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Recognize that the ocean absorbs most of the solar energy reaching Earth and loses heat primarily by evaporation.
Access Point #: SC.912.E.7.In.9
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • SC.912.E.7.9: Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.
Access Point Information
Number:
SC.912.E.7.In.9
Category:
Independent
Date Adopted or Revised:
02/08
Standard:
Earth Systems and Patterns : The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
Access Point Courses
  • Biology 2 Honors (#2000330):
  • Earth/Space Science (#2001310): Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).

    Special Notes:
    Instructional Practices
    Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:
    1. Ensuring wide reading from complex text that varies in length.
    2. Making close reading and rereading of texts central to lessons.
    3. Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
    4. Emphasizing students supporting answers based upon evidence from the text.
    5. Providing extensive research and writing opportunities (claims and evidence).

    Science and Engineering Practices     (NRC Framework for K-12 Science Education, 2010)
    • Asking questions (for science) and defining problems (for engineering).
    • Developing and using models.
    • Planning and carrying out investigations.
    • Analyzing and interpreting data.
    • Using mathematics, information and computer technology, and computational thinking.
    • Constructing explanations (for science) and designing solutions (for engineering).
    • Engaging in argument from evidence.
    • Obtaining, evaluating, and communicating information.
  • Earth/Space Science Honors (#2001320):
  • Environmental Science (#2001340):
  • Integrated Science 3 (#2002440):
  • Integrated Science 3 Honors (#2002450):
  • Intensive Science (#2000300):
  • Marine Science 1 (#2002500):
  • Marine Science 1 Honors (#2002510):
  • Marine Science 2 (#2002520):
  • Marine Science 2 Honors (#2002530):
  • Solar Energy Honors (#2002540):
  • Experimental Science 3 Honors (#2002360):
  • Integrated Science 3 for Credit Recovery (#2002445):
  • Renewable Energy 1 Honors (#2003500): The course content includes: an introduction to energy technology, renewable energy in a sustainable future, the science behind climate change, environmental impacts and economics, and careers in renewable energy. Students will be introduced to different types of renewable energy technologies, how they work, their advantages, disadvantages, and limitations. The types of renewable energies and technologies studied include: wind energy, solar (thermal and photovoltaic), hydro-electric, bio-energy, tidal power, wave energy, geothermal energy, ocean thermal, fuel cells, heat pump systems, and high voltage DC energy transport. The availability and integration of these energy types and technologies are also studied to understand how renewable energy can work as a compliment to and replacement for conventional technologies.
  • Environmental Science Honors (#2001341):
  • Meteorology Honors (#2001330): This interdisciplinary science course covers the fundamentals of meteorology, emphasizing the physical and chemical processes that control Earth’s weather and climate. Course topics include solar energy, atmospheric and oceanic movement, and energy transfer. Students will study and practice weather prediction using technology, data and models. In addition, students will learn the forces behind the formation of severe weather events. The course will cover the history of Earth’s climate and the practices and tools used to study meteorology as well as the forces behind fluctuations in the Earth’s weather and climate over time such as Milankovich Cycles, and ice ages. Students have the opportunity to access real-world empirical data to study weather patterns both globally and locally, model the processes that impact changes using basic mathematical expressions, graphing and statistics, and test the relationship between predictions and observations. The course also includes opportunities to practice science literacy by teaching from a range of complex texts that vary in length, and feature empirical evidence. Students will also be provided extensive research and writing opportunities (claims and evidence).

    Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

    This course has been designed for the teacher to select and teach only the appropriate standards corresponding to a student's grade level and/or instructional needs.

    English Language Development ELD Standards Special Notes Section:

    Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Science. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: {{AzureStorageLink}}/uploads/docs/standards/eld/sc.pdf.