|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.|
|SC.912.L.14.6:||Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.|
|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.17.1:||Discuss the characteristics of populations, such as number of individuals, age structure, density, and pattern of distribution.|
|SC.912.L.17.2:||Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.|
|SC.912.L.17.3:||Discuss how various oceanic and freshwater processes, such as currents, tides, and waves, affect the abundance of aquatic organisms.|
|SC.912.L.17.4:||Describe changes in ecosystems resulting from seasonal variations, climate change and succession.|
|SC.912.L.17.6:||Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.|
|SC.912.L.17.7:||Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.|
|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.17.9:||Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.|
|SC.912.L.17.10:||Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycle.|
|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.17.16:||Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.|
|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: |
|SC.912.N.1.2:||Describe and explain what characterizes science and its methods.|
|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.1.4:||Identify sources of information and assess their reliability according to the strict standards of scientific investigation.|
|SC.912.N.1.5:||Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.|
|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.1.7:||Recognize the role of creativity in constructing scientific questions, methods and explanations.|
|SC.912.N.2.1:||Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).|
|SC.912.N.2.4:||Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.|
|SC.912.N.2.5:||Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.|
|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.N.3.5:||Describe the function of models in science, and identify the wide range of models used in science.|
|SC.912.N.4.1:||Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.|
|SC.912.N.4.2:||Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.|
|SC.912.P.10.2:||Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity.|
|SC.912.P.10.20:||Describe the measurable properties of waves and explain the relationships among them and how these properties change when the wave moves from one medium to another.|
|MA.K12.MTR.1.1:|| Actively participate in effortful learning both individually and collectively. |
Mathematicians who participate in effortful learning both individually and with others:
|MA.K12.MTR.2.1:|| Demonstrate understanding by representing problems in multiple ways. |
Mathematicians who demonstrate understanding by representing problems in multiple ways:
|MA.K12.MTR.3.1:|| Complete tasks with mathematical fluency. |
Mathematicians who complete tasks with mathematical fluency:
|MA.K12.MTR.4.1:|| Engage in discussions that reflect on the mathematical thinking of self and others. |
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
|MA.K12.MTR.5.1:|| Use patterns and structure to help understand and connect mathematical concepts. |
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
|MA.K12.MTR.6.1:|| Assess the reasonableness of solutions. |
Mathematicians who assess the reasonableness of solutions:
|MA.K12.MTR.7.1:|| Apply mathematics to real-world contexts. |
Mathematicians who apply mathematics to real-world contexts:
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
|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
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).
Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:
- Ensuring wide reading from complex text that varies in length.
- Making close reading and rereading of texts central to lessons.
- Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
- Emphasizing students supporting answers based upon evidence from the text.
- 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.
Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.
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
Additional Instructional Resources:
A.V.E. for Success Collection is provided by the Florida Association of School Administrators: http://www.fasa.net/4DCGI/cms/review.html?Action=CMS_Document&DocID=139. Please be aware that these resources have not been reviewed by CPALMS and there may be a charge for the use of some of them in this collection.
|Course Number: 2002500||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Science > SubSubject: Marine Sciences >
|Abbreviated Title: MARINE SCI 1|
|Number of Credits: One (1) credit|
|Course Type: Core Academic Course||Course Level: 2|
|Course Status: State Board Approved|
|Grade Level(s): 9,10,11,12|
|Graduation Requirement: Equally Rigorous Science|
| Biology (Grades 6-12)|
| Chemistry (Grades 6-12)|
| Physics (Grades 6-12)|
| Earth/Space Science (Grades 6-12)|
| Science (Secondary Grades 7-12)|
State Adopted Instructional Materials
| Marine Science 1a/1b|
Ascione, Christy - eDynamic Holdings LP - 2nd - 2023
| Marine Science: Marine Biology and Oceanography|
Thomas F. Greene - Perfection Learning Corporation - 3rd - 2018
| McGraw Hill Florida Marine Science|
Peter Castro - McGraw Hill LLC - 2 - 2025
| Oceanography: An Invitation to Marine Science|
Garrison/Ellis - Cengage Learning - 10th - 2024