Fundamental Integrated Science 3 (#7920040) 


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Course Standards

Name Description
SC.6.E.6.2: Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida.
SC.6.E.7.2: Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate.
SC.6.L.15.1: Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
SC.7.E.6.4: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes.
SC.7.E.6.7: Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins.
SC.7.L.15.1: Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species.
SC.7.L.15.2: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.
SC.7.L.15.3: Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.
SC.7.L.16.1: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.
SC.7.L.16.4: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment.
SC.7.L.17.3: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.
SC.912.E.6.4: Analyze how specific geologic processes and features are expressed in Florida and elsewhere.
SC.912.E.7.5: Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
SC.912.E.7.6: Relate the formation of severe weather to the various physical factors.
SC.912.L.15.1: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.
SC.912.L.15.6: Discuss distinguishing characteristics of the domains and kingdoms of living organisms.
SC.912.L.15.13: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.
SC.912.L.16.4: Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring.
SC.912.L.16.8: Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer.
SC.912.L.16.10: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.
SC.912.L.16.13: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy.
SC.912.L.17.5: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.
SC.912.L.17.8: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
SC.912.L.17.11: Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.20: Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SC.912.L.18.12: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.
SC.912.N.1.1: Define a problem based on a specific  body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: 
  1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts).
  2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines).
  3. Examine books and other sources of information to see what is already known,
  4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models).
  5. Plan investigations, (Design and evaluate a scientific investigation).
  6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage).
  7. Pose answers, explanations, or descriptions of events,
  8. Generate explanations that explicate or describe natural phenomena (inferences),
  9. Use appropriate evidence and reasoning to justify these explanations to others,
  10. Communicate results of scientific investigations, and
  11. Evaluate the merits of the explanations produced by others.
SC.912.N.1.3: Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on  critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
SC.912.N.1.6: Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
SC.912.N.2.2: Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.
SC.912.N.3.1: Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.
SC.912.P.8.10: Describe oxidation-reduction reactions in living and non-living systems.
SC.912.P.12.10: Interpret the behavior of ideal gases in terms of kinetic molecular theory.
ELD.K12.ELL.SC.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

GENERAL NOTES

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 Strategies

  1. Utilize UDL strategies when planning lessons for all students.
  2. Ensure that students have accessible instructional materials.
  3. Ensure that students read from text that varies in length and complexity.
  4. Provide graphic organizers and instruct students on how to use them properly to support understanding of concepts.
  5. Use rubrics for assignments that clearly outline expectations for students.
  6. Make close reading and rereading of texts central to lessons and provide guided practice and immediate feedback in how to do this.
  7. Provide multiple opportunities to practice new vocabulary.
  8. Provide explicit instruction in how students can locate evidence from text to support their answers.
  9. Provide extensive research and writing opportunities (claims and evidence) based on student interest.
  10. Provide students with outlines that assist them in note taking during teacher-led instruction.
  11. Teach students to utilize appropriate graphic organizers or organize thoughts when planning for writing assignments.

Literacy Standards in Science
Secondary science courses include reading standards for literacy in science and technical subjects 6-12 and writing standards for literacy in history/social studies, science, and technical subjects 6-12. The courses also include speaking and listening standards. For a complete list of standards required for this course click on the blue tile labeled course standards. You may also download the complete course including all required standards and notes sections using the export function located at the top of this page.

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: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/sc.pdf.


General Information

Course Number: 7920040 Course Path: Section: Exceptional Student Education > Grade Group: Senior High and Adult > Subject: Academics - Subject Areas >
Abbreviated Title: FUND INTEG SCI 3
Course Status: Terminated



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