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Integrated Science 3 for Credit Recovery (#2002445)
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The course was/will be terminated at the end of School Year 2019 - 2020
Course Standards
Integrate Standards for Mathematical Practice (MP) as applicable.
  • MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
  • MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
  • MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
  • MAFS.K12.MP.4.1 Model with mathematics.
  • MAFS.K12.MP.5.1 Use appropriate tools strategically.
  • MAFS.K12.MP.6.1 Attend to precision.
  • MAFS.K12.MP.7.1 Look for and make use of structure.
  • MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.

Visit the specific benchmark webpage to find related instructional resources.
  • SC.912.E.5.9: Analyze the broad effects of space exploration on the economy and culture of Florida.
  • SC.912.E.6.4: Analyze how specific geologic processes and features are expressed in Florida and elsewhere.
  • SC.912.E.7.6: Relate the formation of severe weather to the various physical factors.
  • SC.912.E.7.8: Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
  • 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.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.15.10: Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools.
  • 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.15.14: Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow.
  • SC.912.L.15.15: Describe how mutation and genetic recombination increase genetic variation.
  • 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.17.6: Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.
  • 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.17.13: Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
  • SC.912.L.17.20: Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
  • SC.912.L.18.10: Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.
  • SC.912.L.18.11: Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity.
  • 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.1.2: 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.1.5: 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.2.2: 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.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.3.2: Describe the role consensus plays in the historical development of a theory in any one of the disciplines of 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.8.10: Describe oxidation-reduction reactions in living and non-living systems.
  • 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.10.3: Compare and contrast work and power qualitatively and quantitatively.
  • SC.912.P.10.6: Create and interpret potential energy diagrams, for example: chemical reactions, orbits around a central body, motion of a pendulum.
  • SC.912.P.10.9: Describe the quantization of energy at the atomic level.
  • SC.912.P.10.11: Explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues.
  • SC.912.P.10.16: Explain the relationship between moving charges and magnetic fields, as well as changing magnetic fields and electric fields, and their application to modern technologies.
  • SC.912.P.10.18: Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.
  • SC.912.P.10.21: Qualitatively describe the shift in frequency in sound or electromagnetic waves due to the relative motion of a source or a receiver.
  • SC.912.P.10.22: Construct ray diagrams and use thin lens and mirror equations to locate the images formed by lenses and mirrors.
  • SC.912.P.12.5: Apply the law of conservation of linear momentum to interactions, such as collisions between objects.
  • SC.912.P.12.6: Qualitatively apply the concept of angular momentum.
  • SC.912.P.12.7: Recognize that nothing travels faster than the speed of light in vacuum which is the same for all observers no matter how they or the light source are moving.
  • SC.912.P.12.9: Recognize that time, length, and energy depend on the frame of reference.
  • SC.912.P.12.10: Interpret the behavior of ideal gases in terms of kinetic molecular theory.
  • SC.912.P.12.11: Describe phase transitions in terms of kinetic molecular theory.
  • SC.912.P.12.12: Explain how various factors, such as concentration, temperature, and presence of a catalyst affect the rate of a chemical reaction.
  • SC.912.P.12.13: Explain the concept of dynamic equilibrium in terms of reversible processes occurring at the same rates.
  • LAFS.1112.RST.1.1 (Archived Standard): 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.1.2 (Archived Standard): Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
  • LAFS.1112.RST.1.3 (Archived Standard): 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.2.4 (Archived Standard): Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
  • LAFS.1112.RST.2.5 (Archived Standard): Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
  • LAFS.1112.RST.2.6 (Archived Standard): Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
  • LAFS.1112.RST.3.7 (Archived Standard): 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.RST.3.8 (Archived Standard): Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
  • LAFS.1112.RST.3.9 (Archived Standard): Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
  • LAFS.1112.RST.4.10 (Archived Standard): By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently.
  • LAFS.1112.SL.1.1 (Archived Standard): Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
    1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
    2. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
    3. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
    4. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
  • LAFS.1112.SL.1.2 (Archived Standard): Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
  • LAFS.1112.SL.1.3 (Archived Standard): Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
  • LAFS.1112.SL.2.4 (Archived Standard): Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
  • LAFS.1112.SL.2.5 (Archived Standard): Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
  • LAFS.1112.WHST.1.1 (Archived Standard): Write arguments focused on discipline-specific content.
    1. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
    2. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
    3. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
    4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
    5. Provide a concluding statement or section that follows from or supports the argument presented.
  • LAFS.1112.WHST.1.2 (Archived Standard): Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
    1. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
    2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
    3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
    4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
    5. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
  • LAFS.1112.WHST.2.4 (Archived Standard): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • LAFS.1112.WHST.2.5 (Archived Standard): Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • LAFS.1112.WHST.2.6 (Archived Standard): Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
  • LAFS.1112.WHST.3.7 (Archived Standard): Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • LAFS.1112.WHST.3.8 (Archived Standard): Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
  • LAFS.1112.WHST.3.9 (Archived Standard): Draw evidence from informational texts to support analysis, reflection, and research.
  • LAFS.1112.WHST.4.10 (Archived Standard): Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • MAFS.912.F-IF.2.4 (Archived Standard): For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. ★
  • MAFS.912.F-IF.3.7 (Archived Standard): Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. ★

    1. Graph linear and quadratic functions and show intercepts, maxima, and minima.
    2. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
    3. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. 
    4. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. 
    5. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude, and using phase shift.
  • MAFS.912.N-Q.1.1 (Archived Standard): Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. ★
  • MAFS.912.N-Q.1.3 (Archived Standard): Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ★
  • MAFS.912.S-ID.1.1 (Archived Standard): Represent data with plots on the real number line (dot plots, histograms, and box plots). ★
  • MAFS.912.S-ID.1.2 (Archived Standard): Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. ★
  • MAFS.912.S-ID.1.3 (Archived Standard): Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). ★
  • MAFS.912.S-ID.1.4 (Archived Standard): Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. ★
  • MAFS.912.S-ID.2.5 (Archived Standard): Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. ★
  • 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.
Course Information
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:

Credit Recovery courses are credit bearing courses with specific content requirements defined by Next Generation Sunshine State Standards and/or Florida Standards. Students enrolled in a Credit Recovery course must have previously attempted the corresponding course (and/or End-of-Course assessment) since the course requirements for the Credit Recovery course are exactly the same as the previously attempted corresponding course. For example, Geometry (1206310) and Geometry for Credit Recovery (1206315) have identical content requirements. It is important to note that Credit Recovery courses are not bound by Section 1003.436(1)(a), Florida Statutes, requiring a minimum of 135 hours of bona fide instruction (120 hours in a school/district implementing block scheduling) in a designed course of study that contains student performance standards, since the students have previously attempted successful completion of the corresponding course. Additionally, Credit Recovery courses should ONLY be used for credit recovery, grade forgiveness, or remediation for students needing to prepare for an End-of-Course assessment retake.


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.

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: 2002445
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Science > SubSubject: Integrated Sciences >
Abbreviated Title: INTEG SCI 3 CR
Number of Credits: One (1) credit
Course Length: Credit Recovery (R)
Course Type: Credit Recovery
Course Level: 2
Course Status: Terminated
Grade Level(s): 9,10,11,12
Educator Certifications
One of these educator certification options is required to teach this course.