7.N.1.5- describe the methods

used in the pursuit of a scientific
explanation as seen in different
fields of science.
SC.7.N.1.4- Identify test variables
and outcome variables in an
experiment

THURSDAY
Objective(s): SWBAT
*measure their understanding
by taking an assessment
*discuss subjects that they
need reassurance about before
the test
NGSSS:
SC.7.N.1.5
SC.8.N.4.2-explain how
political, social, and economic
concerns can influence science,
and vice versa

Supporting Benchmarks:
SC.6.N.1.2 explain why
scientific investigation should
be replicable
Engage
(10 minutes)
Propose the question:
Mark wants to know whether
the amount of sun a sunflower
is exposed to will affect its
growth. He will has 4
sunflower plants, one in the
sun for only 2 hours, one in the
sun for 4 hours, one in the sun
for 6 hours, and one in the sun
normal amount of time (the
control). What is the
independent variable, what is
the dependent variable, what
will be constant in the
experiment?

Engage
(5 minutes)
I want you to write 3 things
that you are still uncertain
about and you wish to discuss
before the test tomorrow

Engage
(5-10 minutes)
Is there anything you would
like to discuss with the class
about what we have learned so
far? Any questions?

FRIDAY
Objective(s): SWBAT
*Create their solutions for the
upcoming experiment by using
the technique of dilution
*Practice using graduated
cylinders
*Make a prediction based on
prior knowledge and research
NGSSS:
SC.7.N.1.1- Plan and carry out
scientific investigation, identify
variables, make predictions and
observations
SC.7.N.1.5
SC.6.N.1.5- Recognize that
science involves creativity, not
just designing experiments, but
also in creating explanations
that fit evidence

Engage

(7 minutes)

I started drinking coffee when I

started college, because I AM
NOT a morning person. I also
decide to stay up late and watch
Once Upon a Time or anything on
Netflix sometimes, so coffee helps
wake me up in the morning.
Who drinks coffee in the
morning?
What happens when you drink
too much coffee?
What is the substance in coffee
that causes that reaction in your
body? Can it be found in other
drinks?

L
A

Explore
(30 minutes)
Mrs. Wisby will be guiding
them through her own metric
activity, the students will walk
around and answer questions at
stations about measurements
and metric system. The
students will have a chance to
use rulers and other
measurement scientific tools.
Explain
Mrs. Wisby will review the
students answers, and check
their understanding based on
what answers they did not
complete or completed
incorrectly.
Elaborate

Explore
(25 minutes)
The students will conduct the
mystery box activity, where
they will be given a box sealed
with tape so that they do not
open it. They will then put their
scientific process into action to
predict what is in the box. They
will make observations,
propose ways to test their
hypothesis without opening
their boxes, and then make
conclusions based on their
observations, before actually
opening up their boxes.
Explain
(10 minutes)
The teacher will ask: How do
scientists know what the
environment when the
dinosaurs were alive?
This will lead to the discussion
of indirect observations and
evidence.
Experiments are not the only
method to acquire scientific
knowledge. And a hypothesis
can still be made without
necessarily testing it. Ask them
the definition of hypothesis:
Hypothesis is an inference
based on prior knowledge.
Elaborate
(2 minutes)
Ask the students to list another
method in which scientists can
answer a question without
conduction an experiment?

Explore
(25 minutes)
The teacher will prepare
notecards for Jeopardy game to
review for nature of science
test.
Explain
(10 minutes)
Nature of science Test review
(During jeopardy game teacher
will address the right and
wrong answers to clarify any
misconceptions)
Things the teacher will
address:
- Accuracy vs. Precision
- Scientific Process
- Similarity of scientific
process for all scientists
- Unintended consequences
- Ethical issues
-Research and interaction with
Society
- Objective vs Subjective
Information
- Quantitative vs. Qualitative
Data
- Independent vs Dependent
variables
- Control group and constants
Elaborate

(5 minutes)

Give the students 2 data tables:

one with quantitative and one with
qualitative date. Ask them to
distinguish between the two.

TEST on Nature of Science

(40-45 minutes)

Explore
(25 minutes)
-The students will be preparing
for their Daphnia and caffeine
effect on their heart rate lab.
They will only be preparing
today.
-Assign them into groups of
three and one group of four, by
pairing them up with close by
neighbors. Grouping will be
assigned based on how we
think the three people will
work together as well.
-Have the students take out
their research information,
which they have already done.
- Have the students create a
hypothesis and write the title of
this experiment based on their
research.
-Have the students think about
what kind of solutions they will
need for the experiment
-Then ask them to prepare their
solutions of coffee by diluting
coffee with 10 mL of water in a
test tube
-We will have four different
kinds of coffee (expresso,
Colombian, house blend, and
decaf) and 1 tea, and a control
with no caffeine
Explain
(13 minutes)
-The teacher will explain the
main idea of the lab and what
will be measured. She will ask
the students to identify the
independent variable, the
control group, and the
dependent variables of the lab
- The teacher will also briefly
explain the procedures of the
lab
Elaborate

(3 minutes)

What is the effect of caffeine

on other parts of the body in a
human?
Eyes dilate, loss of fine motor
control, brain alertness, headaches,
and dizziness

Evaluate and Summary

I used to think but now I

know The students will give me
two things that they used to think
but have changed their minds
about

N
Resources:

Evaluate and Summary

(3 minutes)

MRS. WISBY WILL BE

TEACHING hence she will
have and provide all the
materials, I am unsure of all of
them.

Mystery box activity

instructions and questions
12 card box boxes, 2
construction papers
tape, 6-24 paper clips, 12-24
staples, 6-12pennies

Evaluate and Summary

(5 minutes)
Direct paraphrasing-Ask the
students to state at least one
thing they have learned today
in their own words. Randomly
choose two or three students to
share with the class

Jeopardy notecards
Quantitative and qualitative
data
Whiteboards and Markers

Evaluate and Summary

(2 minutes)
Interest Scale-Ask the students
to give their interest in the
topic a number from 1-10.
They will raise their hands
when I call the umber out. This
will help us see how we can
make the upcoming lab more
engaging before we start it
Assessment

Graduated cylinders
Test tubes
Coffee types and Tea
Water