Florida SC.7.N.1.2

Science7th GradeThe Practice of Science

The Standard

Differentiate replication (by others) from repetition (multiple trials).

Florida Next Generation Sunshine State Standards for Science

Teacher's field guide

What Students Need to Do: Students identify who conducts each trial and decide whether the same team repeated trials or another team tested the work. They explain why both processes strengthen evidence.
What Mastery Looks Like: Students correctly label examples and justify each choice using who performed the work. They can describe how repeated trials improve consistency and outside testing checks reproducibility.
Common Misconceptions: Students often use the two terms as synonyms. They may think a classmate on the same lab team counts as an outside investigator. They may also confuse repeated measurements with conducting another full trial.
How to Assess It: Give students this exit ticket: “One group tests plant growth five times, then another class follows the same procedure. Label both actions and explain why.”

Lesson moves

Have each lab team test a paper helicopter three times, then exchange directions so another team can conduct the same investigation.
Ask students to explain which provides stronger evidence: ten trials by one team or matching results from three independent teams.
Give pairs scenario cards to sort into repeated trials, outside testing, both, or neither, then require a one-sentence defense.
Show two reports about a new medicine and ask students why independent research teams should repeat the full study.

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A ready-to-print activity worksheet aligned to SC.7.N.1.2, with an answer key for the teacher on its own page. No account needed.

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