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Florida Standards Connections for 6-12 Literacy in Science
For Students in Grades 9-10
LAFS.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LAFS.910.RST.1.3   Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text.
LAFS.910.RST.3.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LAFS.910.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
LAFS.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.
For Students in Grades 11-12
LAFS.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
LAFS.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks analyze the specific results based on explanations in the text.
LAFS.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
LAFS.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
LAFS.1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.
Florida Standards Connections for Mathematical Practices
MAFS.K12.MP.1: Make sense of problems and persevere in solving them.
MAFS.K12.MP.2: Reason abstractly and quantitatively.
MAFS.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.]
MAFS.K12.MP.4: Model with mathematics.
MAFS.K12.MP.5: Use appropriate tools strategically.
MAFS.K12.MP.6: Attend to precision.
MAFS.K12.MP.7: Look for and make use of structure.
MAFS.K12.MP.8: Look for and express regularity in repeated reasoning.
Students take a more sophisticated look at using a linear function to model the relationship between two numerical variables. In addition to fitting a line to data, students assess how well the model fits by analyzing residuals.
Laws and regulations that affect the public are being formed based on data from a variety of laboratories. How can we be sure that the laboratories are all standardized?
Just about anything can be data, including how you interact with social media apps!
Complex problems require complex plans and training. Get in shape to get things done.
Related Resources: KROS Pacific Ocean Kayak Journey: GPS Data Set[.XLSX] KROS Pacific Ocean Kayak Journey: Path Visualization for Google Earth[.KML]
What does it mean to be normally distributed? What do oceanographers do when the collected data is not normally distributed?
Humans aren't the only ones who get their fingerprints taken. Learn how this scientist is like a crime scene investigator using oil "fingerprints" to explain the orgins of spilled oil.
Dr. Jeff Holmes from the Harvard University Museum of Comparative Zoology discusses the Encyclopedia of Life as a teaching resource and as an example of reliable information.
This video was created in collaboration with the Okaloosa County SCIENCE Partnership including the Smithsonian Institution and Harvard University.
This researcher explains common methods behind randomized studies in the social sciences, specifically in education.
This ecologist from the Coastal Plains Institute discusses sampling techniques that are used to gather data to make statistical inferences about amphibian populations in the wetlands of the Apalachicola National Forest.
This simple inquiry helps students learn about the scientific method while trying to unlock the mystery of goldenrod paper.
What could be better than having class on the beach and conducting actual research to boot? See how this marine science teacher transforms his students into scientists.
This teacher has an idea about how to bring higher-level reading skills to science class.
Avast, me hearties! You ready to learn about observation skills?
F-15 Experimental Test Pilot discusses the importance of the iterative process of collecting data, analyzing data and communicating the findings when developing aircraft for the United States Air Force.
Air Force Test Pilot discusses the need for systematic testing and collection of data for new flight technologies.
In this video, science teacher Susan Cullum describes the impact of field research experiences on classroom teaching practices.
This research is made possible by a grant from the Gulf of Mexico Research Initiative (GoMRI/C-IMAGE II).This research is made possible by a grant from the NOAA Gulf of Mexico BWET program.
Listen as science teacher Patty Smukall recounts past and present marine field experiences and how they affect teaching practices back in the classroom.
In this video, Angela Lodge describes the value of hands-on experiences gained from field research for transforming both teachers and their classroom practices.
Field experiences are powerful and capable of improving teachers' ability to impact students in the classroom. Watch as USF Outreach Coordinator Teresa Greely explains the experiences offered to teachers through the NOAA Bay Watershed Education and Training (B-WET) program.
NOAA Scientist, Doug Devries talks about fish survey techniques and technologies.
Listen as Dr. Austin Mast describes how and why an herbarium collects, maintains, and distributes plant samples for scientific research.
Listen closely as Dr. Austin Mast explains how students can help scientists by transcribing data from real herbarium plant samples.
Related Site: Notes from Nature
COAPS oceanographer Dmitry Dukhovskoy describes the process used to mathematically model eddy shedding in the Gulf of Mexico.
Dr. Bill McShea from the Smithsonian Institution discusses how regression analysis helps in his research.
This video was created in collaboration with the Okaloosa County SCIENCE Partnership, including the Smithsonian Institution and Harvard University.
Statistical analysis played an essential role in using microgravity sensors to determine location of caves in Wakulla County.
The tide is high! How can we statistically prove there is a relationship between the tides on the Gulf Coast and in a fresh water spring 20 miles from each other?
Chip Cotton, fishery biologist, discusses his use of mathematical regression modeling and how well the data fits his models based on his deep sea shark research.
Shark researcher, Chip Cotton, discusses the use of regression lines, slope, and determining the strength of the models he uses in his research.
In this video, Brad Rosenheim describes how Louisiana sediment cores are used to estimate sea level changes over the last 10,000 years. Video funded by NSF grant #: OCE-1502753.
Wei Wu discusses his statistical contributions to the Birdsong project which help to quantify the differences in the changes of the zebra finch's song.
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