Unit of Study | Week | Standards | Learning Targets | Activities/Materials | Formative Assessments | Summative Assessments |
| Week 1 | Science/Engineering Practices: 6.4: Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real world phenomena. | S/W understand classroom expectations. S/W become familiar with my classroom. S/W understand school wide PBIS expectations. S/W understand science lab jobs. | PBIS lessons Classroom scavenger hunt. Paper “Friendly” favorites document. | Practice behaviors Teacher “observation”. Paper Tower Challenge Teacher observation. Closure engagement. Warmups | |
| Week 2 | 1.1 Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information. 1.4 Ask questions to clarify and/or refine a model, an explanation, or an engineering problem. 5.4 Apply mathematical concepts and/or processes (e.g., ratio, rate, percent, basic operations, simple algebra) to scientific and engineering questions and problems. | S/W build paper tower to reinforce lab jobs and engineering design process. S/W take pre-test of eighth grade science concepts. S/W further understanding of definition of science. S/W define different aspects of science (Ologies). | Beginning of year seventh grade science pre-test. Happy/Unhappy Balls Activity (working towards defining what is science?). How can we solve iron puzzle? What is science (observing and coming up with conclusions about natural world). Mystery box activity #1 (red) (send rep up from every group-make observations trying to figure out what is on bottom of box? Mystery box #2 (names) if time). What is science powerpoint? Student powerpoint notes... Homework: What is science (attached). May have to model a couple. "Tease" w/ liquid nitrogen. | Teacher observations during engagement activities Warmups Pre-Test | |
| Week 3 | Science/Engineering Practices 1:1 Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information. | S/W observe demonstrations with liquid nitrogen to reinforce concept of observations. S/W reinforce definition of science. S/W be introduced to scientific method. S/W reinforce understanding of scientific method through a demonstration. S/W confirm understanding of scientific method through Bill Nye video.
| Liquid nitrogen demonstrations. What is Science powerpoint. Scientific method powerpoint. Quizlet live w/ Ologies... Candle lab (using back of scientific method notes as guideline to go through steps)...Which sized container will allow a candle to stay lit the longest? Psuedoscience movie-related study guide. Assign Scientific Method practice homework. | Teacher observations. Quizlet live data Engagement strategies observations Closure engagement. Warmups | |
| Week 4 | Science/Engineering Practices 1:3 Ask questions to determine relationships between independent and dependent variables and relationships in models. 1:1 Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information. 1:2 Ask questions to identify and/or clarify evidence and/or the premise(s) of an argument. 4.5 Apply concepts of statistics and probability (including mean, median, mode, and variability) to analyze and characterize data, using digital tools when feasible. | S/W differentiate between independent and dependent variables. S/W practice steps in the scientific method. | Burning time of peanut/piece of paper demonstration. Procedures Activity: Make a peanut/butter jelly sandwich from kid directions. Ruler drop to introduce mean, median, mode and range....
| Teacher observations. Quizlet live data Engagement strategies observations Closure engagement. Warmups | Paper/pencil quiz. |
| Week 5 | Science/Engineering Practices 4.6 Consider limitations of data analysis (e.g., measurement error), and/or seek to improve precision and accuracy of data with better technological tools and methods (e.g., multiple trials). |
| Ruler drop to introduce mean, median, mode and range.... Metric Measurement powerpoint-student notes. TED ED video: why measurement matters. Concept map challenge w/ vocabulary for week (1st time students have done this..divide into three groups.....use all nine vocabulary from week to make "group" concept map on board). | Teacher observations. Engagement strategies observations. Fireside speech. Closure engagement. Warmups | Paper/pencil quiz: |
| Week 6 | Science/Engineering Practices 6:2 Construct an explanation using models or representations. 7:3 Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. 7:1 Compare and critique two arguments on the same topic and analyze whether they emphasize similar or different evidence and/or interpretations of facts. | S/W differentiate between science/pseudoscience. S/W differentiate between claim, evidence, and reasoning.
| Dihydrogen Hydroxide....powerpoint Student Notes.... What made Dihydrogen Monoxide seem dangerous-leading into pseudoscience. Students take notes in journal-writing down anything that they feel is important to help determine what dihydrogen monoxide is? My Father Is An Alien Car Ad Activity Groups (introduce claim-evidence-reasoning).......think about an instance when you've attempted to convince your parents to let you do something....(claim)...how did you do this? Share out... Meatball Mystery-introducing Claim/Evidence/Reasoning....in groups... Introduce Claim, Evidence, Reasoning
| Teacher observations. Engagement strategies observations. Fireside speech. Closure engagement. Warmups | Paper/pencil quiz |
| Week 7 | Science/Engineering Practices: 4:6 Consider limitations of data analysis (e.g., measurement error), and/or seek to improve precision and accuracy of data with better technological tools and methods (e.g., multiple trials). 3:3 Evaluate the accuracy of various methods for collecting data | S/W practice mass measurement S/W practice volume measurement. | Show mystery item in front of class.....groups brainstorm..what are all the ways we could measure the item. Metric Mass Powerpoint-students take notes using attached noteguide. Show triple beam balance and digital scale...discuss which is more accurate. Introduce Mass lab...using both triple beam balances and digital scales. Metric Mass lab. Show a few containers filled w/ liquid....show them volume measurement on them. Liquid volume activity. Start tomorrows solid volume if time...demo w/ blocks etc..... How could we figure out how big your head is? Volume Notes-Regular solid shapes (included formula and units-cubic centimeters, in notes)-on lined paper Practice with centimeter rulers and wood blocks. Correct in class after 20 minutes. What do we do if it is NOT a regular shape.Show teacher volume/displacement video. | Teacher observations-differentiation during labs. Engagement strategies observations. Closure engagement. Warmups | |
| Week 8 | Science/Engineering Practices 5:2 Use mathematical representations to describe and/or support scientific conclusions and design solutions. | S/W practice regular/irregular shaped volume measurement. S/W describe various measurement techniques in a movie. | Give all (or almost all) students a wooden block-have them line up according to the biggest block on the left..smallest on the right. Emphasizing what volume is...... Introduce volume of regular shape.. Model w/ red box... Practice with partners at table......maybe 4-5. How do you measure the volume of something that is NOT a regular shape. Model one with a graduated cylinder and one w/ spill can. Two head volumes with students using bucket/displacement technique. Introduce Never Cry Wolf: Watch-do study guide. | Teacher observations-differentiation during labs. Engagement strategies observations. Closure engagement. Warmups | |
| Week 9 10/28 | Science/Engineering Practices: 1:1 Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information. Common Core Reading: CCRA.R.10: Read and comprehend complex literary and informational texts independently and proficiently. | S/W define density. S/W practice density. S/W practice content area reading strategies. | Question: Which things float and sink? (use materials in class..pen, metal block, wood block etc…) Why? (engage-elicit) Why do these liquids float on others? (density column) https://www.stevespanglerscience.com/lab/experiments/seven-layer-density-column/ Why? (engage-elicit) Diet Coke/Regular Coke...why does one sink and the other not? Styrofoam and wood block...why does one sink and the other not? Notes: Density-define........draw pics.......write formula..... Give each student a piece of tin foil of same mass? How could we increase or decrease the density of each? Review/introduce formula from yesterday: D=Mass/Volume. Model two problems: One with styrofoam cube/One with wood cube. Discuss: What do you notice about each (floats and answer is under 1.0 g/cm3). Give each group aluminum and steel blocks...... how could we find out if they are different or the same? Groups: What can you conclude about density (any under 1.0 g/cm3will float in water/anything over will sink). Red box activity: If we had two red boxes exactly the same size and one had more density than another-how would they look different on the inside? Pumpkin article annotation-question-answers. | Teacher observations-differentiation during labs/demonstrations. Engagement strategies observations. Closure engagement. Warmups | First Quarter Summative Assessment TBA first quarter assessment. |
| Week 10 | 5:4 Apply mathematical concepts and/or processes (e.g., ratio, rate, percent, basic operations, simple algebra) to scientific and engineering questions and problems. 4:4 Analyze and interpret data to provide evidence for phenomena. 1 Science investigations use a variety of methods and tools to make measurements and observations. 1:3 Ask questions to determine relationships between independent and dependent variables and relationships in models. CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. 6:8 Optimize performance of a design by prioritizing criteria, making tradeoffs, testing, revising, and re- testing. 1:8 Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions. | S/W confirm understanding of density. S/W use math concepts in science. S/W use engineering design process to build a boat. | Styrofoam density demo...two pieces...different sizes... Model density formula problems...do a couple using density formula... Co-op problems Give each group of two a 1" by 1" piece of tin foil-half of class will be directed to have the tin foil float...other half will have to get tin foil to sink. How will they do it........test. EMPHASIZE the ind./dep. variable. Partner project: Can tin foil float if it has a density over 1 g/cm3...this is tin foils density- (2.7 g/cm3). Practice content area reading strategies...(we have done notes in margins, and questioning/answers techniques)....today they will do both alone. Introduce density triangle (this is a high school concept...but I introduce it). Do one together for each variable (density, mass, volume). | Teacher observations-differentiation during labs. Engagement strategies observations. Quizlet live. Fireside speech. Closure engagement. Warmups | Soon….start to review for test today... |
| Week 11 11/11 | ****All previous standards-summative assessment this week. | S/W be introduced to surface area. | Surface area paper/pencil practice. Review related to upcoming assessment-jigsaw activity presentations. Concept map challenge w/ review. | Teacher observations-differentiation during labs. Engagement strategies observations. Closure engagement. Warmups | Test 1 paper/ pencil Assessment |
| Week 12 | MSPS1: Develop models to describe the atomic composition of simple molecules and extended structures. CCC2: Cause and Effect - Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts. PS1A: Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) | S/W be introduced to matter and it’s components. S/W be introduced to atoms. | Show three pieces of very different pieces of matter and discuss...what makes them different (Aluminum, Steel, and Sodium)....groups...what makes them different? (Consist of different atoms/molecules. Watch part of "Hunting The Elements"....attached study guide. Groups: What does an atom look like drawing on scrap piece of paper/How small is an atom..explain. (modeling method). Groups Share out using document camera. Size of atom-share out...... Size of atom: TED ED: Size of Atom Atom size "cutting" activity: (need strips of paper). Atoms Intro. Powerpoint (if time). Student noteguide | Teacher observations. Engagement strategies observations. Fireside speech. Closure engagement. Warmups | Paper/pencil quiz. |
| Week 13 11/25-short week T. Giving | MSPS1-4: Develop a model that predicts and describes particle motion, temperature, and state of pure substance, when thermal energy is addded or removed. | S/W be introduced to states of matter. | Phet: States Of Matter: PHET States of Matter a.) Use inquiry technique.....write on back of noteguide...experiment w/ this PHET for 1-15 minutes...what are things you notice. States of matter powerpoint: attached.... Engagement if time.... | Teacher observations. Engagement strategies observations. Closure engagement. Warmups | |
| Week 14 | MSPS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. CCC.1: Patterns - Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them. CCRA.R.10Read and comprehend complex literary and informational texts independently and proficiently. | S/W recognize differences between solids, liquids, and gases. S/W communicate differences in solids, liquids, and gases. S/W communicate phase changes to a friend.....in the form of a letter. | States Of Matter Powerpoint Student Noteguide States Of Matter Brainpop.... Fireside writing......about differences in solids, liquids, and gases. Is hair gel a solid or liquid (show-teams discuss)? Make sure students have a drawing showing solids, liquids, and gases somewhere in their packet. PHET: States Of Matter Basics Inquiry Activity...Cause/Effect.....If I change this (temperature etc..)...this happens.... | Teacher observations. Engagement strategies observations. Closure engagement. Warmups Fireside speeches | Paper/Pencil quiz |
| Week 15 | MSPS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. MSPS1-1: Develop models to describe the atomic composition of simple molecules and extended structures. Science/Engineering Practices:4:3 Distinguish between causal and correlational relationships in data. | S/W differentiate between types of phase changes. S/W differentiate between causation/correlation. | Phase Changes video (from Friday to reinforce). Matter/Phase Changes Bingo Directions for phase changes story.. Show introduction video: Ice Cream Correlation: https://www.youtube.com/watch?v=VMUQSMFGBD Causation/Correlation Introduction Define: Correlation/Causation As groups...decided whether scenarios are "Causations" or simply "correlations" | Teacher observations. Engagement strategies observations. Closure engagement. Warmups Quizlet live. | Phase change story (in place of paper/pencil quiz). |
Sci. Method Content reading Sci. argument. | Week 16 | Nature of Science: 7- Scientific explanations are subject to revision and improvement in light of new evidence. Science/Engineering Practices 1:1-Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information. 7:2-Respectfully provide and receive critiques about one's explanations, procedures, models, and questions by citing relevant evidence and posing and responding to questions that elicit pertinent elaboration and detail. | Candle under jar (vacuum) at table groups… Birthday candle hypothesis/observations. How did it happen…? Three day content reading lesson (Angela Barrera)/Nearpod Day 1: Deliberate teaching of quality annotations. Day 2: Notes related to pro’s/con’s Day 3: Science argument/critiquing/commucating. | Teacher observations. Engagement strategies observations. Closure engagement. Warmups Nearpod | Student notes. | |
Week 17 | MSPS1-1: Develop models to describe the atomic composition of simple molecules and extended structures. | Bohr model introduction notes: go over protons, neutrons, and electrons locations in Bohr model. Use pipe cleaner model. Watch this video: Only watch up to explanation of mass: Atoms Introduction For After Notes (only up to 4:37) Do two or three Bohr models w/ kernels as electrons. Gum drops as protons/neutrons (NEED TO BUY). Emphasize that the reason all elements are different is due to different number of particles within the individual atoms. Assign chart attached as homework. Assign vocabulary as homework-due Thursday. Review one more Bohr model if needed. Distribute BL skill attached. Jigsaw this assignment: Very group will present 5-6 questions to class. Discuss that they will have mid-term on Friday but it will not be graded like a mid term-TRY HARD BUT DON'T WORRY. Possible Kahoot related to atoms-preliminary periodic table.. Assignment work time from yesterday. Collect/correct homework and this week's packet of work (Packet O' Fun #3) (chart from earlier in week and vocabulary). Jigsaw some of the TBA common pre-test questions. Extra time: Reign O' Ruin play detailing atomic bomb. Extra time: Finish-continue Reign O' Ruin play.
| Teacher observations. Engagement strategies observations. Closure engagement. Warmups | Illuminate mid term. | ||
NWEA (Reading For 7th/8th Grade) | Week 18 | None: NWEA test. | S/W take NWEA test. | NWEA TBA second marking period assessment. | NWEA Test : Midterm Summative Assessment | |
Periodic Table | Week 19 (1/20) | 11 Science theories are based on a body of evidence developed over time. MS-PS1-1 Develop models to describe the atomic composition of simple molecules and extended structures.Develop models to describe the atomic composition of simple molecules and extended structures. | S/W be introduced to periodic table. S/W practice content area reading skills. |
a.) 10-12=C b.) 13-15=B c.) 16 and up=A *****only pick from 1-36******
| Teacher observations. Engagement strategies observations. Closure engagement. Warmups | |
Periodic Table Elements-Compounds-Mixtures | Week 20 | Standards MS-PS1-1 Develop models to describe the atomic composition of simple molecules and extended structures. PS1.A.6-8.2 Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-2), (MS-PS1-3) PS1.A.6-8.1 Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) Standards 1 Science investigations use a variety of methods and tools to make measurements and observations. 3 Science depends on evaluating proposed explanations. | S/W further understanding of periodic table. S/W use inquiry to do an investigation. S/W |
| Teacher observations. Engagement strategies observations. Closure engagement. Warmups | |
Elements-Compounds-Mixtures | Week 21 | PS1.A.6-8.5 Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) PS1.A.6-8.1 Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) MS-PS1-1 Develop models to describe the atomic composition of simple molecules and extended structures. | S/W reinforce understanding of elements/compounds/mixtures. |
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Scientific Inquiry Chemical/Physical Properties. Chemical/Physical Changes. | Week 22 | MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. MS-PS1-1 Develop models to describe the atomic composition of simple molecules and extended structures. 2.5 Develop and/or use a model to predict and/or describe phenomena. | S/W practice inquiry S/W solidify understanding of chemical/physical properties. S/W be introduced to chemical/physical changes. |
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Scientific Inquiry Chemical/Physical Properties Chemical/Physical Changes. | Week 23 | Standards 3 Science depends on evaluating proposed explanations. MS-PS1-1 Develop models to describe the atomic composition of simple molecules and extended structures. MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. | S/W wrap up physical/chemical properties. S/W participate in inquiry/modeling. S/W use content reading skills. S/W further understanding of chemical/physical changes. |
Sodium + Water Pot. Per. + Glycerine Heat + R. Alcohol Cutting playdough Cutting paper Eating Marshmallows Oxygen + Iron Water + Food Coloring Baking Soda + Vinegar |
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Chemical/Physical Changes | Week 24 | MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. | S/W further understanding of chemical/physical changes. S/W practice identifying chemical/physical changes. |
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Chemical/Physical changes. Law of Conservation of Mass | Week 25 | MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. 10 Theories are explanations for observable phenomena. PS1.B.6-8.1 Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-2),(MS-PS1-3),(MS-PS1-5) | S/W prove understanding of chemical/physical changes. S/W be introduced to law of conservation of mass. |
2 H2O2(aq) → 2 H2O(l) + O2(g)
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Law of Conservation of Mass | Week 26 | PS1.B.6-8.1 Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-2),(MS-PS1-3),(MS-PS1-5) | S/W experiment w/ law of conservation of mass. S/W demonstrate law of conservation fo mass. |
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Third quarter assessment . | Week 27 | See previous standards. | S/W prove understanding of third marking period concepts. |
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| Third Quarter Summative Assessment |
Chemical Equations | Week 28 | PS1.B.6-8.1 Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-2),(MS-PS1-3),(MS-PS1-5) | S/W determining whether chemical equations are balanced or not. S/W watch Apollo 13 to reinforce science concepts. |
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Acids/Bases | Week 29 | MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. | S/W investigate acids/bases/ |
https://www.youtube.com/watch?v=U9mD6kPUL9Y
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Force/Motion | Week 30 | 1 Asking questions and defining problems in 6 - 8 builds on K - 5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models. 1.4 Ask questions to clarify and/or refine a model, an explanation, or an engineering problem. 6.4 Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real- world phenomena, examples, or events. MS-PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. | S/W be introduced to force and motion. S/W differentiate between potential and kinetic energy. |
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Force/Motion | Week 31 | 5:4 Apply mathematical concepts and/or processes (e.g., ratio, rate, percent, basic operations, simple algebra) to scientific and engineering questions and problems. Standards MS-PMSS2-2 MSPS2-2 Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. |
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Force/Motion | Week 32 | MS-PS2-1 Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. | S/W learn Newton’s laws and their relationship to force and motion. S/W decipher free body diagrams. S/W related Newton’s laws to a movie. |
****Reinforce: https://www.youtube.com/watch?v=JGO_zDWmkvk (Newton's Laws: Bicycle) https://newsela.com/read/BHP-U2-4-IsaacNewton/id/3596
https://newsela.com/read/BHP-U2-4-IsaacNewton/id/3596
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Force/Motion | Week 33 | MSPS2-2 Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. |
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Waves | Week 34 | MSPS4-2: Develop and use a model to describe that waves are refracted, reflected, or absorbed. | S/W be introduced to waves. S/W experience w/ sound waves w/ a straw flute. S/W be exposed to electromagnet spectrum. |
Engagement....
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Waves | Week 35 | MSPS4-2: Develop and use a model to describe that waves are refracted, reflected, or absorbed. | S/W recognize waves in visible models. S/W firm up understanding of waves through a web quest. |
https://betterlesson.com/lesson/633219/properties-of-waves-making-waves-visible
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Final Assessment review. Final Assessment | Week 36 | See previous standards. | S/W prove understanding of standards through the fourth marking period. | Review of some sort. TBA final assessment | TBA final assessment. | Final Summative Assessment |